Here at Links To Learning we are very excited to share with you a recent clip that offers an understanding from a parent or a child's perspective on the difference The Listening Program can have.

Professional Testimonials

These are testimonials provided by professionals using The Listening Program with their families. WE sought their support in a funding application to the DCA.

 

Dr Marilyn Dyson  BS MPH DRCOG                                           Provider No. 0104328Y

14th August 2013

To Whom It May Concern
I am a General Practitioner with, for the last 20 years, a special interest in children with Neurodevelopmental Delays (NOD). Over one-third of all my patients have Autism and Asperger's Disorder (ASD), and about half of all my patients have Speech and Language Impairments (SLI), ADHD, Specific Learning Difficulties (SLD) and other NODs. All of these patients have underlying Auditory Processing Disorders (APD).

As part of my treatments I have been using a range of sound therapies to improve APO and SLI. I am a trained provider for The Listening Program and have used it successfully in all of the above conditions.

Improvements obtained with The Listening Program in my clinic:

In my Autistic children, teenagers and adults, I initially see significant improvement in Receptive Language. This is most often followed by improvements in Expressive Language, with the range being from a few words to full fluency. All of my ASD patients have, as a result of using The Listening Program, improved in their frustration and anger levels and in their socialisation and communication abilities. Often we also see improvements in motor ability and visual perceptual skills. In my other NOD patients I see significant clinical improvements in the areas of language, behaviour, concentration, socialisation, ability to sit still, gross and fine motor skills, visual perception, reading and spelling abilities and other academic performance. For those who can do the APD tests; I see improvements in their Auditory Processing (AP), with most of them ending up with normal AP. This is even the case in the most severe APD patients.

Neuroplasticity: Our current knowledge of the neuroplasticity of the brain and of the role of targeted stimulation in causing neuro-plastic change in specific areas of the brain explains why The Listening Program is effective. Not only does it target every area of Auditory Processing, but the stimulation also impacts the visual and motor centres within the brain.

Yours sincerely,

Dr Marilyn Dyson

MB BS MPH DRCOG

PLEASE NOTE DR DYSON IS SOON TO RETIRE AND NOT TAKING ON ANY NEW PATIENTS

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Dr.Lorraine Sgarfato, Clinical Audiologist

Salute Hearing Health and Harmony,
Audiology, Occupational Therapy,
Postural Therapy Services

www.salutehearinghealth.com

Email: LorraineAud@gmail.com

Dear Sir/Madam:

I am writing this letter as a Doctor of Audiology and someone who has been working in the field
of auditory processing disorders for more than 30 years. Over these years I have evaluated many
patients with auditory processing disorder, Autism, P.D.D. NOS, language delays and various
developmental deficits. Since the first release of the Listening Program with Bone Conduction I have used this exclusively for my patients who suffer from Autism.

The Listening Program with Bone Conduction offers the patient the ability to have vibrations enter their body through both air and bone conduction. The vibrations are very carefully selected classical music pieces that have been filtered and modified to help the brain to stimulate neurological pathways that need strengthening and modification in order to be more effective.

The program is non-invasive and carries little to no risk to the patient. The benefits are substantial. The patients I have had in my practice who have using the TLP Bone Conduction and followed protocol have all made progress. The progress that was made were in areas of "eye contact, increased language both receptive and expressive, improved mood, decreased aggression/behavior problems". The most important part of this progress is that it lasts. The reason it lasts is because the program is re-wiring the brain. Once the brain is wired to a skill it cannot lose that skill unless there is some kind of physical or neurological injury or insult to the brain. Therefore the gains made by all my patients have been life long gains. There is not regression of skills over time.

I believe as a clinician that The Listening Program with Bone Conduction is medically necessary as a tool to help improve the lives of children and adults with autism.

If you have any questions or which to discuss further, please do not hesitate to contact me.

Sincerely Dr. Lorraine Sgarlato, CCCA-AuD

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Hi Tracey,

I have attached some pre and post testing for a student who is ASD and doing TLP had a
significant impact on his ability to focus in the classroom and not be as fixated on asking the same
question over and over.

Some anecdotal notes:

Student
2 had severe motor dyspraxia. His parents purchased TlP and he is now completing his 4th
round. After the first round he learned to ride a bike (at 10 years old). After subsequent rounds the
observable changes in him included; his handwriting improved, his spatial awareness on the page
improved, he began to look people in the eye when he answered questions, he began initiating
greetings and was able to continue a conversation instead of giving yes/no answers, he stopped
stuttering at the start of a sentence, his speech became clearer - I have no "hard evidence" for any of
this - but teachers and parents all commented on the changes. He is now in Year 7 and doing
remarkably well. His parents are over the moon!

