Research & Publications
Other research studies
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An historical commentary on the Physiological effects of Music: Tomatis®, Mozart and Neuropsychology
Dr Billie Thompson, Dr Suzan Andrews, Integrative Physiological and Behavioral Science Journal. USA, 2000
This article provides an overview of the theoretical underpinnings of the Tomatis® Method, along with a commentary on other forms of sound/music training and the need for research. A public debate was sparked over the "Mozart Effect." This debate has turned out to be unfortunate because the real story is being missed. The real story starts with Alfred Tomatis, M.D., scientist and innovator. Dr. Tomatis was the first to develop a technique using modified music to stimulate the rich interconnections between the ear and the nervous system to integrate aspects of human development and behavior. The originating theories behind the Tomatis® Method are reviewed to describe the ear's clear connection to the brain and the nervous system. The "neuropsychology of sound training" describes how and what the Tomatis® Method effects. Since Dr. Tomatis® opened this field in the mid 20th century, no fewer than a dozen offshoot and related systems of training have been developed. Though each new system of treatment makes claims of effectiveness, no research exists to substantiate their claims. Rather, each simplified system bases its "right to exist and advertise" on the claimed relationship to Tomatis® and his complex Method. Research is desperately needed in this area. The 50 years of clinical experience and anecdotal evidence amassed by Tomatis® show that sound stimulation can provide a valuable remediation and developmental training tool for people of all ages. Offshoot systems have watered down the Tomatis® Method without research to guide the decisions of simplifying the techniques and equipment. -
Enhancing psychological well-being and musical proficiency: Experiences of a Black South African singer during a Tomatis® study of student musicians and at follow-up, seven years postprogram
Pr Wynand du Plessis, Marth Munro, Daan Wissing, and Werner Nel, North-West University, Potchefstroom Campus and Tshwane University of Technology (Munro), Ricochet Journal, South Africa, 2008
During a study of the impact of the Tomatis® Method on a multicultural group of student musicians, a Black male participant experienced a unique crisis, associated with perceived entrapment and negative professional expectations in view of being Black. Although threatening to desert the study, he completed it, after verbally expressing his concerns. At 7-year follow up, sustained musical proficiency and escalating musical productivity were confirmed. The case study is preceded by a brief review of the research study, conducted in response to the paucity of studies of the impact of the Tomatis® Method on musicians. Thus, the research context in which the case study unfolded is outlined to elucidate the process in which the student singer participated. -
Educational Interpreters and the Tomatis® Method: a mixed methods study at the North-West University
Ina-Marí Du Toit, North-West University, South Africa, 2010
Qualitative study outcomes confirmed that the experimental participants experienced an improvement as interpreters, as evidenced by experiences associated with relaxation and improved interpreting resources, improved speech production and improved listening skills, even though only attaining quantitative improvement on one of four aspects of interpreting performance. Additionally, they experienced statistically significant personality enrichment in terms of Extraversion, augmented by corresponding qualitative evidence of being more at ease. The beneficial impact of the TM was thus extended beyond its traditional clinical context to that of educational interpreting, though replication remains essential. The importance of this study lies in its contribution to interpreters’ performance and well-being, thereby enhancing the multilingual environment at the NWU. -
Case study of a child with organic damage within the central nervous system treated with the Tomatis® Method
Izabela Przybek-Czuchrowska , Ewa Mojs , Ewelina Urna-Bzdęga, Neuropsychiatria i Neuropsychologia, Poland, 2015
Cerebral palsy is an illness comprising diverse movement disorders and attitudes disorders, resulting from long-lasting brain damage in the early stage of development. The psychophysical condition of the disabled child can be corrected through streamlining because of compensating possibilities of the brain. However, the care of the patient requires frequent hospitalizations and many neurological consultations, speech therapy, physiotherapy and therapeutic consultations. Well-conducted rehabilitation enhances the chances that the child will show comparatively even-tempered development and communication. The goal of the work is to describe a case of a boy with cerebral palsy, rehabilitated in different ways, additionally subjected to audio-psycho-linguistic stimulation training. The Tomatis® Method is based on listening to certain sounds and music through the device specially created for it, called the “Electronic Ear”. The result of the conducted analysis is that the child showed an essential improvement in selected cognitive functions and the stimulation with applied sounds had a positive effect on activity of the central nervous system after application the Tomatis® Method. -
Effects of the Tomatis® Method on physically and mentally impaired adults
Hilde Tinkl, Barbara Thima, Nafeesah Mayet, Tomatis® Institut Thima, Serravagasse 6, 1140 Vienna.
24 adults were selected from a rehabilitation center and a protected workshop of the Lebenshilfe in Austria. They were then assigned randomly to two groups; an experimental group and a control group. The experimental group received the Tomatis® Training over a period of 40 weeks, consisting of 4 blocks with 40 minutes a day over the course of 10 days per block (40 minutes x10 days x4 blocks). A questionnaire (Disability Rating Scale) and a Biofeedback Measurement Instrument was employed as a pre- and post-test, before, during and after the Tomatis® Training. -
Effect of Tomatis® Audio Training on executive dysfunction in patients with stroke
Zhang Jingjing, Chen Changxiang, College of Nursing and Rehabilitation, North China University of Science and Technology, China, 2016
To investigate the effect of Tomatis audio training on executive dysfunction in patients with stroke. A total of 80 stroke patients from the Rehabilitation Branch, Tangshan Worker's Hospital were enrolled prospectively. They were divided into either a music group or a control group (n=40 in each group) according to random number table. On the basis of conventional rehabilitation training, both groups received music training. The patients of the control group received conventional music training (conventional frequency music without audio processing); the patients of the music group received Tomatis audio training. Both groups were trained at the same time, once a day for 60 -90min, and they were trained for 2 cycles. The first cycle was 14 days and the second one was 10 days, the interval of the 2 cycles was 30 days (a total of 54 days). The Behavioral Assessment of Dys-executive Syndrome (BADS) was used to assess their executive dysfunction before and after music training. The 6 sub-projects of BADS in the music group after music training: the rule shift cards test, action program test, key seek test, temporal judgment test, zoo map test, modified six elements, and total standard score (median [P25,P75]) 2.0 (1.2,2.7),2.0 (1.0, 2.0), 2.0 (1.0, 2.0), 2.0 (1.0, 2.0), 2.0 (2.0, 2.0), 2.0 (2.0, 3.0), and 11.0 (11.0, 12.0), respectively). They were compared with those of the control group (1.0[1.0, 2.0]), 1.0 [1.0, 2.0], 1.0 [1.0, 2.0], 1.0 [1.0, 2.0], 1.0 [1.0, 2.0], 1.0 [1.0, 1.0], and 8.0 [8.0, 10.0], respectively). There were significant differences between the 2 groups (all P < 0.05). Tomatis audio training may effectively improve the executive function in patients with stroke.
