Prospective conceptual model of Tomatis® Method effects on students’ self-regulation
We conclude from the findings of the present study that students’ self-regulation is enhanced with the use of the Tomatis® method. This outcome is likely enabled by the fact that listening skills training improves the ability to self-reflect, to take responsibility, and to act with more boldness. This study’s findings are constrained by the fact […]
The Efficacy of the Tomatis® Method in Remediating Auditory Processing Disorder in Children
Abstract: This pilot study examined the research design on the efficacy of the Tomatis® Method in remediating central auditory processing disorder (C/APD). C/APD is a complex disorder impacting children’s lives, from social communication to education. The primary focus of the study was feasibility and looked at potential recruitment efforts, compliance, ability to implement, complete testing […]
The effects of the Tomatis® Method of auditory stimulation on auditory processing disorder: a summary of findings
The purpose of this study is to determine if the Tomatis® Method of auditory stimulation can be an effective therapeutic intervention when treating Auditory Processing Disorders(APD) in children. This retrospective study studied the results of auditory stimulation on 41 randomly selected cases. The subjects in this study (18 females, 23 males) were initially seen and […]
Effect of Tomatis® Method on cognitive functions in children with speech disorders
Objectives: Audio-psycho-phonological stimulation training is a method based on listening to various musical sounds by means of a special device called the Electronic Ear. The goal of this therapy is to enhance damaged hearing and consequently facilitate greater stimulation of the central nervous system, particularly the cortex. The goal of the study was to evaluate […]
Attention and Tomatis method for success: Results of the project made in Poland from 2010 to 2013
The project “Attention! The way to success” was carried out in Poland through the years 2010 to 2013. The principal aim of the project was to test whether including auditory stimulation into school curriculum would have beneficial effect on childrens’ further school achievements.
Therapeutic Music and Sound in Health Care : The Tomatis® Method, Frequency Medicine for 21st Century
The author-composer draws on his research in the field of therapeutic music to explore the field of intentional sound and music. In Part 2, he introduces the work of French physician and inventor, Alfred A. Tomatis, whose discoveries lead to development of a method for re-educating the way one listens, enhancing learning and language abilities, […]
The influence of differential auditory feedback upon the reading of dyslexic children
With the aim of investigating the possibility of a relationship between ear laterality and reading performance, ten dyslexic children were studied under different conditions of auditory feedback. It was found that oral reading was more rapid when feedback was directed mainly to the right ear instead of at equal intensity to both ears. The possible […]
Psycholinguistic Consequences of Right-Sided Versus Left-Sided Deafness
A comparative analysis was conducted to determine the behaviour of people with left-sided and right-sided damage of the hearing organ. Special attention was paid to the recognised cases of peri- and post-lingual damage. The cases of 110 children aged 6-15 years were analysed. Forty-eight children had right-sided and 62 had left-sided deafness. Achievements at school, […]
A Case of Auditory Processing Disorder or Sue’s discovery of speech clarity
Auditory processing disorders are more readily acknowledged nowadays than in the past. Only until recently, the ability to hear and the organ of the ear were the last parameters to be examined with respect to learning difficulties and speech delay. Fortunately however, now the ear has come to be appropriately viewed as a fundamental factor […]
Results of the Tomatis® Program First Grade Self-contained Setting
The Tomatis® Listening Program that was implemented at Baker Academy occurred during a seven-month period. The results of the testing confirm a substantial gain in the domains of Communication, Daily Living Skills and Socialization. On the average, students gained between 13 months and 34 months within these domains during a seven-month time period. This is […]
