Interactive
Metronome program- The most revolutionary science based tool to enhance
physical and mental performance, for children through adults. The method: During
a series of physical exercises, the student is challenged to precisely match
a computer generated beat. Feedback is given each second over headphones and data is recorded for over 2,000 responses per
session. This intensive metronome training over 15 sessions activates and enhances the timing centers of the brain. Changes
may be seen in motor planning, rhythmicity, timing and sequencing- having positive effects on attention, processing, impulsivity,
motor skills, coordination, visual spatial skills, reading ability, while reducing aggression.
The experience of
staying on beat has a positive, motivating effect. As students move from a deliberate to an automatic mode, entrainment occurs.
Entrainment is a state in which activities take place in an effortless, involuntary fashion. Synchronous activity drives dendritic
growth during use of the IM.
Visit www.InteractiveMetronome.com.
OT Outcomes is offering this neuro-kinetic
program by appointment now, for persons ages 9-adult with ADHD, LD, dyspraxia, HF Autism, Dysfunction in Sensory
Integration. Train your brain ~ Change your life!
IM Outcomes: To drive functional neuroplasticity
To improve the brain's efficiency & performance
PEDIATRIC RESEARCH-
In a research article published
by the American Journal of OT (AJOT),
March 2001, a double blind, placebo controlled study of 9-12y/o boys with
ADHD found those who completed the IM program showed significant patterns of improvement in attention, coordination, control
of aggression/impulsivity, reading and language processing.
A correlation study
of 585 children in a public school district found significant correlations between IM score and academic performance in reading,
math, language, science, social studies amd study skills. This suggests timing and rhythmicity play a foundational role in
the cognitive processes underlying academic performance. Published by the
High/Scope Foundation, a prestigious, non-profit educational research institution.
Learning
Problems and the Left Behind- a paper presented at the annual mtg of the National Assoc. of Elementary School
Principals, Anaheim CA , 2003 , by Cindy Cason, PhD.
Twenty percent of all
elementary school students are at risk for reading failure. Five to ten percent of those at risk for reading failure have
difficulty despite receiving reading instruction that is successful for most students. The Learning Disabilities Association
highlights the fact that one in five American adults is functionally illiterate. According to the No
Child Left Behind legislation, all students should be reading on grade level by the end of the third grade. Therefore,
the premise of this research is if students can increase reading fluency, they will continue to read and show greater success
at school.
Forty
students participated in a 12 session protocol of the Interactive Metronome. The control students did not. Training
consisted of 3-4 one hour sessions of IM per week for 3-4 weeks. Research and control groups were both pre and post tested
with the reading and math fluency subtest of the Woodcock Johnson III. The STAR reading test was also given pre and post IM
training.
Results:
Both groups began the study with equal performances on the reading fluency and math fluency tests. After IM treatment, the
IM group showed statistically higher post-test reading and math fluency.
READING/POST TEST
IM
group mean = 5.54 Grade Equivalent (gain of 1.71 GE)
Control group
mean = 3.87 Grade Equivalent (no change)
The use of the Interactive Metronome
continues to show a significant, positive impact on students' academic development. This tool can have great impact on students
with learning disabilities and the "at risk" student population.
MATH/POST TEST
IM
group mean = 5.72 (gain of 1.29 GE)
Control group mean
= 5.06 (no change)
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MEDICAL ENDORSEMENTS -
Dr. Stanley Greenspan reflects in the Interactive Metronome-Attention, planning and problem solving depend in part on the ability to plan and sequence
actions and ideas. The Interactive Metronome helps children improve their foundational planning and sequencing capabilities.
Dr. Edward Hallowell on the Interactive
Metronome program-
The Interactive Metronome
is spectacularly helpful. It is one of the most promising developments with non-medication of ADHD that's come along in a
long while. This is really solid, non-medication intervention, not only for ADHD, but for mental functioning in general.
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Therapeutic
Listening -
Another Occupational Therapy Modality utilized at OT Outcomes.
To respond to the language of music -
one needs only an ear and a heart.
The interpretation of all of the senses
contributes to our understanding of the world, creates body awareness and leads us to skill development. Dysfunction in processing
of one or a combination of senses can form a roadblock to developing one's "occupation" (the functional skills throughout
our lifespan).
Sound therapy programs
have been used since the 50's to support sensory processing. Historically, listening techniques began with Alfred Tomatis,
a French ENT. He is known for the discovery of the Tomatis Effect - what is processed by the ear is present in the voice.
Dr. Tomatis used filtered sound (classical music, Gregorian chants) emphasizing high frequencies to effect the entire nervous
system. Listening programs could last hours. He was from an Opera family and helped restore singers voices as they lost pitches
in the voice, through listening to those lost frequencies.
Dr. Guy Berard, a French MD trained with
Dr. Tomatis and felt the original method was too lengthy. He developed AIT to treat people with auditory processing problems.
AIT predominately used filtered pop music in which the sound frequencies were modulated at random intervals for random periods
of time. A special machine that filtered music was required, as well as audiograms to determine peaks in hearing (sound sensitivities).
Music was then presented to address the peaks and restore the range of hearing.
Ingo Steinbach, a German physicist and
musician created the SAMONAS (spectrally activated music of optimal natural structure) method to make listening programs more
available. He believes the selection of music matters, for optimal neuroprocessing. He recorded classical pieces with an emphasis
on high frequencies, using the concept of harmonics. The higher intensities are presented within shifts of the music, making
the changes undetectable to the listener. The spatial quality of the music is especially preserved in the recordings. SAMONAS
Web Site: http://www.samonas.com/
Incorporating the SAMONAS music into
a sensory integrative framework, Ms. Sheila Frick, an occupational therapist and Berard trained clinician has created and
adapted Therapeutic Listening for children in clinic and home
settings. Programs are incorporated into occupational therapy as another modality, and children can slowly develop their tolerance
to wearing headphones and listening to specific music (selected by the occupational therapist) during play and movement activities.
Vital Links Web Site: http://www.vitallinks.net/
Therapeutic
Listening programs are flexible, in that they may be continued and modified as long as benefits are present. A strong
sensory diet is often required to support the individual through the changes facilitated by the Listening program. The family
must be committed to all aspects of a home program to ensure its effectiveness.
Occupational Therapists are interested
in the impact of Listening on the occupation of children, as it affects the entire body for improving attending,
self regulation, motor skills, emotional expression and sensory processing abilities.The novel vibration of the sound waves
embedded in the CD's allows for vestibular registration which in turn affects one's sense of position in space, balance,
speed/direction of movement, auditory registration, visual stability and visual spatial perception. These are very important
outcomes of sensory integration and are presented to a child when using a Therapeutic Listening program.
Changes seen by Ms. Wincent, in her clients
using Therapeutic Listening programs include success in toilet training, enhanced printing (decrease in size of letters with
precision placement of letters on the line, improved spacing of words), significantly improved drawings of self-
revealing enhanced perception of body scheme. Students use more rhythmicity in their speech, show improved attention to all
kinds of tasks and better eye-hand coordination.Balance skills also improve during a Listening program.
Parents especially like the ease in using a Listening program
at home with their child. These changes may all be realized with artful occupational therapy, but the listening programs seem
to bring the changes more quickly- an important benefit to the child and family.
Marget Wincent, OTR/L
Director
OT Outcomes