Emotional Balance
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Audio-Psycho-Phonology at Potchefstroom: A Review
Pieter E. van Jaarsveld, Wynand F. du Plessis, South African Journal of Psychology, South Africa, 1988
Audio-psycho-phonology (APP) has been hailed by some critics as refreshingly new, dynamic, pioneering and revolutionary, whilst others question the theoretical principles and the therapeutic approach, inter alia, because of the strong accent on clinical observations and the lack of rigorous empirical backing. This article presents a short outline of the Tomatis® APP approach as well as an overview of eight empirical studies conducted in South Africa on topics such as laterality, stuttering, anxiety, and the application of the technique to the severely mentally retarded. The studies indicate positive effects, such as improved self-control, self-concept, interpersonal relations and achievement functioning. However, identified methodological deficiencies limit the degree to which the gains can be attributed to the APP approach alone. Finally, the authors propose the adoption of a research strategy that is more likely to identify, and produce an understanding of the strategies, agents and mechanisms by which different elements of the APP approach produce their results. -
Audio-psycho-phonology: A comparative outcome study on anxious primary school pupils
Pieter E. van Jaarsveld, Wynand F. du Plessis, South African Journal of Psychology, South Africa, 1988
In thirteen evaluation studies of Audio-Psycho-Phonology (APP) mainly positive results were reported. However, the intrinsic contribution of APP to these favourable outcomes is questioned, in view of underlying methodological problems. This investigation was planned to eliminate such design deficits and to effect a more rigorous evaluation of the APP approach on a group of anxious primary school pupils. Forty subjects from the primary school population of Potchefstroom were identified as anxious by the teaching staff. From this target group pupils were assigned to three groups: 10 pupils who completed an APP programme; 9 pupils who were subjected to an alternative therapy programme; and a non-intervention control group of 10 pupils. Control measures included determining pre-treatment group equivalence, controlling the integrity of both treatment programmes, and controlling the effect of therapist competence. The results confirmed significant positive changes following both programmes, but no change in the control group. On a number of variables the APP group achieved significantly better results than the alternative therapy group, especially with regard to hearing and listening. A follow-up study confirmed the long-term effect of the intervention. -
Case Study: 20 years old client diagnosed with communication disorders, sensory issues and anxiety using the Tomatis® Method
Ansie Vercueil, International Tomatis® Convention in Paris, South Africa, 2016
Communication problems: She struggled to express herself adequately and therefore spoke a minimum. When asked a question, she always took a long time before reacting and answering the question. Problems with information processing and integration: The parents called it problems with "integration of brain function". Anxiety: Mandy were easily stressed when exposed to a new environment or circumstances. She was also prone to performance anxiety, especially during exams. “Low Initiative”: According to the parents, she never took any initiative – everything had to be suggested to her or initiated by someone else. Even starting something basic such as bathing / washing could be problematic. The results from the questionnaires were very positive. Her anxiety and feelings of depression decreased a lot. Although Mandy’s Psychological Wellbeing were quite satisfactory before the program, it also showed improvement after the program. -
Case Studies: 6 Children from 5 Years to 7 Years using The Tomatis® Method to develop learning and academic skills
Gisela van Velze, International Tomatis® Convention in Paris, South Africa, 2016
Most of the children that attend Secunda Christian Academy (SCA) come from previously disadvantage homes. As a result at home the focus is not always on development. Stimulation in terms of perceptual skills and scholastic abilities are often compromised. The children are often ill-prepared for the demands of school. In general the children in SCA perform well in the lower grades but start to fail from grade 4 onwards because of their unstable developmental foundation. The children struggle to cope with the demands of the higher grades and find it challenging to work independently. SCA Headmistress; “We as a SCA were very privileged to expose the children to the Tomatis® program. Learners’ that had smaller developmental challenges, concentration definitely showed an improvement. It was also clearly evident that their balance improved a great deal.” The Children are more focused more relaxed and less anxious then before the Tomatis® intervention. -
Effect of Tomatis Listening Therapy on Sleep Structure in Patients with Acute Cerebral Hemorrhage
CHENG Jie,WANG Qian,DONG Lihuan, et al. Effect of Tomatis Listening Therapy on Sleep Structure in Patients with Acute Cerebral Hemorrhage [J]. Chinese General Practice, 2019
Abstract: Background Sleep-wake disorders are most likely to occur in patients after cerebral hemorrhage,which can delay the recovery process.But long-term pharmaceutical treatment can cause low response.Tomatis listening therapy can stimulate and improve the interconnections between human ears and the nervous system,thereby regulating the sleep structure via listening to the music consisting of sounds with the sudden transition from low-to-high frequencies and vice versa.Objective To explore the effect of Tomatis listening therapy on sleep structure in patients with acute cerebral hemorrhage. Methods: 138 patients with sleep disorders after acute cerebral hemorrhage were recruited from Neurosurgery Department,North China University of Science and Technology Affiliated Hospital,from July 2017 to July 2018.By use of a table of random numbers,they were equally divided into control group,music therapy group,and listening therapy group,receiving conventional nursing,conventional nursing and common music therapy,conventional nursing in combination with Tomatis listening therapy (listening to the music consisting of sounds with the sudden transition from low-to-high frequencies and vice versa),respectively.The intervention lasted for consecutive 14 days for all participants.Sleep quality data were collected by overnight PSG monitoring.Sleep structure was compared between the groups before and after intervention. Results: There were significant differences in non-REM latency,REM latency,ratios of non-REM latency to total sleep time, stage 3 non-REM sleep time to total sleep time,stage 4 non-REM sleep time to total sleep time,and REM sleep time to total sleep time after intervention among three groups (P<0.05).Self-controlled comparisons showed that,compared with baseline,after intervention,sleep quality changed insignificantly in the control group (P>0.05);ratio of stage 4 non-REM sleep time to total sleep time increased in music therapy group (P<0.05);ratios of total sleep time to total recording time,stage 3 non-REM sleep time to total sleep time,stage 4 non-REM sleep time to total sleep time,and REM sleep time to total sleep time increased while non-REM latency,and ratios of non-REM latency to total sleep time decreased in listening therapy group (P<0.05).Intergroup comparisons found that three groups showed significant differences in post-intervention ratios of non-REM latency to total sleep time,and REM latency to total sleep time,non-REM sleep time to total sleep time,stage 3 non-REM sleep time to total sleep time,stage 4 non-REM sleep time to total sleep time,and REM sleep time to total sleep time (P<0.05).Moreover,pre- and post-intervention differences in ratios of non-REM latency to total sleep time,and non-REM sleep time to total sleep time,“slow wave” (stages 3 and 4 non-REM) sleep time to total sleep time,and REM sleep time to total sleep time differed significantly between the groups (P<0.05).To be specific,music therapy group had a greater pre- and post-intervention difference in ratio of stage 4 non-REM sleep time to total sleep time than the control group ,compared with listening therapy group,pre- and post-intervention differences in ratios of non-REM sleep time to total sleep time,“slow wave” sleep time to total sleep time,and REM sleep time to total sleep time,and pre- and post-intervention difference in non-REM latency were all less in the control group,and they were also less in music therapy group except the latter aspect (P<0.017). Conclusion: Tomatis listening therapy in combination with conventional nursing can effectively improve the sleep structure and sleep quality in patients with acute cerebral hemorrhage. -
Case Study: 18 Year old client diagnosed with aspergers, OCD and anxiety using the Tomatis® Method
Charlotte Davies, Daleen Smith, Fit2learn, UK, 2016
The client was an 18 year old male. The oldest of five siblings in a very supportive, caring Family ; The family had a wide range of social connections. The client’s Mother approached Fit 2 Learn for help when she had run out of other options and one of the local adult Autistic support groups suggested that she tried Fit 2 Learn CIC…He is starting to express his preferences and request things to be done for him. He has learnt to delay gratification. He is starting to take an interest in his clothes and haircut. He is learning slowly all the skills that he missed out on earlier in life from how to deal with diarrhoeato watching a film and understanding the story. It is slow work, but it would not have been possible without Tomatis® therapy.
