Interactive Metronome Testimonials

Beth is a 17-year-old girl with Cerebral Palsy. She is active in school events. Beth also travels to sporting events to report for the school newspaper. Her goal is to be able to drive and participate in driver’s education next school year. Beth’s occupational therapist recommended she go through the
Interactive Metronome® (IM) Program to meet her goals. Beth participated in driver’s education class at her school and then was ready to take her driver’s test. Her mother brought her to a “tune-up” IM session beforehand. Beth and her mother wanted to make sure she didn’t need any further treatment with IM. Beth went on to pass her driver’s test. She is now a licensed driver. Traditional therapy and other therapists had given up on her. However, with the use of the Interactive Metronome®, Beth was able to succeed and accomplish her goal.

Interactive Metronome (IM) therapy, a game-like treatment, has dramatically improved 11-year-old Adam Solomon’s ADHD symptoms, taking him from special needs to excelling academically and in extracurricular activities like karate and music. This innovative therapy focuses on enhancing brain timing, which is crucial for attention and learning. Despite its effectiveness for Adam, transforming his grades and self-esteem, IM therapy remains underutilized due to costs and awareness. The case of Adam illustrates the therapy’s potential as an effective non-pharmaceutical option for ADHD, offering a promising alternative for cognitive enhancement.Interactive Metronome (IM) therapy, a game-like treatment, has dramatically improved 11-year-old Adam Solomon’s ADHD symptoms, taking him from special needs to excelling academically and in extracurricular activities like karate and music. This innovative therapy focuses on enhancing brain timing, which is crucial for attention and learning. Despite its effectiveness for Adam, transforming his grades and self-esteem, IM therapy remains underutilized due to costs and awareness. The case of Adam illustrates the therapy’s potential as an effective non-pharmaceutical option for ADHD, offering a promising alternative for cognitive enhancement.

Aaron struggled with social interaction and learning due to undiagnosed allergies and Attention Deficit Hyperactivity Disorder (ADHD). Despite numerous attempts with diet changes and vitamins that bore no fruit, and resorting to ADHD medication that didn’t alleviate his school struggles, Aaron’s breakthrough came with the Interactive Metronome program. It remarkably improved his brain function and learning ability, with noticeable changes from the very first day. His reading levels surged from 28% to 73% in just two months. This progress shifted his parents’ outlook from despair, thinking he would never lead an independent life or attend college, to hope and planning for his future education. Similarly, Lori Schmidt, who connected with the Davis family’s ordeal through her own son’s challenges, found solace and purpose in helping others with the IM program. Aaron’s newfound happiness, social engagement, and leadership at school epitomize the program’s success, offering his family a once-unthinkable bright future.

Occupational therapist Laura Anderson demonstrates the use of Interactive Metronome therapy with a child named Ganon. This game-based, brain-training program helps synchronize children’s cognitive functions with their physical movements. Children listen for tones to guide their actions, receiving feedback to improve their rhythm. The therapy is designed to help both overactive and underactive children find a balanced pace for daily activities, enhancing their ability to focus in school and perform tasks like homework without frustration. It’s particularly beneficial for children with ADHD, autism, or motor planning issues. Ganon, for instance, applies techniques learned in therapy to calm himself in stressful situations at school. The therapy also addresses retained reflexes that can affect motor skills and concentration. Both Ganon and his mother report significant improvements in his behavior and attitude, including a newfound enjoyment of school. This summary can provide a quick understanding for viewers of how Interactive Metronome therapy supports children’s cognitive and motor skills development.

Three years ago, a dedicated occupational therapist from Madison took a leap of faith to establish her own clinic aimed at assisting individuals with neurological disorders. The clinic utilizes a cutting-edge biometric tool known as Interactive Metronome (IM), which fine-tunes human performance by measuring the timing of participants’ movements to the millisecond. This technology enhances attention, focus, and motor coordination. The clinician is the sole licensed IM provider in the state and offers online therapy globally. Her clientele ranges from children with ADHD and autism to adults recovering from brain injuries. Transitioning from an employee to a business owner, she has embraced the challenge of learning to manage her own clinic after two decades in the field.

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.

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.

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.

After completing 17 therapy sessions incorporating the IM, Lily 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.

Sawyer is special little boy who was having problems with sensory processing disorder (SPD). His nervous system was over-responsive and it was especially affecting his feeding. He would reject any food that wasn’t the consistency of baby food, even vomiting in response to different textures; this trait was shared with an uncle who only had been able to eat five foods during his life. IM training was initially done to expose Sawyer and his parents to IM; no real treatment plan was developed and he was not doing full sessions of IM exercises. The results were amazing! One week after the sessions, I received a video from Sawyer’s parents…he was not only eating a peanut cracker, but willingly feeding his self! His family reports that he seems to be blossoming and they have decided to keep up training with IM-Home.

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.

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.

It happened to be the time of year when his mom went in for a parent teacher conference and the teacher wanted to know what was different about her student! Mom was so excited as she listened to a good report about her son who was now raising his hand in class and participating in class discussions. He was making friends on the playground, even friends who were not in his special needs class! Developmental delay covers a wide spectrum of abilities – but maybe your child could benefit from trying IM. You just never know what changes may occur.

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.

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.

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.

At home, Kandyce’s mom noticed improvements too; she did her homework without being told, and even started reading in her free time. stayed in school and proudly passed the ninth grade and is now in tenth grade. She is noticeably more self-assured and confident. With her improved coordination and increased confidence, she plans to try out for the soccer team in the spring!

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.

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.

Layla has begun using sign language in 2-3 word combinations to increase her ability in being understood and expressing herself. She is using her eyes to track objects in her immediate environment, and she has begun to develop fine motor manipulative skills to further aid her in proper motor skills development. Layla’s mother reports that her utterances have increased drastically and now she makes sounds such as “ba,” “da,” “ma,” and “pa,” which are all clear indications of speech babble prior to beginning purposeful speaking. It’s music to her mother’s ears!