THE LISTENING FUNCTION

The Key to Communication, Behavior, and Learning Problems, including Dyslexia By Valerie Dejean , Director, Spectrum Center, Manhattan and Paul Madaule, Director, The Listening Center, Toronto, CAN.

WHO:

Every year thousands of children are identified as not performing at their potential in spite of normal intelligence. They may be identified as having learning disabilities, attention deficit disorder, or behavioral adjustment disorder. They may have trouble learning to read, write, spell, and master mathematics.  Some become behavior problems,resulting from a poor self-image, and become alienated in the school environment. They frustrate their families and professionals with the sense that they could perform better if they just applied themselves. These are children who often "fall between the cracks" in our schools and are becoming a growing problem facing the educational system.

WHAT:

School problems usually don't come out of the blue; they evolve. Theproblems may have manifested earlier in apparently unrelated forms such as delayed language development, or frustration in mastering gross and fine motorskills, as well as self-care skills. A history of ear infections is often common, as well as mixed or delayed hand dominance. There may have been early signs of sensory over reactivity,such as sensitivity and avoidance of certain types of touch, sound, and movement.  Under reactivity is alsoa possibility, with children excessively craving sensory input such as spinning and "rough house" playing. These children often react to their environment (parents, teachers,friends) in ways that are difficult to predict and understand.  They may frustrate easily, have temper tantrums, and be overly shy, too sensitive, or too aggressive.  These are all secondary symptoms of an underlying cause.

WHY:

Agrowing body of research is showing that the primary cause of academic problems is neurophysiological. We are bombarded by millions of sensations daily (2 million bits per second). The ability of our brain to take in, sort out, and connect information provides the neurophysiological foundations for learning and communication.

Theear has a function even more primary than hearing: The Listening Function. The vestibular system, our first sensory system, is anatomically and physiologically a part of the ear. Together with the cochlear, which provides sound perception, they form the inner ear.  The inner ear is thefirst sensory system to develop in utero and forms primary connections with the rest of the developing brain and nervous system. It provides the neurophysiological foundations for learning and communication by acting as the integrator and relay station for all sensory information both from within and outside of our bodies. Such senses as touch, vision and hearing are interpreted through the vestibular-cochlear system of our bodies.

The listening function acts like a link between the inner and the outer world. It helps us focus by cutting off irrelevant stimuli and allows us to attend and to concentrate.   It helps us sort and organize this information into meaningful hierarchies.  When this process is disturbed, the resultant listening problem will impact higher functions such as academic,communication and social skills.

HOW:

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/she can interpret the world. The ear is now attuned between the child and his environment.  Information can flow in and out without obstacles or distortions. When the child returns toa previously difficult academic setting he will find it less challenging,and quickly perceive it as less boring or more fun.  Posture, gross and fine motor skills also improve.Communication becomes easier.  As the sensory systems normalize, the child feels more comfortable in his own bodie and secondarily he/she feels happier. 

Listeningtraining is accomplished through the use of developmental sound stimulation provided though an electronic device specially engineered to exercise the listening function. To change the listening function, intense intervention is required initially. The children listen for 2 hours a day for a period of 15days. They then have a break of 4-6 weeks followed by a second intensive.  Active microphone work is used so thatthe child uses his/her own voice to assist in the process of reeducation.  Stimulation activities during the breakand following the listening program are also part of the training process.

WHERE:

The Spectrum Center utilizes the Tomatis Method of listening training to service children, adolescents, and adults with listening and learning disorders. The main tenet of Spectrum Center treatment is simultaneous stimulation of the vestibule andthe cochlea.  Individually designed Tomatis listening training programs enhanced by sensory integration techniques stimulate the whole vestibular/cochlear system at once, encouraging it to develop to its fullest potential. The addition of active listening training, which includes audio-vocal work, further hones the ear’s listening ability. The Center works closely with consultants and referring professionals to ensure continuity for clients during and following their listening training.

Valerie Dejean, Tomatis Consultant specializing for the past 26 years in the treatment of learning disabilities and pre-academic problems, supervises the program. She is certified in Sensory Integration Therapy, Neurodevelopmental Therapy, Craniosacral Therapy, and Myofascial Release.

The Spectrum Center is located in New York City  The address is:

307 East 53 St., 4th Floor

New York, NY

For information or to have questions answered please call:

1-877-4AUTKID

Copyright 2008