Sensory Processing Disorders, Motor & Coordination Difficulties
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Case Studies of Children with Dyspraxia Following Intervention with a Tomatis® Method Program
Françoise Nicoloff, IARCTC, Australia, 2004
A report about two cases of children with a diagnosis of a pathology most commonly known as Developmental Dyspraxia are presented, showing changes in speech and other abilities following participation in a Tomatis® Method program in Australia. These cases deal specifically with forms of Developmental Dyspraxia called Verbal Dyspraxia. Definitions, main theories, and characteristics of Developmental Dyspraxia inform about what this condition is and how it manifests. Also included is a detailed description of the Tomatis® Method program and the physiological and scientific theory basis for observed changes in abilities. Finally, simple conclusions are offered to highlight benefits provided by the Tomatis® Method program for those who suffer from Developmental Dyspraxia. -
Effectiveness of Listening (Auditory) Therapies on Sensory Processing Disorders
Anne Chastain, Rocky Mountain University of Health Professions, USA, 2008
Therapeutic interventions that employ listening have been used to treat children and adults with a variety of diagnoses since the middle of the last century. The theoretical foundations for listening therapy have been developed by such great thinkers as Alfred Tomatis, Guy Berard, and Jean Ayres, and there is much anecdotal support documenting the effectiveness of auditory training to address a wide range of impairments. The empirical evidence supporting the effectiveness of listening therapy, however, has not been very strong. The majority of studies annotated in this review have looked at the effectiveness of auditory training in the treatment of children with autism. Although many children with a diagnosis of autism also carry a diagnosis of sensory processing disorder, it is not possible to make conclusions about the effectiveness of listening therapy on SPD based solely on the autism work. A small study published in the last year shows that listening therapy may be a promising intervention option for children with SPD. -
Case Study: 20 years old client diagnosed with communication disorders, sensory issues and anxiety using the Tomatis® Method
Ansie Vercueil, International Tomatis® Convention in Paris, South Africa, 2016
Communication problems: She struggled to express herself adequately and therefore spoke a minimum. When asked a question, she always took a long time before reacting and answering the question. Problems with information processing and integration: The parents called it problems with "integration of brain function". Anxiety: Mandy were easily stressed when exposed to a new environment or circumstances. She was also prone to performance anxiety, especially during exams. “Low Initiative”: According to the parents, she never took any initiative – everything had to be suggested to her or initiated by someone else. Even starting something basic such as bathing / washing could be problematic. The results from the questionnaires were very positive. Her anxiety and feelings of depression decreased a lot. Although Mandy’s Psychological Wellbeing were quite satisfactory before the program, it also showed improvement after the program. -
Effectiveness of Tomatis Sound Therapy Method on Reading Skill and Motor Skills in Dyslexic Students
Narges Rahmani, Mahnz Estaki, Niusha Beheshteh, Islamic Azad University, Iran, 2019
Aim:The aim of this study was to investigate the effectiveness of sound therapy by Tomatis method on reading skill and motor skills in dyslexic students. Method: For this purpose, first, from among students who had been diagnosed with dyslexia referring to counseling and rehabilitation clinics in Tehran, 14 were chosen using convenient sampling method and were randomly and equally assigned into control and experiment group. In the next stage, pre-test was done and the experiment group received 30 sessions (3 times a week, about 2 hours) sound therapy by the Tomatis method, while control group did not. At the end of intervention post-test was done and then groups were followed up after 1.5 month. The data were evaluated using MANCOVA. Results:The results showed that sound therapy had an impact on improving reading skills and fine motor skills in dyslexic students but they did not affect their gross motor skills. Conclusion:According to the findings, considering the usefulness of sound therapy on improving the performance of dyslexic students and bearing in mind the short duration of these interventions and their attractiveness for children, it seems that applying this method can be beneficial to learning disabilities and other disorders that are caused by imperfections in executive functions such as ADHD and autism.
