Please Note: Results will vary between trainees. Therefore individual results cannot be guaranteed. Please read the full Terms of Engagement
Maddy is a 10-years-old girl who has been diagnosed with Autism. Her mother expressed concerns about Maddy’s overall speech and language skills; she did not say “Mama” or “Dada” until approximately three years old. Maddy’s family and therapists decided upon a course of Interactive Metronome (IM). During Maddy’s IM treatment, several strategies were tried in order to reflect natural environment conditions. After her IM treatment, Maddy showed gains in phonological skills, language processing, auditory comprehension and auditory reasoning based on pre and post data. But what test scores can’t show is that Maddy’s parents also report that she has made significant improvement on daily function and communication! Read More
Molly, a 10-year-old 5th grader, had a recent diagnosis that included ADHD, and she was said to be showing signs of High Functioning Autism. Molly’s mother noticed that her daughter would regularly forget things at home and school, and was unable to keep her belongings organized. When Molly’s mother saw the Interactive Metronome (IM) website, she read the content with a certain level of suspicion and doubt, but as a parent who wanted to do whatever she could to help Molly and lessen her frustrations, she decided to give IM a try. When Molly was asked what had changed for her since taking the IM training, she replied, “Everything is much easier for me now. It’s much easier to do my homework than it was before.”Read More
Tyler acquired better focus, as well as improved attention, memory and sense of responsibility. He also beat his brother in a game of Wii. After three weeks, his mother said, “I was blown away. I asked him to pick some things up, and he said, ‘Sure, Mom, I’ll get it in a few minutes.’…He had never done that before!” Tyler completed the program with above average scores. Four months later, his gains, including his newly-developed reciprocal communication skills, remained intact and are growing.Read More
IM was instrumental in helping Mizuki communicate more normally and hold eye contact. After his second session, his fine motor skills showed improvement. Mizuki’s handwriting is becoming legible and he is doing math at grade level. His balance has improved, and he runs more smoothly than before. He can even ride his bicycle in standing position now. Mizuki’s development has brought him from being classified as autistic to “a slow developer” or having a “learning disability.” Mizuki is a much more relaxed boy. It is as if he were a totally different person than he used to be.Read More
Marcus is a 12-year-old boy with high functioning autism who returned to occupational therapy after a break of several years. The IM program was paramount on the development of Marcus’s neurological and motor skills and produced incredible gains that improved his physical, mental, and social development. Read More
Ryan is an 8 year old boy with an energetic, all-encompassing, endearing personality paired with a diagnosis of Autism Spectrum Disorder (ASD). Ryan had been going to conventional Occupational Therapy sessions for several years. As he progressed with the [IM] program, it became clear – Ryan was learning to reference the auditory beat and identify when he was too fast or too slow in his response speed, he was learning from the ‘inside-out’ what it meant when someone told him to ‘slow down’. This program enabled Ryan to access Interactive Metronome interventions at home for short bursts before test taking, for longer periods when transitioning to newer challenges required for maturation (consider the stressors involved in Middle School!) and even to wind down and ‘reboot his brain’. Read More
Kyle is a 10-year-old boy who was diagnosed with Autism Spectrum Disorder and Hypotonia at 3 years of age. He was later diagnosed with Sensory Processing Disorder at 8 years of age. After 3 months of IM treatment 3 times per week, Kyle made significant improvements. When his parents gave him the Sensory Profile test again, Kyle had made improvements in multisensory and oral sensory processing, emotional/social responses, and behavioral outcomes of sensory processing. These gains helped Kyle function better in social interactions, academic tasks, self-care tasks, and play in his daily life.Read More
Joseph is 18 years old. He has been diagnosed with Asperger’s Syndrome, which causes difficulty functioning in social situations and struggles in academic performance. Joseph is involved in several extra-curricular, which include running Varsity Cross Country and working a part-time job at a Retirement Center where he hopes to begin pursuing his ambitions of becoming a chef. Before training began, Joseph scored in the extreme deficiency range on the fourteen assessment exercises. After completing 15 sessions of IM training, he scored in the exceptional range. Joseph’s parents also report that he has found success across the board, noting improvement in 13 of 16 statements about daily function and communication tasks rated on the Parent Survey. Read More
John’s mother reports that he has improved in overall motor coordination, self regulation, focus, organization, and academic performance. He is also demonstrating improved coordination and motor planning while playing soccer and participating in tae-kwon-do. John has more confidence in himself and continues to show areas of improvement. Read More
Ricky is a 10-year-old boy with a diagnosis of ADHD, Asperger’s syndrome, anxiety and fine motor delay. Starting as early as its 3rd session Ricky already was making significant progress. He started sleeping through the night; his handwriting improved significantly, his attention span increased immensely. His biggest gain was that his homework was getting done faster and correctly. He became a more confident boy. “IM is so cool and it really really helped me!” Read More
Colin’s parents and teachers noted improvements in attention, focus, and behavior. Colin argues less with his siblings and parents at home and with his teachers at school. Colin appears more on-task during lectures, with less fidgety behavior and fewer outbursts. Homework is also less of a battle. Colin’s parents were also very pleased with the outcome and concluded that the Interactive Metronome was quite successful in addressing many of their concerns. Colin is now less frustrated, more attentive, and more focused both in school and at home. Read More
