Patient Success Stories

People of all ages have turned to IM to help them overcome a wide range of impairments.

List of Conditions

Read More about some of our documented success stories:

Pediatric

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!"

There are so many children diagnosed with ADD and ADHD these days. Some kids are struggling to pay attention in class or are labeled as the class clowns or troublemakers at school or other organized events. Think of learning to focus as a foundational skill that could have an impact in many areas of your child's life. Many parents are just astounded after they see the results after the initial IM assessment, and even more with the results they see after a couple of sessions.

TJ’s parents noted that TJ continued to try new motor activities with less resistance and frustration and now even rollerbladed. According to his parents, "The physical changes have stuck. He is more interactive and self-confident, too." TJ also improved his organizational skills and ability to interact appropriately, along with better physical balance and stability.

Emily is now able to maintain and match the rhythm of the horse during her riding lessons. She can solve mental math calculations that she was not able to do before. Emily spends more time thinking and working through things mentally. She now chooses to write during play, makes her own bed, and wants to plan her day in the morning. These improvements over the course of the year can be attributed to the integration of IM with other best practices.

Pam’s family reported a decline in temper tantrums as she progressed through IM treatment, with no occurrences in the last week of the treatment. She became more pleasant in her social interactions, both in the clinic and with peers at the community pool. Pam also asked to receive tutoring in math and wished to continue IM through the fall season.

Colin’s parents and teachers saw improvements in Colin’s attention, focus, and behavior. Colin argued less with his siblings and parents at home and with teachers at school. Colin appeared more on-task during lectures, with less fidgety behavior and fewer outbursts. Homework was also less of a battle. They 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 focused both in school and at home.

Jimmy loves basketball and is the Varsity basketball team manager, where he is responsible for keeping track of the stats during the game. Earlier in the season he filmed the games. He is taking piano classes and involved in the Fellowship of Christian Athletes. Every summer he swims competitively on a team. He will be graduating from high school with a 3.0 GPA. Jimmy plans on attending college to become a sports broadcaster.

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!"

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.

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!"

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!

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.

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.

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.

Mark 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 Marks neurological and motor skills and produced incredible gains that improved his physical, mental, and social development.

Kate made excellent progress. She showed even more progress in her ability to follow multiple-step commands, her use of morphological markers, and giving better details in a logical manner for storytelling. Kate’s articulation skills improved so dramatically that direct articulation therapy was not even necessary.

Miranda has become an outgoing, communicative, sweet little girl. She has always had a flair for dressing with style, and now she is communicating with style, too!

Eileen’s handwriting and schoolwork improved greatly as she learned to focus and process information delivered orally. Eileen now loves arts and crafts activities and did well selling Girl Scout cookies this year. She was ready to move on to more community-based physical activities and expressed an interest in swimming and dance class. Eileen is a much happier little girl who can now process, attend to, and interact with her environment.

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.

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.

Pam’s family reported a decline in temper tantrums as she progressed through IM treatment, with no occurrences in the last week of the treatment. She became more pleasant in her social interactions, both in the clinic and with peers at the community pool. Pam also asked to receive tutoring in math and wished to continue IM through the fall season.

Today, Amanda stands without her walker or crutches for support. She no longer falls, even when distractions are present. She can swim easily, and her handwriting has dramatically improved. Amanda performs ADLs such as self-feeding, showering, getting into a vehicle, and buckling herself in a car independently. Her mother noted that Amanda was helping put groceries away and performing light clean-up tasks around the house. Interactive Metronome has helped Amanda become a more functionally independent little girl.

Emma now makes and maintains eye contact, smiles, and shows emotion. Her startle reflex is greatly reduced, and she is totally non-defensive when her feet or hands are touched. After spending two days at home with Emma, Emma’s father said “For the first time ever, she knows who I am. She recognizes me when she sees me.” Everyone in Emma’s life can testify to the global improvements she made as a result of IM.

Recently Valeri, for the first time, went to the refrigerator to pour herself a glass of juice without any assistance. She started to talk, not just a little, but all the time. At the first teacher conference, the teacher remarked that Valeri was participating and raising her hand to give answers. Her grades dramatically improved from her usual C-level work, up to A and B+ levels. Her personality kept flourishing and Valeri was full of never-before-revealed information. Her confidence is now very evident and she has even worn her first pair of blue jeans like all the rest of the kids, managing them independently.

(Deficits)

Adam is able to demonstrate higher-level skills and do math and science at his age level. He can communicate with a spell board and Vanguard. Through it all, Adam has maintained his great sense of humor. Ultimately Adam has become more motivated and independent, and gained self-confidence. Adam was awarded the Chair Scholar Scholarship, a prepaid four-year college tuition for students with significant disabilities seeking a regular diploma.

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!

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.

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.

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.