Learning Difficulties & Academics
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Case Studies of Children with Dyspraxia Following Intervention with a Tomatis® Method Program
Françoise Nicoloff, IARCTC, Australia, 2004
A report about two cases of children with a diagnosis of a pathology most commonly known as Developmental Dyspraxia are presented, showing changes in speech and other abilities following participation in a Tomatis® Method program in Australia. These cases deal specifically with forms of Developmental Dyspraxia called Verbal Dyspraxia. Definitions, main theories, and characteristics of Developmental Dyspraxia inform about what this condition is and how it manifests. Also included is a detailed description of the Tomatis® Method program and the physiological and scientific theory basis for observed changes in abilities. Finally, simple conclusions are offered to highlight benefits provided by the Tomatis® Method program for those who suffer from Developmental Dyspraxia. -
A review of research done on Tomatis® auditory stimulation
Dr Jan Gerritsen, USA, 2009
A total of 35 studies were published on the impact of the Tomatis® Method of auditory stimulation. The largest number of publications deals with treating learning disabilities, showing that a variety of learning disabilities are effectively treated by the Tomatis® Method. Several small scale research projects on autism have been reported, showing that about 60% of the autistic children benefit from the Tomatis® intervention. Several studies show that the Tomatis® intervention accelerates the learning of foreign languages. One of these shows that the Tomatis® intervention reduces the time to obtain a correct pronunciation by half Two small scale study documents the positive impact of Tomatis® Training on the voice. Other studies show that Tomatis® Training facilitates child birth and reduces the time of labor. Other studies show positive effects on stuttering, retardation and on a range of psychological disorders. -
Coherence between Tomatis® test and central auditory processing audiologic test battery in Children with Dyslexia
Markowska R., Szkiełkowska A., Ratyńska J., Skarżyński H, Polish Journal of Environmental Studies, Poland, 2008
Dyslexia is a specific, language-based disorder, which characterizes by the difficulty id words decoding, which reflects insufficient abilities of phonologic processing. Developmental dyslexia, according to different authors, affects from 4% to 12% of school age population and is characterized by the difficulty in reading in a child with normal hearing and intelligence. Reading is a complex ability, which requires cooperation of different functions. Several studies have shown that dyslexia may be accompanied by auditory processing disturbances, such as disturbance of phonematic hearing, difficulty in sound analysis and pitch discrimination. There is no consensus whether presented auditory difficulties are related specifically with speech sounds or generally to all kinds of sound stimuli. Some theories suggest that processing disturbances affect also visual modality. The aim of the study was to evaluate time and frequency processing in children with developmental dyslexia. -
Case Studies: 6 Children from 5 Years to 7 Years using The Tomatis® Method to develop learning and academic skills
Gisela van Velze, International Tomatis® Convention in Paris, South Africa, 2016
Most of the children that attend Secunda Christian Academy (SCA) come from previously disadvantage homes. As a result at home the focus is not always on development. Stimulation in terms of perceptual skills and scholastic abilities are often compromised. The children are often ill-prepared for the demands of school. In general the children in SCA perform well in the lower grades but start to fail from grade 4 onwards because of their unstable developmental foundation. The children struggle to cope with the demands of the higher grades and find it challenging to work independently. SCA Headmistress; “We as a SCA were very privileged to expose the children to the Tomatis® program. Learners’ that had smaller developmental challenges, concentration definitely showed an improvement. It was also clearly evident that their balance improved a great deal.” The Children are more focused more relaxed and less anxious then before the Tomatis® intervention. -
Application and analysis of the Tomatis® Method with primary children in public schools
Dra. M. Concepció Torres Sabaté, Departamento de Pedagogía de la Facultad de Ciencias de la Educación y Psicología de la Universidad Rovira i Virgili, Spain, 2014
This report is a study into the optimisation of academic performance by means of a practical and tool: Solisten by Tomatis®, a listening-orientated pedagogical approach based on the Tomatis® Method which, using sensorineural auditory stimulation recovers active listening and improves attention span, concentration and memorization. At the end of the study, we make a general presentation of the key conclusions from each 4th grade primary school group in both schools, from the students with specific educational needs, and from the analysis of students’ grasp of the foreign language (English). We notice how the Tomatis® Method’s innovative tools can improve academic performance and reduce failure at school. -
Early Effects of the Tomatis® Listening Method in Children with Attention Deficit
Liliana Sacarin, Antioch University –Dissertations and Theses, USA 2013
This study investigated the early effects of the Tomatis® Method, hypothesizing improvement in processing speed, phonological awareness, reading efficiency, attention, behavior and brain physiology by the end of Phase 1 of the Tomatis® Method. This study documented the effects of the first phase of the Tomatis® Method on children with ADD ages 7-13. Of the 25 participants, 15 received solely the Tomatis® treatment while 10 served as controls and were stabilized on ADD medication three months prior to and throughout the study. Therefore, this research study compared Tomatis® versus non-Tomatis® intervention, not ADD medication treatment with Tomatis® intervention. The Tomatis® group received 15 consecutive 2 hour sessions; participants received no additional vestibular or visual-motor exercises throughout the research. Results revealed statistically significant improvements for the Tomatis® when compared to the non-Tomatis® group: the experimental group showed significant improvement in processing speed, phonological awareness, phonemic decoding efficiency when reading, behavior, and auditory attention. A statistically significant increase in slow brain activity at central and parietal midline recording sites in the Tomatis® group was observed when comparing pre- and posttreatment theta/beta ratios within each group. Taken in isolation, these are paradoxical findings as they do not concur with the gains documented. The peak alpha frequency values and the z-scored theta/beta ratios of the pre- and post- qEEGs for each participant in the Tomatis® group were further explored. The paradoxical increase in theta/betha ratios obtained from individual raw values were not observed to the same extent when using z-scores. The z-scores suggested that the theta/beta ratio, although higher for the Tomatis® group after training, remains within the average range for all participants. The individual analysis showed that the changes observed still fell within normal values, which may serve to explain the behavioral gains. To conclude, the significant improvements noted in cognition, attention and behavior, strongly suggest that the Tomatis® Method has positive effects in children with ADD. These early changes in brain physiology require further research. -
Effectiveness of Tomatis Sound Therapy Method on Reading Skill and Motor Skills in Dyslexic Students
Narges Rahmani, Mahnz Estaki, Niusha Beheshteh, Islamic Azad University, Iran, 2019
Aim:The aim of this study was to investigate the effectiveness of sound therapy by Tomatis method on reading skill and motor skills in dyslexic students. Method: For this purpose, first, from among students who had been diagnosed with dyslexia referring to counseling and rehabilitation clinics in Tehran, 14 were chosen using convenient sampling method and were randomly and equally assigned into control and experiment group. In the next stage, pre-test was done and the experiment group received 30 sessions (3 times a week, about 2 hours) sound therapy by the Tomatis method, while control group did not. At the end of intervention post-test was done and then groups were followed up after 1.5 month. The data were evaluated using MANCOVA. Results:The results showed that sound therapy had an impact on improving reading skills and fine motor skills in dyslexic students but they did not affect their gross motor skills. Conclusion:According to the findings, considering the usefulness of sound therapy on improving the performance of dyslexic students and bearing in mind the short duration of these interventions and their attractiveness for children, it seems that applying this method can be beneficial to learning disabilities and other disorders that are caused by imperfections in executive functions such as ADHD and autism.