Keryne Rosato

KRosato@parra.catholic.edu.au

______________________________________________________________________

 

Website: www.accomplished.ca

To whom it may concern:

We have been using listening therapies with children with autism since 2005. We started with Samonas in 2005 and began using The Listening Program in 2010.

It is with listening therapies that we have seen the most incredible improvements in the most challenged autistic children. For many of these kids, ABA and other therapies no longer generate many benefits.

Here are a few of our success stories:

  • Ten-year-old Wesley only spoke by repeating what was said (echolalic). During
    his listening program, he said his first sentence of his own thoughts, "Mommy, if
    you say that bad word again you will have to go sit in the time-out chair." His
    mother cried for joy.
  • At five years of age, Ethan talked a lot but no one, no one, could understand a
    single word he said. His father described him as being like a two-year-old and
    that was exactly how he was when he first came to our centre. He did not seem
    like a five-year-old at all. After his very first listening to TLP he went home and
    was understandable. Two weeks later he seemed very typical. His parents,
    grand-parents and other family members are surprised and thrilled! Please watch
    the video of him at www.advancedbrain.com/spectrum.
  • At age seven, Mackenzie always seemed so sad. He was hypersensitive to touch
    and wouldn't let anyone touch him. After two weeks of listening therapy he told
    his mother he loved her for the first time, wanted to be hugged and held, and cheerfully skipped into our centre. You can read newspaper articles about Mac and some of our other clients at www.accomplished.ca/about-us.
  • Sasha was seven when she started TLP. A few months later her mother said: She used to look like there was something wrong with her. You could tell just by looking at her. Now she looks like a normal girl. She still can't speak but we are hopeful that will come with further use of the program.

We have several children that started speak within only a few days or weeks of starting the program. Others no longer had anxiety disorders, Obsessive Compulsive Disorder, Oppositional Defiance Disorder, Separation Anxiety, and ADHD. We have had several parents who are convinced their child no longer meets the requirements for a diagnosis of autism but they don't pursue that change in diagnosis as they would lose the government funding and tax benefits.

Please, Australia, consider The Listening Program and other listening therapies. They really do work! And they work with kids where other therapies are no longer providing much change.

Sincerely,

Lisa Pearson, President

ACCOMPLISHED LEARNING CENTRES LTD.

______________________________________________________________________

 

I used TLP in an early childhood setting with students with a range of difficulties and disabilities – APD, dyslexia, SPD, ADHD, autism, anxiety disorder etc. Some of the best results were with a student with sensory processing disorder and another diagnosed with anxiety disorder but likely to have ASD. When the latter had ‘meltdowns’, the best way to calm him was to allow him to sit in a beanbag and listen to 15 minutes of TLP. We used the program as a preventative measure as well, with daily sessions. He really enjoyed drawing and listening. He would express his thoughts/worries in drawings while listening. This made it possible for him to interact positively with peers and staff. I don’t work at that school any more so don’t have access to data, I’m afraid. In some cases, the data will only be anecdotal records of behaviour anyway. That child was able to handle transition to the primary school with little additional support as a result of a combination of TLP and psychological support.

Shirley

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This is Secret Habour Primary Schools fifth year conducting TLP. For the first four years we had 8 students from Year 2 to Year 7.  This meant 32 students were able to benefit from TLP. This year we have been able to accommodate 14 students from Year 1 through to Year 7 and hope that we will be able to increase the numbers each year. Our students are referred by OT’s, parents, teachers and Audiologists.  Students who have participated in TLP have been diagnosed with ASD, CAPD, Sensory Issues, Intellectual Delay as well as students undiagnosed who find the school learning environment difficult.  At the completion of the program students most commonly display the following improvements – Improved attention span, Modified behaviour, Improved Communication Skills, Academic Improvement, Improved Social Skills and interaction with others. Generally happier children

Heidi and Michele

Secret Harbour Primary School

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Jay R. Lucker, Ed.D., CCC-AlSLP, FAAA
CertifiedlLicensed Audiologist
Certified/Licensed Speech-Language Pathologist
Specializing in Auditory Processing

Providing Assessments of Auditory and Language Processing Abilities
Consultation and Parent/Child Advocacy

Education and In-Service Training

Wednesday, August 14,2013

To Whom It May Concern:

I am writing a letter in support of Disability Care Australia paying for The Listening Program training for children with autism and auditory hypersensitivity problems (who may have auditory processing disorders but not necessarily have autism) in Australia. I have had nearly 10 years of experience with this program as a professional working with children with auditory processing disorders (APD) as well as children with autism and in conducting research on the impact of The Listening Program training on students in school with a wide variety of disabilities.

