Linguistic skills
	Psychomotor skills
	Personal and social adjustment skills
	Cognitive skills
	Auditory skills

The meta analysis was based on the following publications by:

	Dr. Tim Gilmor, who studied of 102 children at the Tomatis Center  in Toronto(2, 3).
	Dr. Byron Rourke of the University of Windsor, Ontario, who studied 25 learning disabled children from nine to fourteen years of age, following them over a period of one year (4).
	Dr. Barbara Wilson of the North Shore University Hospital, who studied 26 language-impaired preschool children over a period of nine months (5).
	Dr. John Kershner of the Ontario Institute for Studies in Education, who followed the progress of 32 underachieving children, ages eight to twelve years (6,7).
	Peter Mould, Chief Remedial Teacher of Brickwall House, East Sussex, who followed the progress of two groups of 46 severely dyslexic boys, ages ten to fifteen, over a two year period (8).

The Tomatis Center in Toronto, Canada, also studied the results of the Listening Therapy on over 400 children and adolescents. They all had well-documented histories of learning problems, as well as a pattern of under achievement on psycho-educational tests. The results of the treatment were graded by the parents. In this test, 95% of the parents responded that the program had helped their children. The parents saw improvements in the following areas:

During the 1980’s, the Tomatis Listening Program began being used in several French schools with funds allocated by The Ministry of Education. Children, both then and now, are chosen on the basis of the severity of their school difficulties. While conducting the Tomatis Listening Program in these environments, away from the clinics, has been far from ideal, the results were good enough for the program to be conducted year after year at the insistent requests of parents. The parents  saw the positive and lasting changes in their children lives and took a stand to keep the program in place.

 

	Group A: auditory stimulation (Tomatis) and a sensory motor stimulation program.
	Group B: music stimulation (without the Tomatis effect) plus the same sensory stimulation program.
	Group C: no-treatment.

Psychological tests included the Bailey Scales of Infant Development and a measure of responsiveness. The results indicated that both experimental groups manifested an increase in mental age, but the increase in the Tomatis stimulation group (group A) was significantly higher than in group B. No change was found in group C.

Whereas no significant differences in terms of responsiveness in group A and B were observed prior to the stimulation program, a statistical significant reduction of self-directed responses, together with a significant increase in object-directed responses occurred after the Tomatis stimulation program.

Research done by Dr. Deborah Swain showed that the Tomatis Method significantly improves auditory processing skills. This retrospective study evaluated the results of Tomatis auditory stimulation on 41 randomly selected clients that had auditory processing problems. The effect of the treatment was measured using TAPS (Test of Auditory Perceptual Skills) and TCC (Token Test for Children). The study showed highly significant improvements in immediate auditory memory, auditory sequencing, interpretation and following directions, auditory discrimination and auditory cohesion. Reductions in auditory latency were also noted. The study has been submitted for publication. For additional information, please contact Dr. Swain (dswain@theswaincenter.com)