Autism
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Asperger disorder and the Tomatis® Method: a case-study
Lindi Nel, North West University. Potchefstroom Campus, South Africa, 2005
This study aimed to determine what the effect of participation in a Tomatis® Programme (TP) would be on the psychological well-being and communication ability of a 14 year old, white adolescent boy with Asperger Disorder (AD). A mixed method design in the form of a single case study was used. Qualitative data were obtained via semi-structured interviews, spontaneous sketches and observation. Quantitative data were gathered by means of projective drawings and the Profile of Mood States (POMS). Seven main categories with twenty-one sub-categories emerged eom the qualitative data, and were supported by the quantitative data. Results indicated improvement in Interpersonal Communication and all six domains of psychological well-being as defined by RyfT (1995) with most significant areas being: Environmental Mastery, Personal Growth, Autonomy and Positive Relations. The Tomatis® Method (TM) proved to be a successful form of treatment to enhance psychological well-being and interpersonal communication skills in an AD patient. More effective communication and better family relationships can be achieved and therefore youth with AD can be empowered to adjust their behavior accordingly. The TM prepared the participant for a next phase in therapy where he specifically can focus on more effective social skills with peers. Further research involving more participants and a control group is needed. -
Case-study: Tomatis® -Assisted Speech Therapy
Dr John M. Tatum, Jennifer K. Oelfke, Caroline P. McCauley, IARCTC, USA, 2004
Objective: Since Tomatis® Listening Training is said to activate the auditory and attention circuits of the brain, we wanted to see if there was a synergistic benefit from combining it simultaneously with speech therapy. Methods: In the first case, a fourteen-year-old girl with Autism and no speech despite eight previous courses of speech therapy, received 30 hours of Tomatis® Listening Training, followed by ten months of three weekly one-hour sessions of simultaneous speech therapy and Tomatis® Listening Training. In the second case, a nine-year-old boy with Attention Deficit Hyperactivity Disorder, Auditory Processing Disorder, poor school performance, and secondary impaired phonemic awareness, received simultaneous speech therapy and Tomatis® Listening Training. Results: The girl in case one now has functional use of 34 words and 17 sounds and has had many social improvements. The boy in case two went from a phonemic awareness rating level of mid second grade to a rating of beginning fifth grade in a period of four months, which is faster than usual. -
A review of research done on Tomatis® auditory stimulation
Dr Jan Gerritsen, USA, 2009
A total of 35 studies were published on the impact of the Tomatis® Method of auditory stimulation. The largest number of publications deals with treating learning disabilities, showing that a variety of learning disabilities are effectively treated by the Tomatis® Method. Several small scale research projects on autism have been reported, showing that about 60% of the autistic children benefit from the Tomatis® intervention. Several studies show that the Tomatis® intervention accelerates the learning of foreign languages. One of these shows that the Tomatis® intervention reduces the time to obtain a correct pronunciation by half Two small scale study documents the positive impact of Tomatis® Training on the voice. Other studies show that Tomatis® Training facilitates child birth and reduces the time of labor. Other studies show positive effects on stuttering, retardation and on a range of psychological disorders. -
Effectiveness of Listening (Auditory) Therapies on Sensory Processing Disorders
Anne Chastain, Rocky Mountain University of Health Professions, USA, 2008
Therapeutic interventions that employ listening have been used to treat children and adults with a variety of diagnoses since the middle of the last century. The theoretical foundations for listening therapy have been developed by such great thinkers as Alfred Tomatis, Guy Berard, and Jean Ayres, and there is much anecdotal support documenting the effectiveness of auditory training to address a wide range of impairments. The empirical evidence supporting the effectiveness of listening therapy, however, has not been very strong. The majority of studies annotated in this review have looked at the effectiveness of auditory training in the treatment of children with autism. Although many children with a diagnosis of autism also carry a diagnosis of sensory processing disorder, it is not possible to make conclusions about the effectiveness of listening therapy on SPD based solely on the autism work. A small study published in the last year shows that listening therapy may be a promising intervention option for children with SPD. -
An Integrative Review of the Effectiveness of the Tomatis Method in Children with Autism Spectrum Disorder
Irena Brbić, Laura Tomić, Integrative Health Center, Zagreb, Croatia, 2020
Objective: The aim of the study is to conduct an integrative review that will identify effectiveness of Tomatis method as an option for treatment of children with autism spectrum disorder (ASD). Data Source: A comprehensive search of meta-analyses and case studies, letters, opinion papers, cita-tions in papers, references, books in English, French and Spanish published during the last 30 years. Results: A total of 14 articles and 2 books met the inclusion criteria and all were read and analyzed according to an integrative review protocol then categorized. It was observed that there are 6 quantita-tive studies, 6 with mixed method design and 4 qualitative studies. Almost all of them support Tomatis method (except 1) as an intervention that can help in children with ASD. Even that 1 study that esti-mated that the positive results were not related to the Tomatis treatment, concluded that the majority of the children in the study demonstrated general improvement in language. A number of studies indicated as a result that children were no longer considered with ASD. Conclusion: Tomatis method offers interventions that significantly improve the autistic traits in children but more research has to be done, especially randomized control trials that will strengthen the evidence. -
Effectiveness of Tomatis Sound Therapy Method on Reading Skill and Motor Skills in Dyslexic Students
Narges Rahmani, Mahnz Estaki, Niusha Beheshteh, Islamic Azad University, Iran, 2019
Aim:The aim of this study was to investigate the effectiveness of sound therapy by Tomatis method on reading skill and motor skills in dyslexic students. Method: For this purpose, first, from among students who had been diagnosed with dyslexia referring to counseling and rehabilitation clinics in Tehran, 14 were chosen using convenient sampling method and were randomly and equally assigned into control and experiment group. In the next stage, pre-test was done and the experiment group received 30 sessions (3 times a week, about 2 hours) sound therapy by the Tomatis method, while control group did not. At the end of intervention post-test was done and then groups were followed up after 1.5 month. The data were evaluated using MANCOVA. Results:The results showed that sound therapy had an impact on improving reading skills and fine motor skills in dyslexic students but they did not affect their gross motor skills. Conclusion:According to the findings, considering the usefulness of sound therapy on improving the performance of dyslexic students and bearing in mind the short duration of these interventions and their attractiveness for children, it seems that applying this method can be beneficial to learning disabilities and other disorders that are caused by imperfections in executive functions such as ADHD and autism. -
Case Study: 18 Year old client diagnosed with aspergers, OCD and anxiety using the Tomatis® Method
Charlotte Davies, Daleen Smith, Fit2learn, UK, 2016
The client was an 18 year old male. The oldest of five siblings in a very supportive, caring Family ; The family had a wide range of social connections. The client’s Mother approached Fit 2 Learn for help when she had run out of other options and one of the local adult Autistic support groups suggested that she tried Fit 2 Learn CIC…He is starting to express his preferences and request things to be done for him. He has learnt to delay gratification. He is starting to take an interest in his clothes and haircut. He is learning slowly all the skills that he missed out on earlier in life from how to deal with diarrhoeato watching a film and understanding the story. It is slow work, but it would not have been possible without Tomatis® therapy. -
Effect of hyperbaric oxygen therapy and Tomatis sound therapy in children with autism spectrum disorder
Mohamed M El-Tellawy, Ahmad Roshdy Ahmad, Khaled Saad, Thamer A M Alruwaili, Inas M AbdelMoneim, Islam Shaaban, Ahmed Khalid M Alinad, Saqer Bulayhid H Albulayhid, Shaimaa M Khalaf, 2021
Many therapeutic and dietary regimens have been studied for children with autism spectrum disorder (ASD) in the last three decades. We aimed to evaluate the efficacy of hyperbaric oxygen therapy (HBOT) and Tomatis sound therapy (TST) in an Egyptian cohort of children with ASD. This study was a prospective, open label, randomized interventional clinical trial. One hundred forty-six children with ASD with no previous rehabilitation therapy were enrolled in our study. Patients were randomly divided into four groups: the first group received hyperbaric oxygen therapy, the second group received Tomatis sound therapy, the third group received a combination of both modalities, and the fourth group, the control group, received no intervention. We found that the combination of Tomatis sound therapy with hyperbaric oxygen therapy had a superior effect in improving autism symptoms than each intervention alone (CARS after therapy 35.04 ± 13.38 versus 49.34 ± 17.54 before the intervention, p < 0.001). The combination of both modalities may be helpful for children with ASD. The most distinctive evidence that supports the use of combination therapy for ASD is still controversial; however, our study provides some evidence of the benefit of combination therapy for children with ASD. Future studies should use a more sophisticated research design and begin by finding a consistent baseline measure that can be used to evaluate the effects of these therapies for ASD.
