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Interactive Metronome®: A Revolutionary Tool for Boosting Children’s Auditory Skills

White Paper


Pediatric, Language & Literacy Skills, Speech

This pilot study, conducted by Joel Etra, PhD, SLP, examined the impact of Interactive Metronome (IM) training on children diagnosed with Central Auditory Processing Disorder, particularly those struggling with attention.

The study involved eight children aged between 8 to 14 years, including two diagnosed with Asperger’s Syndrome, none of whom were receiving services specifically for Auditory Processing Disorder.

Over the course of 15 to 17 sessions of IM training, lasting 60 minutes each, the children showed statistically significant improvement in timing and performance on auditory processing subtests of filtered speech, figure-ground, and dichotic listening. Dichotic listening, a measure of selective attention, showed the most significant increases.

The children’s timing and rhythm were measured using the IM, while the Test for Auditory Processing in Children (SCAN-C) was utilized for auditory processing.

Abridged Summary & Results of Study

The Effect of Interactive Metronome® Training on Childrens SCAN-C Scores

AUTHORS: Joel L. Etra

PUBLICATION: WHITE PAPER, Doctoral Dissertation, Nova Southeastern University

YEAR: 2006

Children who were identified as having difficulty with attention demonstrated statistically significant improvement in timing and performance on auditory processing subtests of filtered speech, figure-ground, and dichotic listening.


  • n=8 children (6 male, 2 female) ages 8-14 years considered by parents & teachers to be deficient in attention; 2 of the children were diagnosed with Aspergers
  • none of the children were receiving services for Auditory Processing Disorder
  • pre-post measures:
    • Interactive Metronome (IM) for timing & rhythm
    • Test for Auditory Processing in Children (SCAN-C)
  • Intervention: 15-17 sessions of IM training, 60 minutes each, 2-3 times per week

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