Integrated Sound Therapy

Project CHILLD is one of the most experienced Integrated Sound Therapy clinics in New England, and one the few clinics that offer a complete listening assessment. Our experienced staff creates individualized programs that target the specific needs of each client.

Listening is our most basic skill, and is the foundation for competency in speaking, reading, writing, and social interaction. The ear plays a fundamental role in speech, language, attention, motor skills and coordination. Integrated Sound Therapy uses psychoacoustic techniques and specially designed headphones to re-educate the ear and auditory pathways. With this holistic approach we are able to target the auditory, vestibular and visual systems simultaneously, which requires the brain to become better at integrating multi-sensory information. This combined with specific visual and balance activities essentially re-trains the brain to become more efficient and effective, and in the process strengthens neural connections.

Why combine movement, listening, and visual stimulation?  The three systems are vital to our ability to learn, pay attention, process information, and coordinate movement. As these systems are so interrelated, “exercising” them simultaneously is a holistic approach which requires the brain to become better at integrating multi-sensory information. We are essentially re-training the brain to become more efficient and effective, an in the process strengthening neural connections to improve performance in the following areas.

  • Auditory Processing
  • Sensory Processing
  • Communication
  • Emotional/Social Responses
  • Language fluency and processing
  • Behavioral Outcomes
  • Motivation and Self Esteem
  • Improved handwriting
  • Concentration and attention
  • Curiosity for learning
  • Musical ability
  • Increased ability for sports
  • Motor Control
  • Body Position & Movement
  • Emotional Responses

Programs Offered

Dynamic Listening System (DLS)

Our Clinic based program, the Dynamic Listening Systems (DLS) is an intensive therapy program administered by a highly trained Listening therapist DLS uses digital signal processing technology including, filtering, gating, and bone conduction to process classical music emphasize different frequencies for different therapeutic objectives. The program incorporates both passive and active components including working with the voice using a microphone that feeds back into the headphones (active work) which is an essential part of the program. With this system, our therapists are able to respond to clients listening needs in the moment, adapting the program in real time without interruption to the auditory input.

This comprehensive program consists of 31 ninety minute therapy sessions and one pre- and post-assessment. These sessions are divided into 3 intensives, each intensive includes 2 listening tests to monitor the client’s progress.

When appropriate the mother’s voice is incorporated into the sound therapy program.

Integrated Listening Systems (iLs)

Project CHILLD offers the iLs Focus with assessment and on-going consultation. iLs programs combine auditory stimulation with balance, movement and visual motor activities. The design of iLs programs is based around the listening component. Each product has a specific listening schedule, into which the balance and visual activities are included. The Focus is delivered via an 80GB iPod and can be used either in a home, school or professional environment. From: http://www.integratedlistening.com/programs/

The Listening Program (TLP)

Listening Fitness Training (LiFT)

The pioneer: Dr. Alfred A. Tomatis

Dr. Alfred Tomatis (1919-2001) was the pioneer who first discovered the link between the ear and the voice. In his work with singers and as a clinician, Dr. Tomatis came to discover the important role the ear and voice play in our lives. Among his core discoveries are the following:


The voice only contains that which the ear can hear. If you can’t hear it, you won’t be able to speak it.

The ear is like a battery to the brain, with a primary function of converting sound waves to electrical pulses to charge the cortex of the brain; this is particularly true of the higher frequencies.

Hearing is passive; listening is active and conscious, like the difference between seeing and looking. Listening and looking are active focusing processes.

The quality of one’s listening affects spoken and written language development, alertness, creativity, and the ability to focus. Listening also influences communication and shapes social skills, confidence, and self-image.

Communication begins in utero. The unborn child hears from the 4th month after conception. Sound literally helps the brain and nervous system of the fetus to develop.

The Three Zones

As Dr. Tomatis uncovered the correlation between frequencies and the body/mind, he mapped out three general areas, or zones.

The Sensory Motor Zone: 0-750 Hz: balance, coordination, motor skills, muscle tone, body awareness, and rhythm.

The Communication Zone: 750 -3000 HZ: memory concentration, attention, receptive and expressive language

The Integration Zone: 3000+ Hz: integration emotion, creativity, and higher cognitive thinking

About the music

In his studies, Tomatis established that the music of Mozart was among the most beneficial for mental alertness and physical relaxation. This conclusion was reached after studying the effects of many different kinds of music including other classical composers, modern, African, and Asian music. He also found Mozart’s music to be universally accepted by people of all nations and backgrounds. Because of the wealth of string instruments in much of Mozart’s music, his compositions lend themselves well to the audio processing (especially higher frequency filtration) for listening therapy.