Speech and Language
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Audio-Psycho-Phonology at Potchefstroom: A Review
Pieter E. van Jaarsveld, Wynand F. du Plessis, South African Journal of Psychology, South Africa, 1988
Audio-psycho-phonology (APP) has been hailed by some critics as refreshingly new, dynamic, pioneering and revolutionary, whilst others question the theoretical principles and the therapeutic approach, inter alia, because of the strong accent on clinical observations and the lack of rigorous empirical backing. This article presents a short outline of the Tomatis® APP approach as well as an overview of eight empirical studies conducted in South Africa on topics such as laterality, stuttering, anxiety, and the application of the technique to the severely mentally retarded. The studies indicate positive effects, such as improved self-control, self-concept, interpersonal relations and achievement functioning. However, identified methodological deficiencies limit the degree to which the gains can be attributed to the APP approach alone. Finally, the authors propose the adoption of a research strategy that is more likely to identify, and produce an understanding of the strategies, agents and mechanisms by which different elements of the APP approach produce their results. -
Application of Tomatis® Method in patients with language communication disorders. Preliminary report
Zdzisław M. Kurkowski, Agata Szkiełkowska, Joanna Ratyńska, Renata Markowska, Marzena Mułarzuk, Audiofonologia, Poland, 2002
Tomatis® indicated to two very important processes in the auditory perception: hearing and listening. He considered hearing disorders to be the essential factor in the etiology of dyslexia and speech disorders. He elaborated tools for the diagnosis of listening as well as by applying the "electronic ear" he developed the stimulation method of the auditory disorders. In the Institute of Physiology and Pathology of Hearing In Warsaw since 1999 - there is the Tomatis® Method used as the assistance for the diagnosis, treatment and, the therapy of patients with hearing, speech and voice disorders and children with reading and writing difficulties. The authors present the diagnosis, therapy program and the results of Audio-Psycho-Linguistic Stimulation (SAPL) of the selected cases. -
Auditory lateralization vs speech disorders
Dr Z.M. Kurkowski, Institute of Physiology and Pathology of Hearing, Poland, 2000
Many scientists believe that stuttering results from incomplete lateralization of brain functions during the development of speech. Therefore, I assume in this paper that stuttering may be caused by irregular lateralization of auditory functions. In my research, in addition to the dichotic listening test. I have also used A. Tomatis®' audiolaterometer to evaluate auditory lateralisation. The study was performed on 45 stuttering subjects. The use of audiolaterometer revealed left-sided auditory lateralisation in 12 cases, indefinite lateralisation in 20 and right-sided lateralisation in 13 cases. -
Case-study: Tomatis® -Assisted Speech Therapy
Dr John M. Tatum, Jennifer K. Oelfke, Caroline P. McCauley, IARCTC, USA, 2004
Objective: Since Tomatis® Listening Training is said to activate the auditory and attention circuits of the brain, we wanted to see if there was a synergistic benefit from combining it simultaneously with speech therapy. Methods: In the first case, a fourteen-year-old girl with Autism and no speech despite eight previous courses of speech therapy, received 30 hours of Tomatis® Listening Training, followed by ten months of three weekly one-hour sessions of simultaneous speech therapy and Tomatis® Listening Training. In the second case, a nine-year-old boy with Attention Deficit Hyperactivity Disorder, Auditory Processing Disorder, poor school performance, and secondary impaired phonemic awareness, received simultaneous speech therapy and Tomatis® Listening Training. Results: The girl in case one now has functional use of 34 words and 17 sounds and has had many social improvements. The boy in case two went from a phonemic awareness rating level of mid second grade to a rating of beginning fifth grade in a period of four months, which is faster than usual. -
A review of research done on Tomatis® auditory stimulation
Dr Jan Gerritsen, USA, 2009
A total of 35 studies were published on the impact of the Tomatis® Method of auditory stimulation. The largest number of publications deals with treating learning disabilities, showing that a variety of learning disabilities are effectively treated by the Tomatis® Method. Several small scale research projects on autism have been reported, showing that about 60% of the autistic children benefit from the Tomatis® intervention. Several studies show that the Tomatis® intervention accelerates the learning of foreign languages. One of these shows that the Tomatis® intervention reduces the time to obtain a correct pronunciation by half Two small scale study documents the positive impact of Tomatis® Training on the voice. Other studies show that Tomatis® Training facilitates child birth and reduces the time of labor. Other studies show positive effects on stuttering, retardation and on a range of psychological disorders. -
Coherence between Tomatis® test and central auditory processing audiologic test battery in Children with Dyslexia
Markowska R., Szkiełkowska A., Ratyńska J., Skarżyński H, Polish Journal of Environmental Studies, Poland, 2008
Dyslexia is a specific, language-based disorder, which characterizes by the difficulty id words decoding, which reflects insufficient abilities of phonologic processing. Developmental dyslexia, according to different authors, affects from 4% to 12% of school age population and is characterized by the difficulty in reading in a child with normal hearing and intelligence. Reading is a complex ability, which requires cooperation of different functions. Several studies have shown that dyslexia may be accompanied by auditory processing disturbances, such as disturbance of phonematic hearing, difficulty in sound analysis and pitch discrimination. There is no consensus whether presented auditory difficulties are related specifically with speech sounds or generally to all kinds of sound stimuli. Some theories suggest that processing disturbances affect also visual modality. The aim of the study was to evaluate time and frequency processing in children with developmental dyslexia. -
A pilot study on the potential use of the Tomatis® Method to improve l2 reading fluency
Peter Tze-Ming Chou Wenzao Ursuline College of Languages, the Journal of Teaching English with Technology, Taiwan, 2012
This was a pilot study that used the Tomatis® Method to see the effects it had on L2 reading fluency in a group of Taiwanese learners. Eight volunteers participated in this study undertaking 40-hours of before-and-after-experimental treatments. The results from the analysis showed that the participants had significant improvements in the areas of fluency, tone, stress, and intelligibility. However, there was not a significant improvement in pronunciation. This study concludes that the Tomatis® Method seemed to help participants improve their reading fluency as well as increase the levels of confidence and motivation when learning the target language. -
Effect of Tomatis® Method on cognitive functions in children with speech disorders
Ewa Mojos, Agnieszka Nowogrodzka, Bartosz Piasecki, Beata Wolnowska, Neuropsychiatria i Neuropsychologia, Poland, 2011
