Nine year-old Carter participated in nine months of weekly language therapy using auditory processing and discrimination as the driving core. After being placed on medication to control a seizure disorder, he had been falling behind his private school classroom subjects across the board, and was demotivated and discouraged with low self-esteem. Testing at Center for Therapeutic Strategies showed he had deficits in both receptive and expressive oral language skills along with auditory processing and discrimination deficiencies. http://ctsdallas.com/Services/Evaluations.html
Listening Challenges Underlying Low Achievement
Carter participated in using the Interactive Metronome http://ctsdallas.com/Services/Therapies/IntensivePrograms.html to build sustained focus and attention and increased executive function skills for handling multiple inputs simultaneously. He listened to The Listening Program http://ctsdallas.com/Services/Therapies/IntensivePrograms.html in his sessions and later at home. He learned to discriminate sounds in words, segment sounds, and manipulate sounds in words for improved phonemic awareness. http://ctsdallas.com/Services/Therapies/ReadingisLanguage.html Carter improved his short term memory and decreased his impulsivity using the Brain Builder computer game by Advanced Brain Technology.
Academic Gains with Improved Language Processing Skills
After nine months of speech therapy with a focus on Reading is Language http://ctsdallas.com/Resources/RecommendedReading/CaseStudy-SensoryIntegrationDysfunctionUnderlyingMostLearningDisabilities.html and auditory processing skills, Carter was able to successfully transition from a small private school for children with learning disabilities to a large public middle school. His mother reported that his “Standardized testing recently administered show dramatic improvement in reading (90%ile), math (50%ile), and language arts/ spelling (30%ile).” She continued that he started The Listening Program at home three months later which brought “more changes in maturity and independence. He is now doing his homework independently and conscientiously. His emotional control has also greatly increased along with an increase in self-confidence, motivation, responsibility, and organization.”
http://ctsdallas.com/Resources/RecommendedReading/RecommendedLinks.html See Autism Spot videos by Jane Shook 4 & 5