Samantha’s scores are in the 30 millisecond range. Her parents say thatIM-Home has been one of the main reasons why Samantha is doing the best she has ever done in school all year. Her motor coordination has significantly improved, and her ability to attend has made a difference across all aspects of her life.

Miranda has become an outgoing, communicative, sweet little girl. She has always had a flair for dressing with style, and now she is communicating with style, too!

Emma now makes and maintains eye contact, smiles, and shows emotion. Her startle reflex is greatly reduced, and she is totally non-defensive when her feet or hands are touched. After spending two days at home with Emma, Emma’s father said “For the first time ever, she knows who I am. She recognizes me when she sees me.” Everyone in Emma’s life can testify to the global improvements she made as a result of IM.

Matthew is now reading more fluently and not skipping as many words. As a bonus, his handwriting skills also improved. His mother is extremely happy with his results after doing IM and so is Matthew.

Elyssa is reading more fluently and enjoys it more. Her teacher reported that she responds to questions in a timelier manner and is now able to complete 2 or 3 part commands. She is also more confident and now participates in classroom discussions. Elyssa was even able to test out of 2 of her Special Education classes! Elyssa’s mom attributes her successes to IM and couldn’t be happier.

Conner’s attention span has increased in the academic setting, making it easier for him to complete assignments on time. His teacher report that he has begun taking more responsibility for his assignments, including his independent reading log, which had been a problem prior to IM training. She also reported that Conner is able to successfully complete math work in the classroom.

Samantha’s scores are in the 30 millisecond range. Her parents say thatIM-Home has been one of the main reasons why Samantha is doing the best she has ever done in school all year. Her motor coordination has significantly improved, and her ability to attend has made a difference across all aspects of her life.

Ann reported that she had begun freshman lacrosse camp at her high school with surprising adeptness in her ability to play the game. She also noted a dramatic improvement in her ability to catch the ball after it bounced off the wall with 100% accuracy, an improvement over her previous performance accuracy of 40-45%. By the last session, Ann also made the Varsity cheerleading squad and the competitive cheerleading squad at her high school. This was quite a feat for an incoming freshmen student. Her self-esteem was obviously boosted by her newfound performance ability.

Emily is now able to maintain and match the rhythm of the horse during her riding lessons. She can solve mental math calculations that she was not able to do before. Emily spends more time thinking and working through things mentally. She now chooses to write during play, makes her own bed, and wants to plan her day in the morning. These improvements over the course of the year can be attributed to the integration of IM with other best practices.

AJ's teacher reported "great improvement in handwriting." For the first time, AJ is able to ride a pogo stick and can do a front flip on his trampoline. He is joining more sports at school and participated in a community basketball league. AJ is also demonstrating improved coordination. He can dribble a ball and has increased attentiveness during games.

Today, Finn has begun to interact more with the other children at school. His willingness to participate in school activities has also improved. Crying episodes are now rare. Finn now engages in play activities with his siblings. Finn’s family is extremely happy with the progress he has made with Interactive Metronome. His father feels that it is because of IM that Finn has grown so much in the last few months. His father’s face lights up every time he reports a new addition to Finn’s vocabulary.

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.

Emma now makes and maintains eye contact, smiles, and shows emotion. Her startle reflex is greatly reduced, and she is totally non-defensive when her feet or hands are touched. After spending two days at home with Emma, Emma’s father said “For the first time ever, she knows who I am. She recognizes me when she sees me.” Everyone in Emma’s life can testify to the global improvements she made as a result of IM.

After completing 17 therapy sessions incorporating the IM, Emma was functionally a much more organized little girl. At school, she attends better during classroom activities and comples her work on time. At Girl Scouts she has earned new badges which requires memorization and following directions. Her mother noted that at a party she was able to participate in the party games, and even won a game! All of these things added up to a much more self-confident little girl.

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.

Kaitlin improved her articulation and decreased mumbling during challenging activities. She also increased her confidence in novel motor play, such as using “Heelies” (her own personal best!). Kaitlyn decreased sensory defensiveness to noxious stimuli. Meanwhile at school, Kaitlyn’s teachers report that improve postural control during class and increased participation in homework activities. She even earned “Star of the Week” for good behavior. During horseback riding lessons, Kaitlyn successfully and competently “posts.” Her family reports that a whole new Kaitlyn is emerging, thanks to the IM.

Aaron has been seen playing on the playground with his peers, chasing girls, climbing on the high equipment. His teacher report that he writes with less difficulty and is less stressed with schedule changes. His mom reports that Aaron was first in his tae kwon do class (he was usually last) in running activities, and his instructor was excited about the improvement in his kicks and coordination when he was learning new movement patterns. IM has had a huge impact on his life and success at school.

Kate showed significant progress in her ability to follow multiple-step commands, use of morphological markers, and giving better details in a logical manner for storytelling. Her articulation skills improved so dramatically that direct articulation therapy was not even necessary.