Erin had a diagnosis of PDD/Autism. She was verbal, but unable to have a purposeful conversation. After just a few sessions of IM Erin began to chatter less, and listen more…Erin ended up having her best school year ever!Read More
Following IM treatment, reports showed Anna’s increased attention and improved concentration. Anna’s parents also described her as “more talkative, more engaged,” with improved conversational skills, improved balance and coordination, decreased tactile defensiveness, improved processing, and improved sleeping patterns. Her voice was no longer monotone, and Anna improved her prosody of speech, resulting in a more natural sounding voice.Read More
Sean was adopted at nine months old, now 11 years old, lives with his mother, father, and two sisters. For much of his life, Sean has suffered from mood swings, severe behavioral problems, and difficulty sleeping. He’s been diagnosed with several different disorders, including Cognitive Deficits, Attention Deficit Hyperactive Disorder (ADHD), Obsessive-Compulsive Disorder (OCD), Post-traumatic Stress Disorder (PTSD), Pervasive Development Disorder (PDD), and possible Ring 21 Syndrome. He takes several medications to manage these conditions. When Sean first started IM, his performance measured in the extreme deficiency range. His speech-language, listening, and comprehension skills were also far below average. He also struggled with low self-confidence. During the course of the IM, Sean showed marked gains. Sean’s mother reports a fantastic improvement in his behavior at home, as well as his attitude toward education and social skills. She credits the IM program with restoring hope for her little boy, where medication and traditional therapy had failed. Read More
Aiden’s therapist noted marked improvement in Aiden’s ability to understand directions. Aiden is less impulsive, more patient with himself, and more tolerant of the many challenges of the program. He no longer tries to negotiate rewards for good behavior. Aiden has better focus, improved visual and auditory processing speed. His rhythm, coordination, and motor skills have also improved, and there is less “random” talk. Aiden demonstrated more of self-awareness of his accomplishments and bolstered self-esteem. Read More
Chris has made tremendous progress in his sensory processing skills as measured on the Short Sensory Profile, which has translated into improved functional visual motor skills. Both Chris’s family and all his service providers have been pleasantly surprised by the changes wrought by the Interactive Metronome. Read More
AUTISM SPECTRUM DISORDER
Ken is a 7 year old boy with severe autistic spectrum disorder. He lives with long term foster carers and attends a special needs school. At the time of referral, Ken was living in a respite centre for children with disabilities. Ken is able to communicate verbally but he often struggles to communicate his emotions and needs to others.
Reason For Referral
Ken was referred for occupational therapy by his school as he was demonstrating severe challenging behaviour both at school and the respite centre. His behaviour involved physical aggression to property and other people, absconding, shouting and screaming. Ken was clearly distressed in these situations and often required physical support to remain safe. The occupational therapist was asked for support in the assessment and management of these behaviours.
Occupational Therapy Assessment
Ken underwent a period of intense occupational therapy input over several months. An initial assessment was carried out to identify the causes of Ken’s behaviour. The assessment was completed in close collaboration with the behaviour specialist who was also working with Ken at the time. Assessment included formal tools such as sensory integration assessments as well as informal observations and interviews with family and the staff who supported him.
The assessment identified that the key causes of Ken’s behaviour were:-
- An extreme sensitivity to visual and auditory (noise) stimuli;
- A need for regular movement;
- An inability to cope with change;
- A need to fully explore environments and support workers before being able to settle;
- A need for clear structure and routine in his day.
Occupational Therapy Treatment Plan
The occupational therapist worked closely with Ken’s family, teachers, social workers, behaviour specialist and the staff at his home to develop a comprehensive program which included:-
- two hourly sensory strategies to provide necessary movement stimuli;
- regular calming strategies based on a sensory integration approach;
- adaptation of the environment to create a low stimulus environment;
- implementation of visual timetables and aids to support his understanding of what is happening;
- Implementation of a photographic staff rota to enable him to understand which staff would be working when.
It was also identified that the constantly changing environment of the respite centre could not provide long term support for Ken. At the request of Ken’s parents, the occupational therapist worked closely with social services to identify appropriate long term foster care. Ken was found a place where the environment and people were more consistent and stable.
Following the input of occupational therapy and other agencies:-
- Ken is now settled in his new home;
- He continues to attend the special needs school where the approaches and strategies are used consistently with all staff;
- Ken’s carers were also supported to implement the same strategies at home to ensure consistency for Ken;
- Ken‘s incidence of challenging behaviour has reduced significantly - he is calmer at school and at home;
- Ken is beginning to be able to accept small changes in his routine and he has developed a therapeutic and trusting relationship with those who support him;
- He is requiring fewer services and support from social services and appears to be a much happier young man;
- He is engaging well in class and showing great improvements in his academic learning.