From my research experiences, I have found that students who have primary emotional problems and related learning problems benefit greatly from undergoing listening program training. The emotional problems are reduced and changes in their central nervous systems may occur which lead to reductions in negative emotional reactions during listening tasks. The outcomes result in these students leading better lives and showing improvements in learning and functioning in school and in life, in general. Among these students have been many diagnosed with autism spectrum disorder or ASD. These students have also demonstrated improvements in overall listening and hearing as well as reduced negative emotional reactions and social interactions benefits so that these children with ASD are more social and more communicative and, thus, better able to function in school and in life, in general.

Other experiences I have had have been with many children who (well over hundreds of them) whom I have seen with auditory processing difficulties both children diagnosed with ASD and others identified with just central hearing losses/disorders of auditory perception. These children often show signs of
auditory hypersensitivity which is reduced after the children undergo The Listening Program training.

When we consider the alternative to a program like The Listening Program, the alternative is to either let these children live the remainder of their lives fearing listening, having severe negative emotional reactions, and not being able to listen and hear what is going on in their worlds. In contrast, after undergoing The Listening Program, they are able to function more successfully. The cost for a
program like The Listening Program is a small amount compared with the life- long costs of medication, psychotherapy, emotional treatments, behavioral treatments, and other medically related treatments for these children.

I urge Disability Care Australia to fund The Listening Program therapy as an acceptable therapy for children with auditory hypersensitivities and children with autism.

Dr. JayR. Lucker, Ed.D., CCC-AlSLP, FAAA
Associate Professor & Research Professor
Dept. of Communication Sciences & Disorders
Howard University Washington, DC

Also;

Private Practice Specializing in Auditory Processing Disorders
and Language Processing Disorders Washington, DC Metro Area

Connections 4 Learning 

 

Corrective Educational Therapy
Stephanie Garwood, MA

 

To Whom It May Concern:

RE: Use of TLP with Children with Autism

We have been using The Listening Program with children who are on the Autism Spectrum for over 10 years. We have chosen this method to invigorate both sides of the brain as it is affordable, convenient, and efficacious. Many therapies require children to step out of their comfort zone and interact with others using speech and body movement. However, many of our children are unable to cross that hurdle in order to change how they relate with the world around them. The Listening Program easily fits in a student backpack and uses headphones to deliver sensory information to the two lobes of the brain. Beyond the wearing of a headset, there is little compliance required of the children.

After the 20 week initial program, children are more inclined to interact verbally and physically with their environment and other therapies can now commence. Because the left lobe ofthe brain is so important for speech, we have seen that listening to the music often encourages spontaneous conversations and an increased awareness of what others around them are saying .

Stephanie Garwood, MA

______________________________________________________________________

I have been using The Listening Program with my autistic clients for a number of years and still
find it amazing when I see the changes that can be made with something as simple as music.
This program is an absolute essential in the treatment of autism.

I have recently worked with a non-verbal 6 year old autistic boy, who, within 4 to 5 weeks of starting his daily listening using bone conduction came into my office and said" hello" very nicely. He responded to questions and said "Thank you'' at the end of our session. His mother was in tears as before starting the program his only form of communication was to scream and shriek when he wanted something.

Every autistic child that we have worked with has shown huge gains in expressive language, spontaneous conversation, self regulation and social skills.

It is my opinion, based on the results that I have personally witnessed, that "The Listening Program" should be the first program used in helping autistic individuals to lead as normal a life as possible.

Thanks for creating such an amazing program.

Gillian Liebrandt
Director

Millennium Learning Advantage

______________________________________________________________________

HARRISON – 6 years

DIAGNOSIS - ASD

 

Harrison began the program in March this year, after more than two months of preparatory listening, the main goal of which was to get him to tolerate the headphones.  (He began with a couple of minutes of ”listening” with the headphones on his pillows just before he fell asleep at night, and then in the mornings,  when he first woke up.)  He has been listening twice a day for approx 4 months now.

Harrison had a break from support sessions with me from March until July (4 months), during which time his parents have continued the program, overcoming some setbacks and time-outs through sickness, trips away etc.  The only adverse effect from the program was an immediate reaction to beginning the Speech and Language Modules.  (Harrison wet his pants for a couple of days – very much out of the ordinary for him.)

I have seen Harrison twice now since resuming support sessions, and am amazed with his progress over all aspects of his development.  The most noticeable differences are in his language – both receptive and expressive – and his behaviour.  He has been consistently calmer, more grounded, and generally happier.