The selected music is processed in a sound studio through a highly sophisticated audio software device and later through audio software using combinations of parametric equalizers and filters (high-pass, low-pass and band-pass). Using a variety of filters allows iLs to create a library of music where certain frequencies are removed, while other frequencies are left in to enhance the listening.

In addition, a complicated process of “gating” is achieved by boosting low frequencies and cutting the high frequencies on one channel, while doing the opposite in a second channel, namely cutting the low frequencies an boosting the high frequencies. A threshold is then set for each setting for each piece of music to rigger the switching from one channel to another, which is called gating (note: this is a different use of the term than that commonly used by audio engineers).

Gregorian Chant was chosen for its calming low frequencies. Given that the rhythm of the music is sung on the breath, rather than counted out in a fixed meter, Chant has the effect of calming heart rate and respiration, thereby bringing about a relaxing effect. We include a number of very rhythmic Strauss waltzes in the music selections and protocols for their effectiveness in resonating with the body (created by the strong rhythm of the “one, two, three”), either as full spectrum or filtered to the sensory integration band width.

Psychoacoustic techniques

The key processing methods of integrated sound therapy originate with those psychoacoustic techniques developed by Dr. Tomatis. Additionally, these safe techniques have been tested over many years of application to both children and adults.

Bone Conduction: Most of us are not aware of it, but we hear sound in 2 ways- through air conduction and bone conduction. The “flat or empty” sensation of hearing our own voice on a recording is because we only hear the air conducted sound of our voice in the recording. When we speak, we hear our voice through both air and bone conduction which travels up our cervical spine to the skull.

Lower frequencies are a particularly rich source of bone conduction stimulation. These frequencies seem to have a very positive effect on our vestibular function. The process is as natural and safe as listening to a church choir or talented baritone voice, yet yields significant results with sound training protocols.

Frequency and filtration:
Based partly on the theory that those who can hear more of the auditory spectrum have an advantage in learning, our sound training programs employ gradually increasing filtration levels. By filtering, or letting only certain frequencies through, we are able to selectively train parts of the auditory spectrum. This allows us to deliver improvements in a range of auditory skills which underpin and facilitate learning; pitch discrimination, sound decoding and auditory memory.

Gaiting:
The muscles of the middle ear have as one of their functions the job of screening out unwanted sounds. With our sound therapy programs, gaiting separates music into 2 channels, alternating (or “gaiting”) with one channel boosting high frequencies and the other channel boosting low frequencies as the music volume increases and decreases. This causes the muscles of the middle ear to continuously tighten and relax, a process that strengthens them. As the muscles become stronger they are better able t protect our ears from damaging sounds and to screen out unwanted sound. This improves the ability to focus and pay attention t meaningful sounds. As the gaiting occurs, the music may appear to rock from ear to ear.

Anatomy and physiology

The origins of sound and balance are interconnected, and use the same pathways to the brain. As a result, our body management systems provide the foundation for higher cognitive functions such as reading and writing and thinking.

In the diagram below you can see the vestibular and cochlear nerves. The vestibular system is sometimes referred to as our “6th Sense” as it controls our balance, posture and eye movement. This 6th sense allows us to differentiate up from down and left from right and to differentiate the letters “p” from “b” and “d” from “q.” The cochlea is a small snail- shaped sound receptor of the inner ear which is part of the system as the vestibule.

 


Can we really change brain function?
Yes, the ability of the brain to change or adapt is called “neuroplasticity” (also called brain plasticity, or brain malleability). It is the brain’s ability to reorganize itself by forming new neural connections throughout life. For example, if one hemisphere of the brain is damaged, the intact hemisphere may take over some of its functions. The brain compensates for damage in effect by reorganizing and forming new connections between intact neurons. In order to reconnect, the neurons need to be stimulated through activity. The same is true for parts of the brain compensation for injury or disease.

Is there an age limit to neuroplasticity?

Neuroplasticity (also called brain plasticity, or brain malleability) is the brain’s ability to reorganize itself by forming new neural connections, and it continues throughout life. For example, if one hemisphere of the brain is damaged, the intact hemisphere may take over some of its functions. The brain compensates for damage in effect by reorganizing and forming new connections between intact neurons. In order to reconnect, the neurons need to be simulated through activity. The same is true for parts of the brain compensation for injury of disease.