Objectives: Audio-psycho-phonological stimulation training is a method based on listening to various musical sounds by means of a special device called the Electronic Ear. The goal of this therapy is to enhance damaged hearing and consequently facilitate greater stimulation of the central nervous system, particularly the cortex. The goal of the study was to evaluate the effectiveness of the Tomatis® Method in the treatment of cognitive functions among children with speech impediments. Material and methods: Data were collected from forty-seven children (age ranging from 3 to 15), all of whom had various neuropsychological impairments including speech impediments, which was the main observed deficit. All subjects had undergone a two-stage therapy based on the Tomatis® Method. Further assessment included the evaluation of such functioning parameters as time of reaction, hearing oversensitivity, verbal fluency and localizing. Results: Statistically significant improvement of most evaluated functioning parameters including shorter time of adequate reaction to presented stimuli was observed. Not only did the participants of the study have a lower threshold of hearing sensitivity, but also their ability to localize the sources of sounds significantly improved. Furthermore, subjects’ verbal fluency was enhanced; however, the results were not statistically significant. Conclusions: Audio-psycho-phonological stimulation training significantly improved subjects’ cognitive functioning. Its efficiency in relation to such parameters as time of reaction, localization of sources of sounds and oversensitivity to audio stimuli was demonstrated. One may conclude that the Tomatis® Method is a useful way to stimulate development and treat speech impediments. -
Application and analysis of the Tomatis® Method with primary children in public schools
Dra. M. Concepció Torres Sabaté, Departamento de Pedagogía de la Facultad de Ciencias de la Educación y Psicología de la Universidad Rovira i Virgili, Spain, 2014
This report is a study into the optimisation of academic performance by means of a practical and tool: Solisten by Tomatis®, a listening-orientated pedagogical approach based on the Tomatis® Method which, using sensorineural auditory stimulation recovers active listening and improves attention span, concentration and memorization. At the end of the study, we make a general presentation of the key conclusions from each 4th grade primary school group in both schools, from the students with specific educational needs, and from the analysis of students’ grasp of the foreign language (English). We notice how the Tomatis® Method’s innovative tools can improve academic performance and reduce failure at school.
Auditory Processing
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A Case of Auditory Processing Disorder or Sue’s discovery of speech clarity
F. Nicoloff, IARCTC, Australia, 2007
Auditory processing disorders are more readily acknowledged nowadays than in the past. Only until recently, the ability to hear and the organ of the ear were the last parameters to be examined with respect to learning difficulties and speech delay. Fortunately however, now the ear has come to be appropriately viewed as a fundamental factor in the list of elements that need to be evaluated when a child presents some speech and auditory difficulties. -
A case study of cerebellar ataxia
Maude Le Roux, A Total Approach, Ricochet Journal, USA, 2008
This report describes the case of a young boy with a medical diagnosis of cerebellar ataxia who progressed from needing a wheelchair to walking with handheld assist after Tomatis® Training was added to a program of occupational and physical therapy. The boy had previously been discharged from an extensive therapy program for not making sufficient progress. The consultant concludes that adding Tomatis® Training to a two-hour program of occupational and physical therapy was responsible for the remarkable progress achieved. -
Coherence between Tomatis® test and central auditory processing audiologic test battery in Children with Dyslexia
Markowska R., Szkiełkowska A., Ratyńska J., Skarżyński H, Polish Journal of Environmental Studies, Poland, 2008
Dyslexia is a specific, language-based disorder, which characterizes by the difficulty id words decoding, which reflects insufficient abilities of phonologic processing. Developmental dyslexia, according to different authors, affects from 4% to 12% of school age population and is characterized by the difficulty in reading in a child with normal hearing and intelligence. Reading is a complex ability, which requires cooperation of different functions. Several studies have shown that dyslexia may be accompanied by auditory processing disturbances, such as disturbance of phonematic hearing, difficulty in sound analysis and pitch discrimination. There is no consensus whether presented auditory difficulties are related specifically with speech sounds or generally to all kinds of sound stimuli. Some theories suggest that processing disturbances affect also visual modality. The aim of the study was to evaluate time and frequency processing in children with developmental dyslexia. -
Effect of Tomatis® Method on cognitive functions in children with speech disorders
Ewa Mojos, Agnieszka Nowogrodzka, Bartosz Piasecki, Beata Wolnowska, Neuropsychiatria i Neuropsychologia, Poland, 2011
Objectives: Audio-psycho-phonological stimulation training is a method based on listening to various musical sounds by means of a special device called the Electronic Ear. The goal of this therapy is to enhance damaged hearing and consequently facilitate greater stimulation of the central nervous system, particularly the cortex. The goal of the study was to evaluate the effectiveness of the Tomatis® Method in the treatment of cognitive functions among children with speech impediments. Material and methods: Data were collected from forty-seven children (age ranging from 3 to 15), all of whom had various neuropsychological impairments including speech impediments, which was the main observed deficit. All subjects had undergone a two-stage therapy based on the Tomatis® Method. Further assessment included the evaluation of such functioning parameters as time of reaction, hearing oversensitivity, verbal fluency and localizing. Results: Statistically significant improvement of most evaluated functioning parameters including shorter time of adequate reaction to presented stimuli was observed. Not only did the participants of the study have a lower threshold of hearing sensitivity, but also their ability to localize the sources of sounds significantly improved. Furthermore, subjects’ verbal fluency was enhanced; however, the results were not statistically significant. Conclusions: Audio-psycho-phonological stimulation training significantly improved subjects’ cognitive functioning. Its efficiency in relation to such parameters as time of reaction, localization of sources of sounds and oversensitivity to audio stimuli was demonstrated. One may conclude that the Tomatis® Method is a useful way to stimulate development and treat speech impediments. -
Comparison of Effects of Auditory and Music Training of Blind or Visually Impaired Young People on Performance in Selected Auditory Tasks
E. Skrodzka, A. Furmann, E. Bogusz-Witczak, and E. Hojan, Institute of Acoustics, A. Mickiewicz University, Acoutisal Engineering, Poland, 2015
Performance of blind/visually impaired children and teenagers before and after the auditory training and the music training in some auditory tasks (pitch discrimination, pitch–timbre categorization, pitch memory, lateralization of a stationary sound of a drum, lateralization of one or two moving motor vehicles) is compared. In the auditory training, the subjects were actively involved, i.e. they had to answer questions related to presented sound material. The music training was based on passive listening to sounds presented according to the Tomatis® Method. The training (auditory or music) effectiveness was measured as a difference between results of a pre- and post-training verification test in which the subjects were asked to perform the auditory tasks mentioned at the beginning. The persons who took part in the study were divided into two age groups: 7–12 year olds and 13– 19 year olds. According to the results, the auditory training was beneficial for blind or visually impaired teenagers, especially in respect of lateralization tasks. For small children the auditory training was not as effective as for adolescents. However, it has been shown that the music training was generally beneficial for them, although none of the verification tasks was privileged.