He has been able to listen and follow simple directions, almost immediately, whereas he had previously always needed extra time to process, especially without a visual prompt.  I have found myself using less and less visual prompts (PCS) with him now.

It is so great to hear Harrison speaking in phrases and simple sentences.  I am still amazed every time I hear him.  (I’m sure that he is using more modulation in tone as well.  He tended to speak in a slight monotone.)  One big difference in the last two sessions is that he is now telling me what he wants, and saying “No” when he doesn’t want to do something – he is now using speech to take control of his environment!  As a result, Mum reports that meltdowns are much less frequent or extreme at home. 

He is also commenting, and asking questions, rather than using only functional speech.  He recently (spontaneously) asked his father “Do you need help Dad?”

Through working with him in the Multi-Sensory Room, I can definitely say that over the last two sessions Harrison has demonstrated that he is now able to follow (single step) directions and answer questions in the presence of visual, auditory and tactile stimulus.  He is now calmer and able to be still and focused more, and for longer periods each time.

I have also seen definite evidence of improved motor planning.  Harrison has always had well developed gross motor skills, but has typically coupled them with almost no impulse control and no concept of danger.  He is still a dare devil, but is demonstrating less impulsivity and is now climbing, jumping, swinging and crashing with more control. 

(Harrison’s father was stoked by his developing skills in driving the four wheeler around their farm.  He told me on his first visit back how only a couple of months ago, Harrison was only able to steer straight ahead, with him having to turn the wheel to navigate around obstacles.  Now, Harrison is able to drive forward, reverse, and turn to go round corners, and can slalom around and between obstacles!)

He is also noticing more in the studio environment, and is showing risk taking behaviours, in the form of “having a go” and trying new things, rather than seeking out and needing to engage in  his “routine” activities each session.

Harrison is due to begin more Sensory Integration modules next week.  I’m expecting him to be even calmer, happier and more organised once he begins the next phase of the program.

The following notes are from Lynette and Ashley, Harrison’s parents:

* Harrison language is constantly evolving. Before the program he was saying only 1 or 2 word sentences but now he is saying 5-6 word sentences.

* His sleeping pattern has improved dramatically. After the program he is much calmer and often goes straight to sleep after listening to the program. Before we had a lot of trouble getting Harrison to sleep.

* Harrison understands a lot more and is more engaged. He has better eye contact and over all seems a lot calmer and happy

*He now enjoys listening to the program and every night asks to listen to the program

 

Kerri  Rosenthal        Early Intervention Consultant

______________________________________________________________________

 

Prue Watson Occupational Therapist

RDI® Certified Consultant Connect and Relate for Autism Inc

Director RDI® Australian Training Centre

Mob 0404461739   pruewatsonrdi@bigpond.com

www.connectandrelateforautism.com.au www.pruewatson-ot.com.au

 Testimonial The Listening Programme August 2013

 From a parent of twin ASD children for whom I prescribed TLP

“Having 6 yr old twins diagnosed with ASD, I had tried various therapies to help my children increase their listening and concentration at school, and improve Sensory Integration, we was encouraged to try The Listening Programme by our Occupational Therapist. She had suggested it would assist in the Sensory Integration difficulties and help tune in the children to listening.

Within a few weeks of commencing the programme, my children’s teachers were commenting on an improvement in their attention at school.

At home and at school we were noticing increased speech and language. They were more focused and becoming better organized in their sensory motor control.

They love the music and call it ‘their Tinkerbelle Music’. They are keen to do their listening every day during the week and often I have heard them humming some of the music during the weekends.

We are so pleased we were shown this programme and that it could be prescribed by their OT and provided through their funding.

Thank you”

______________________________________________________________________

Family Testimonials

The following Testimonials we received from Families who are completing/have completed The Listening Program. We are lucky enough to receive this feedback to help spread awareness. 

 

remiHi Tracey - just wanted to share with you because we are so elated and without you this would/could never ever ever have happened this year!!!

All we wanted for Remi was to access the curriculum to the best of his ability and enjoy school so he could be a happy kid. Since starting with the Listening Programme this has happened more and more, and today it was formally recognised by his teacher with a certificate of achievement at their assembly.

In Feb he spent some time out in 'the office' for defiant, off task behaviour, 8 months later he is communicating much more positively and engaging with school with a happy heart. We are just so proud of him and grateful we 'discovered' what you had to offer.

Many thanks again!!

Mandi Brown and family


Feedback from a Mum of an 8yr old girl..........

Jane enjoyed her reviews and liked knowing she was improving. To her it was fun.

