Learn how this mom stopped at nothing to improve the quality of life for her son - "Having a son with ADHD and on the Autism Spectrum, I made it my mission to hunt for treatments that could improve his quality of life. His inability to focus, follow directions and complete tasks made the traditional classroom almost unbearable. Mainstream medicine was unable to offer solutions. After a parade of specialists, various restrictive diets, multiple medications, and tutors I was disheartened and exhausted. My son’s condition seemed to be worsening with digestive issues, migraines, anxiety, and depression. There had to be something that would help him..."
Ash refused to let Autism Spectrum Disorder rule his life, learn how his grades and behavioral patterns greatly improved after training with Interactive Metronome.
Ash, a 10-year-old boy diagnosed with Autism Spectrum Disorder, didn’t typically struggle with his academics but had the tendency to speak out of turn, chew on his clothing or other items he found around him, and had trouble keeping his hands to himself which was often reflected in on his daily report card. After trying other modalities with no improvement, IM was introduced. Ash struggled getting used to the headphones and the rhythm but was excited to try this “new computer game with clapping”. Being a perfectionist, Ash refused to give up and wanted to do better. After months of IM training, he was able to meet his IM goal and it showed not only on his report card but with his abilities to stay on task in class and even lead his gym class in their warm-up exercises.
The benefits of music are wide-ranging and well documented. From teaching empathy and improving memory and concentration, to helping track time and easing emotions, music can change the life of a child with ADHD. Here, learn how lyrics, rhythm, melody, and tempo work their magic.
Have you heard of Interactive Metronome? It is an evidence-based training and assessment tool that has been proven to improve cognition, attention, focus, memory, speech/language, executive functioning, comprehension, and motor[...]
Gavin a 10-year-old, IM-Home user, who has ASD and associated anxiety, typically can only remain calm for seconds to minutes during assemblies and concerts. After 8 sessions of IM-Home, it was unclear if there were any changes with Gavin, that is, until this year’s Christmas concert that his parents noticed a huge difference− "This year was different. His class was performing last. He sat through the entire concert calmly and quietly. When it was his class' turn, he was able to join them on stage. And he sang. And the whole time, he was tapping out the metronome beat on his leg.” His parents were so happy. They never expected to be able to see him perform in a Christmas concert, so it was a huge treat for them.
We love being able to share the success stories provided to us by IM Provider about their clients. Here is one story about a young boy named Emmitt, who has been diagnosed with high-functioning autism; and how with a little IM best practices and the ingenuity of an IM Provider helped him experience things in a new way!
In this first study of its kind, Bonacina et al. provide evidence for how rhythmic skills interconnect and develop in school-age children. Of particular interest is the finding that children who clapped to a beat during the Interactive Metronome (IM) condition, while receiving feedback for millisecond timing, demonstrated the least variability in their synchronization and performed better on all of the other rhythm activities evaluated. Rhythm is complicated, there are several rhythm intelligences, and IM alone impacts all of the vital rhythms that are so important to the development of language and literacy.
Terese Finlay has been a special education teacher for 20 years. Due to lack of support from her school districts, it's been troubling for her to see her students go without the much needed support, therefore she built her own private practice to help build the gap between home and school, advocate for students and parents at school meetings and/or IEP's, and develop home programs based on applied behavior analysis (ABA), train parents and staff, provide discrete trials teaching home programs, social skills training & Interactive Metronome.
We perceive sound via the audio-vocal loop. Then, we analyze it, assimilate it, and continuously adjust in response to it. This process relies upon auditory discrimination, phonological awareness, and rhythm. Forbrain®, an altered auditory feedback (AAF) device, takes advantage of this audio-vocal loop & heightens a user’s perception of his own voice & speech through bone conduction headphones that are equipped with a high sensitivity microphone. As the user talks into the microphone, a patented electronic dynamic filter blocks out environmental noise & amplifies the user’s voice, enhancing long vowels and other sounds that are the building blocks of language.
Prior research utilizing kinematic analysis & functional MRI have shown that Interactive Metronome (IM) training facilitates measurable and statistically significant improvements in golf shot accuracy (distance to the pin) and substantial improvement in performance consistency (Sommer & Rönnqvist, 2009; Sommer et al., 2014). In the present study, 20 professional female golfers from the KLPGA participated in a randomized, controlled study comparing the effect of IM training (35-40 min, twice weekly for 6 weeks) to spending more time playing the game of golf (increasing golf playing time by an additional 35-40 min twice weekly for 6 weeks).
The purpose of the study was to determine the impact of IM on swing speed during putting, which was specifically executed at a distance of 2-5m, which has been previously determined to set apart elite golfers who achieve a par or birdie compared to those that demonstrate only about a 10% success rate (Pelz, 2000). Golf putting movements and brain activity were analyzed using Kinovea Software and resting-state functional MRI (fMRI). Performance variability (or consistency) was measured as the standard deviation of mean swing speed (SSD) during 3 sections of the swing: backswing, backswing-impact, and impact-finish.