Miranda has become an outgoing, communicative, sweet little girl. She has always had a flair for dressing with style, and now she is communicating with style, too!

William no longer presents with what is clinically defined as stuttering. While no one is 100% fluent, stuttering is defined as three SLDs per 100 words. Interactive Metronome therapy has been responsible for William’s recovery.

Kate showed significant progress in her ability to follow multiple-step commands, use of morphological markers, and giving better details in a logical manner for storytelling. Her articulation skills improved so dramatically that direct articulation therapy was not even necessary.

Miranda has become an outgoing, communicative, sweet little girl. She has always had a flair for dressing with , and now she is communicating with style, too!

Adult

Mariko started IM therapy and within a couple of sessions improvements started to appear. She was able to set priorities and organize her daily tasks. When it came to cleaning her room. she was able to prioritize and accomplish the task fast and without any help. Mariko’s schoolwork also improved she was better able to take notes and make important annotations of the lecture without the help of her friends.

When Kathy visits the Brain Fitness Center today she is alert and cognizant. Nancy describes her as “delightful and delighted.” Her shoulders are squared, she makes eye contact, her memory is improved enough to navigate the grocery store, and her sense of humor has returned. She is back to work as an upholsterer and has “a whole lot more years of real life” Kathy’s husband, Larry, puts it simply “I got my wife back.”

Brenda was able to demonstrate independent balance. Her depression started to lift, and her hopes rose. The improvements continued, and Brenda walked smoothly on her own for the first time. Before she knew it, Brenda was able to jog and immediately decided that she had to train for a 5K run.

After using IM-Home Jason could immediately recall five numbers consistently, shift attention and reverse five numbers, recall a 12- to 13-word sentence, and recall four to five unrelated words. Jason has resumed his work in finance with renewed focus and success.

After 19 IM sessions, John demonstrated a new independence. He is able to manage medications and his checkbook on his own. He also prepares breakfast and school lunches. John can now remove clothes from the dryer, fold them, and put them away. He has also mastered both cell and house phones. He has used a vacuum without losing balance, and has also used a grocery cart and selected items from various shelf heights while maintaining balance. John successfully passed his driving evaluation and began driving again. He has even returned to work full time. John has met his goals and is happy to be back to his normal routine.

Bob is now able to use his right arm to feed himself, write his name legibly, make a sandwich, dial the phone and tie his shoes. Bob’s therapist recently ran into him at a high school swim meet. He gestured to her to climb up high in the bleachers to join him where they “caught up” on all of his latest activities!

Joanne had no idea what was in store for her when her daughter enrolled her grandchildren into one of my IM programs...She had suffered a stroke. Her rehab experience had been a positive one, but Joanne was left feeling that she could achieve more. It was with this in mind that she came to me for an evaluation, with the intention of attending the Interactive Metronome; she had seen the Improvements IM had made for her grandchildren and she wanted to do it herself… “IM not only gave me back my life - it became a part of my life”

When discharged from outpatient therapy, Paul was able to perform multiple repetitive sit-to-stand transitions without physical assistance, retrieve items from overhead and the floor independently, perform floor transfers independently, transport small items while walking, and resume working in the carpentry shop. Because he has regained control over his standing balance for short periods of time, Paul is able to resume performance of grooming tasks while standing and to sing an entire hymn at church without holding on to the pew.

Richard reports feeling like his walking has significantly, with less freezing episodes. He has returned to bowling, golfing, and participating in group exercise classes. Richard now ambulates on all surfaces with modified independence. He does not use any assistive device.

At discharge Michael was independent with all self-care activities, including showering and dressing, all wheelchair transfers, meal preparation, laundry, dishes, and house cleaning. He gets in and out of his home independently, which requires three steps to enter with bilateral hand rails.

After the short-term rehabilitation IM goals had been met, Adam’s IM therapy program came to an end. Adam’s posttest score of 32.5 ms showed a 75% improvement from his initial score of 129.8 ms. He completed a Post IM survey, on which he indicated that he is now better able to concentrate, focus, and understand key points more clearly. Adam also said that he is less impulsive and has more patience.

Kara’s gait pattern has significantly improved. She was able to achieve heel strike 100% of the time when walking on a level surface, did not fatigue, and decreased knee hyperextension significantly. She reports her right knee pain is resolved with functional mobility. The Three-Minute Walk Test was administered at the end of treatment, and Kara can now walk 600 feet in the time allowed.

Sports Performance

It’s amazing how in just a few days training with IM’s Gait Mate, an injured sophomore football player made significant cornerstones in his rehabilitation process. In just 5 days he mastered the walking gait (heel stride) that is usually the most difficult in the program and could move on to work on his jogging and running gait. The Interactive Metronome provided for a much faster and easier recovery.