Listening –balance-and visual tracking

The origin: Dr. Alfred Tomatis (1919-2001) was an ear-nose-throat doctor who pioneered the innovative audio techniques that are used throughout the world today to help those with learning challenges. Many of techniques were first developed to help clients who were musicians’ and singers with vocal problems. As Dr. Tomatis used these techniques on the musicians’ children, he observed improvements in their academic performance (including improved memory, focus and attention span) as well as in their posture, coordination and balance.

Plasticity: At a time when the idea of plasticity of the brain was in its infancy, Dr. Tomatis discovered that it was possible to retrain and improve the processing of sound by the brain stem and cortex using filtered music. (i.e., music with certain frequencies ranges removed or enhanced) and the sudden and random alteration to the pitch or tone of the music (‘gaiting’).

Ears + eyes:
The ears and eyes work together more than most people realize: the vestibular system in the inner ear sends signal to the neural structures that control eye movement. An example of this is when your eyes automatically move towards an unexpected sound. (Vestibular system coordinates the eye movements and aids the synchronicity of the eyes and ears.

We read with our eyes ears. Reading requires the ears and eyes to work together synchronously. As your eyes move from letter to letter your ear (cochlea) decodes each letter into a sound. The vestibular system coordinates the eye movements and aids the synchronicity of the ears and eyes.

At school, we combine ears + eyes + fine motor+ vestibular when in class and copying down what the teacher is saying and writing on the board. This is an example of the reflexive, or automatic, sensory integration we use all day, every day.

Electrical stimulation: Sound waves entering the outer ear and are transformed into electrical impulses in the inner ear and sent to the brain; those impulses provide energy to the brain and influence our ability to focus and sustain attention. (Brain scans show, for example, that children with AD/HD lack ‘energy’ in key parts of the brain for attention and focus.)

Relay stations to the brain: The vestibular and cochlea systems, located in the inner ear, work together to relay sensory input to the brain. They play a key role in our ability to integrate our senses, and their successful interaction is essential for language development, sensory processing and motor function.

++ more specifically, once sound arrives at the brain stem from the cochlea, the special center in the inner ear were sound is transuded to the nerve impulses, it passes upwards toward the language center in the cortex via a number of relay stations or nuclei. The specially treated music has been designed by the iLs company to influence the function of the ear drum and adjacent bone, as well as improve the processing that occurs at these relay stations. SO for instance, there is an improvement in the ability to perceive where sound is coming from, thereby making it possible to perform tasks requiring convergence of information from both ears.

Pitch Discrmination (selectivity): the ability to differentiate a higher from a lower tone is critical in that the meaning of what we are trying to convey is often carried by our tone of voice. Those with poor selectivity often cannot tell when someone is angry or joking, they have trouble distinguishing a question from a statement. They often cannot understand the “key” words in a conversation.

Selectivity is also important to help us distinguish between letters that sound alike. Those who struggle with the difference between a “p” and “b”, or a “t” and “d” are at a disadvantage in reading, spelling and writing.

Automaticity: The cerebellum has long been known to control they rhythm and timing of movements. The vestibular system and the cerebellum constantly interact to give expression to the rhythm and timing of the complex movements. More recently, much research has been carried out on the cerebellum’s role in learning. It plays a large role in making “everyday” tasks like riding a bike, spelling “Daddy” or tying our shoelaces become automatic. This frees the brain for more difficult (learning) tasks. When the cerebellum is not functioning properly, our ability to learn is inhibited. Learning to read, for example, becomes impossibly difficult and frustrating. Imagine having to start all over again every time you tried to learn the alphabet, or ride a back, or spell…

Processing speed and immediate memory: are both important tools for sensory processing because many inputs are transient, they are short-lived. Those with slow processing may not be able to keep up with a teacher who talks too fast- this can cause them to miss vital pieces of information and cause them to struggle to understand what is expected of them in the classroom. Those with poor short-term memory find it difficult to piece together the whole meaning of a sentence of an instruction. Children with slow processing and poor immediate memory are at a double disadvantage when trying to process speech or visual information.

Movement + filtered music: Movement, through the interaction of the vestibular system and cerebellum, maximized the consolidation and integration of gains achieved in auditory retraining.