The Power of Sound:
A Therapy Worth Listening To?
By Kristie Lockwood

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Auditory and language processing deficits can be multi-faceted and complex, and knowing where to turn to help a child with these challenges can be overwhelming for parents.  Sound or listening therapies might be helpful for some children, and in fact, anecdotal evidence abounds of children making significant language processing gains after undergoing such programs. Some forms of sound therapy cite clinical research studies touting average developmental gains for its participants of one to three years.

Sound therapies, however, are not without controversy. Some professional organizations have studied the available literature on Auditory Integration Training (AIT), one of the most widely used forms, and have recommended that it be considered “experimental treatment.” But anecdotal reports of the therapies’ benefits have prompted many of these same organizations to revisit the subject and even form special task forces to look more deeply at these interventions.

Adding to the controversy is that many therapists aren’t knowledgeable about the various forms of listening therapy or cite a lack of peer-reviewed research as a reason for parents to avoid some of them. In addition, some providers of these therapies have a biased point of view, making it difficult for parents to get an objective opinion of whether these interventions are appropriate for their children. And, these therapies, which insurance policies often do not cover, can come with a hefty price tag with some costing upwards of $6,000. With such conflicting information, it behooves parents to be informed consumers by doing their homework about why such programs might be effective, analyzing the research that has been done and contacting providers experienced with these therapies.

Attacking the Underlying Problem
These therapies are known by many names, including Fast ForWord, The Listening Program, Tomatis, AIT, SAMONAS, Earobics and Interactive Metronome. Each program has its unique parameters. For example, some programs involve more “passive” listening while others require some form of interaction or response. Some programs are clinic-based while others are carried out at home or in school settings. With few exceptions, these programs require certification or training for the practioner beyond their professional background.

At the core of all of these programs is a claim that they work to strengthen the “foundational” aspects of a child’s neurological functioning, including auditory processing and attention, says Kellie Hetzel, a speech therapist with Aurora Strategies.

Hetzel, who is trained in and administers Fast ForWord, Interactive Metronome, Earobics and The Listening Program, describes an analogy between a house with a crack in its foundation and the neurological processes that various listening programs address.

“If auditory processing and attention, along with the other sensory areas involving movement, touch and vision are located in the foundation of the house or the brain, and if there is a weakness in that area, then it’s difficult to support the various floors of the house, which are the acquisition of math, reading, science and other subjects,” Hetzel says.

Because the programs are stimulating neurological processes in a foundational way, Hetzel says, children often will see side benefits of an increase of social skills, coordination, fine and gross motor activities and executive functioning.

Finding a Provider and the Right Program
If, after doing some due diligence on sound therapy, a parent decides such an intervention could benefit his child, the next step is selecting an experienced, credible provider.

Hetzel says parents should approach this process just as if they were hiring a contractor to come into their house. Parents should go to provider Web sites and provider directories and call at least three of them, Hetzel says. Parents should ask providers how many children they have taken through the program, what their success has been, how many children they have worked with in the past six months to a year and how they implement the program, Hetzel says. In addition, parents need to be sure they select someone whom they respect and with whom they feel comfortable working.

Parents should also select a provider who has an appreciation of the family schedule and budget. “[Providers] need to understand that even if a program may be appropriate for your child, it realistically may not be the best fit because of price or geography,” Hetzel says. “Parents want a solution, but if you give them a solution that is out of their price range, then that’s no solution at all.”

Gail Whitelaw, president of the American Academy of Audiology, advises parents to be sure that the provider is sensitive to the programs that might not be age-appropriate for the child. “We have parents of 3- and 4-year-olds who come to us begging for Earobics and Fast ForWord. When you are talking about weeks and weeks of a training program, you have to be sure a child is ready to handle that.”

Another important issue, Whitelaw warns, is to rule out any hearing issues by consulting first with an audiologist.

Mili Cordero, an occupational therapist who offers SAMONAS, Tomatis and Therapeutic Listening, makes sure that parents are part of the intervention process. For the home-based Therapeutic Listening and SAMONAS programs, Cordero requests parents attend a training session.

“The intent of this training is to have the parents assist the therapist in determining the effectiveness of the intervention, given that they will be the ones using it with their children on a daily basis,” Cordero says. “Because of our commitment to empower parents, the decision of which method will be followed will be arrived at after discussing this with them.”

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