Phone 1-877-4AUTKID
A
The Spectrum Center uses the Tomatis Method of "sound stimulation";
"listening training"; or "auditory training" to treat
a spectrum of disorders that includes Autism and Pervasive
Developmental
Disorder (PDD). Other disorders we treat are attention deficit
disorder,
auditory processing problems, learning disabilities, and language and
communication
disorders. The director of the program has
a background in sensory integration and a specialty in the treatment of
the young autistic/PDD child. We incorporate other developmental models
of
treatment
with the Tomatis Method, to support the clients during their two hours
of listening, as well as to enhance their progress. Our background of
using
a developmental framework influences the particular focus we employ
when
integrating the Tomatis Method.
BOUT THE SPECTRUM CENTER
T
he program is administered in the following format:
Assessment
battery
which measures listening skills. A case history review of the sensory
motor
history; speech and language history; and educational history of the
child.
The listening program is administered in the
following manner: 31
two
hour sessions of listening consisting of filtered and unfiltered music
and speech. These session are conducted Monday-Saturday. The sessions
are
broken into three phases:
H OW: There is more and more research and clinical evidence indicating that treatment of the underlying sensory process results in improved academic and language abilities. Listening training is aimed at restoring or developing the ears ability to listen in an efficient, organized, and balanced manner. The goal is to enhance the brain's "capacity to learn" rather than to teach specific skills. When the listening function is restored or enhanced, the brain will demonstrate a more effective learning ability when presented with environmental stimulation. As the listening function is normalized, the individual has a new, more accurate perceptual filter through which he can interpret the world. The ear is now attuned between the child and his/her environment.
Communication becomes easier. As the sensory systems normalize, the children feel more comfortable in their own bodies and secondarily they feel happier. Listening training is accomplished through the use of developmental sound stimulation provided though an electronic device specially engineered to exercise the listening function.
There is more and more research and clinical evidence indicating that treatment of the underlying sensory process results in improved academic and language abilities. Listening training is aimed at restoring or developing the ears ability to listen in an efficient, organized, and balanced manner. The goal is to enhance the brain's "capacity to learn" rather than to teach specific skills. When the listening function is restored or enhanced, the brain will demonstrate a more effective learning ability when presented with environmental stimulation.
To change the listening function, intense intervention is required initially. The children listen for 2 to 2 1/2 hours a day for a period of 15 days. They then have a break of 4-6 weeks followed by a second intensive.
Active microphone work is used so that the child uses his/her own voice to assist in the process of reeducation. Stimulation activities during the break and following the listening program are also part of the training process.
P HONICS AND THE TOMATIS METHOD. In a recent study (Summer 2006) at the University of Padua, the Tomatis Method was tested to see if it could help reading skills in school children. The results were mixed. When the teaching of reading involved Phonics plus Tomatis, then the improvement in reading was substantial. If the reading was by sight only (ie, not Sounding the words out), then the reading progress was unaffected.
This
will be no surprise to Tomatis Listening Therapists. The Tomatis Method
treats the Listening Function (through the ears) on the theory that
mere hearing becomes Listening and listening (through the attenuation
of the Electronic Ear) becomes paying attention and recognition. Recognition becomes knowledge and
understanding.
This
is the opposite of speed reading,
and its
derivitives. Speed reading
was supposed to be primarily a visual experience, where the aspiring
speed reader was told NOT to sound the words out.
Our
theory of Tomatis Phonics would
be to sound the words out and to incorporate the hearing- listening
auditory system into the teaching of reading. The auditory system is
much more basic to the ontogenic development of the foetus in utero
than the visual system, so that in treating the functions of the ear
you are dealing with a more basic sensory system than with vision, and
as such, with Tomatis you are then listening (and reading) with
the
whole body.
Think of Tomatis as
an enhancement for the
teaching of phonics.
When seen in this light,
the usual claims of Tomatis
practicioners (listed below) become consistent and more
understandable.