ADHD / ADD
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Case-study: Tomatis® -Assisted Speech Therapy
Dr John M. Tatum, Jennifer K. Oelfke, Caroline P. McCauley, IARCTC, USA, 2004
Objective: Since Tomatis® Listening Training is said to activate the auditory and attention circuits of the brain, we wanted to see if there was a synergistic benefit from combining it simultaneously with speech therapy. Methods: In the first case, a fourteen-year-old girl with Autism and no speech despite eight previous courses of speech therapy, received 30 hours of Tomatis® Listening Training, followed by ten months of three weekly one-hour sessions of simultaneous speech therapy and Tomatis® Listening Training. In the second case, a nine-year-old boy with Attention Deficit Hyperactivity Disorder, Auditory Processing Disorder, poor school performance, and secondary impaired phonemic awareness, received simultaneous speech therapy and Tomatis® Listening Training. Results: The girl in case one now has functional use of 34 words and 17 sounds and has had many social improvements. The boy in case two went from a phonemic awareness rating level of mid second grade to a rating of beginning fifth grade in a period of four months, which is faster than usual. -
An Evaluation of The Tomatis® Method on 119 persons in a center in Nordisak
Dr Eva Olkiewicz, Mats Westin, Sweden, 2012
From the very beginning Tomatis® Nordiska AB has put much effort into developing administrative, technical, and measurement processes in delivering Tomatis® training, and to document their work. It is these efforts that have made an evaluation possible. The client documentation encompasses personal characteristics, needs or problem areas, present and previous health situation, as well as data about the training, such as hours of training, number of weeks between the completion of the training and the final evaluation, and a self-rating questionnaire administered once before the training and a second time four to six months after completed training.(…) One conclusion that can be drawn, is that the training appears to have beneficial effects on concentration and attention difficulties, as well as on social adaptation and behaviour, in both adults and children, even in severe cases. -
Case Studies: 6 Children from 5 Years to 7 Years using The Tomatis® Method to develop learning and academic skills
Gisela van Velze, International Tomatis® Convention in Paris, South Africa, 2016
Most of the children that attend Secunda Christian Academy (SCA) come from previously disadvantage homes. As a result at home the focus is not always on development. Stimulation in terms of perceptual skills and scholastic abilities are often compromised. The children are often ill-prepared for the demands of school. In general the children in SCA perform well in the lower grades but start to fail from grade 4 onwards because of their unstable developmental foundation. The children struggle to cope with the demands of the higher grades and find it challenging to work independently. SCA Headmistress; “We as a SCA were very privileged to expose the children to the Tomatis® program. Learners’ that had smaller developmental challenges, concentration definitely showed an improvement. It was also clearly evident that their balance improved a great deal.” The Children are more focused more relaxed and less anxious then before the Tomatis® intervention. -
Application and analysis of the Tomatis® Method with primary children in public schools
Dra. M. Concepció Torres Sabaté, Departamento de Pedagogía de la Facultad de Ciencias de la Educación y Psicología de la Universidad Rovira i Virgili, Spain, 2014
This report is a study into the optimisation of academic performance by means of a practical and tool: Solisten by Tomatis®, a listening-orientated pedagogical approach based on the Tomatis® Method which, using sensorineural auditory stimulation recovers active listening and improves attention span, concentration and memorization. At the end of the study, we make a general presentation of the key conclusions from each 4th grade primary school group in both schools, from the students with specific educational needs, and from the analysis of students’ grasp of the foreign language (English). We notice how the Tomatis® Method’s innovative tools can improve academic performance and reduce failure at school. -
Early Effects of the Tomatis® Listening Method in Children with Attention Deficit
Liliana Sacarin, Antioch University –Dissertations and Theses, USA 2013
This study investigated the early effects of the Tomatis® Method, hypothesizing improvement in processing speed, phonological awareness, reading efficiency, attention, behavior and brain physiology by the end of Phase 1 of the Tomatis® Method. This study documented the effects of the first phase of the Tomatis® Method on children with ADD ages 7-13. Of the 25 participants, 15 received solely the Tomatis® treatment while 10 served as controls and were stabilized on ADD medication three months prior to and throughout the study. Therefore, this research study compared Tomatis® versus non-Tomatis® intervention, not ADD medication treatment with Tomatis® intervention. The Tomatis® group received 15 consecutive 2 hour sessions; participants received no additional vestibular or visual-motor exercises throughout the research. Results revealed statistically significant improvements for the Tomatis® when compared to the non-Tomatis® group: the experimental group showed significant improvement in processing speed, phonological awareness, phonemic decoding efficiency when reading, behavior, and auditory attention. A statistically significant increase in slow brain activity at central and parietal midline recording sites in the Tomatis® group was observed when comparing pre- and posttreatment theta/beta ratios within each group. Taken in isolation, these are paradoxical findings as they do not concur with the gains documented. The peak alpha frequency values and the z-scored theta/beta ratios of the pre- and post- qEEGs for each participant in the Tomatis® group were further explored. The paradoxical increase in theta/betha ratios obtained from individual raw values were not observed to the same extent when using z-scores. The z-scores suggested that the theta/beta ratio, although higher for the Tomatis® group after training, remains within the average range for all participants. The individual analysis showed that the changes observed still fell within normal values, which may serve to explain the behavioral gains. To conclude, the significant improvements noted in cognition, attention and behavior, strongly suggest that the Tomatis® Method has positive effects in children with ADD. These early changes in brain physiology require further research. -
Effectiveness of Tomatis Sound Therapy Method on Reading Skill and Motor Skills in Dyslexic Students
Narges Rahmani, Mahnz Estaki, Niusha Beheshteh, Islamic Azad University, Iran, 2019
Aim:The aim of this study was to investigate the effectiveness of sound therapy by Tomatis method on reading skill and motor skills in dyslexic students. Method: For this purpose, first, from among students who had been diagnosed with dyslexia referring to counseling and rehabilitation clinics in Tehran, 14 were chosen using convenient sampling method and were randomly and equally assigned into control and experiment group. In the next stage, pre-test was done and the experiment group received 30 sessions (3 times a week, about 2 hours) sound therapy by the Tomatis method, while control group did not. At the end of intervention post-test was done and then groups were followed up after 1.5 month. The data were evaluated using MANCOVA. Results:The results showed that sound therapy had an impact on improving reading skills and fine motor skills in dyslexic students but they did not affect their gross motor skills. Conclusion:According to the findings, considering the usefulness of sound therapy on improving the performance of dyslexic students and bearing in mind the short duration of these interventions and their attractiveness for children, it seems that applying this method can be beneficial to learning disabilities and other disorders that are caused by imperfections in executive functions such as ADHD and autism.