We achieved an emotionally balanced girl who became capable of making close friendships.  An improvement in her performance at school academically.  Jane was able to read a book and understand the meaning.  She became a girl who was happy, like she was as a younger child.  Was a relief to see her doing homework and not struggling with everything. We are so grateful to have met Tracey and taken our daughter on this journey.


Dear Tracey

I would like to give you some feedback on Charmaine's progress since we started The
Listening Program nearly a year ago.

As you may recall, Charmaine sustained a catastrophic brain injury on 18 February 2012 (photo attached). Among her injuries, the direct hit on her open injury was on Broca's area, which, according to the neurologist, was completely destroyed by the initial impact.  Further to that, her scull shifted
and cut off the carotid artery, resulting to zero blood flow to the left hemisphere. This was discovered only 36 hours post accident. Due to her fragile state, she could not be moved to theatre to rectify this. Only 5 days post accident a stent was put in to return flow to this area. The neurologist's
prognosis was that she would, among other physical disabilities"....  never be able to talk again, never be able to understand the spoken word again..." As the mother of a gregarious teen, this was
devastating news.

I knew something about neuroplasticity, though and did not stop until I found you and The Listening Program. Charmaine was completely non verbal and non-responsive for 6 months before she came out
of her coma. She then became responsive, but stayed non-verbal. We started the Program in August last year, letting her listen to the music twice a day. Six weeks after starting the Program  she made her first sounds, a small, keening in her throat.  This increased steadily to a shout, and she eventually formed the first word: "Mama" by mid-November!!!!  Charmaine then became very, very ill to a point that we were fearing for her life and was re-admitted to hospital where she was on-and-off until Christmas last year. During this time we stopped using the program. Her sounds she made did not deteriorate, but stayed at the same level. She became well enough in February this year to start using the program again. And her progress started immediately to become obvious again. She can now say little sentences "How are you?" and "I love you". She is learning to do all the sounds as well and the speech therapist is working on showing her letters and doing the sounds for that. Her favourite words are "Shower" and "Fish". All her animals (fish, dogs and the guinea-pigs) are call "Fish" now! Her cognition and understanding is improving daily. She follows conversation and if it goes too fast she will stop everybody and ask for an explanation. In my mind, if you know that you don't know something, you definitely do understand a lot!

I want to thank you very, very much for exposing my daughter to this. I truly believe that The Listening Program made all the difference. We saw her neurologist last week and Charmaine got up out of her chair, walked 2 wonky steps to her and said: "Hi, how are you?" The Neurologist ( a very experienced older lady) burst into tears. She then said to us that she thought at the beginning
that walking with an aid might JUST be possible for Charmaine, but speech, not at all! That's when she gave us the photo in explanation.

I want you to share this with as much people as possible, Tracey. I want this to give other people hope as well.

Kind
regards

Sharon Dr Sharon de Wet

______________________________________________________________________

"Hello Tracey and Alex

Jack is still doing really amazingly well.

A couple of weeks ago he had a dental check up with Dr. XYZ, the head of paediatric dentistry at Adelaide's Women's and Children's hospital -  Dr. XYZ also has a private clinic specialising in special needs kids.  Jack walked in, said hello and asked why there was now a cover on the bottom of the dentist's chair.  Dr. XYZ explained it was in case people's feet were dirty.  Jacks's twin sat in the chair, Jack said but Harry's feet aren't on the cover, Dr. XYZ said well his legs are too short, Jack said his shoes look clean though... and so it went on. Dr. XYZ said "what on earth have you been doing with Jack, he's totally different?".  Long conversation about TLP.  I saw Dr. XYZ a week later and he was still so enthusiastic about what he'd seen, he said he couldn't wait to get home that night (the previous week) to tell his wife about Jack. I found it really encouraging that a professional like Dr. XYZ was so very excited about the difference in my son - and I know the only thing we've changed is to do TLP.

We are very thankful to you both,

Best regards

Sarah "

______________________________________________________________________

 "Dominic has become more alert and confident. He reads and understands what he is reading. He puts his hand up in class, to have a try ad answer questions. Before he was afraid of making mistakes. We are very happy with his progress and looking forward to further improvement.

-Diana"

______________________________________________________________________

"James goes to sleep easier, calmer, more understanding/accepting. Teachers have not talked about ADHD and they are very pleased with impricved social skills at school, as am I.

-Evie"

______________________________________________________________________

"Jackson loved the “Listening” – he found it relaxing. He quite liked going to the city for the assessments as well (he always improved too – which helped his confidence) * Getting him to do the Breakthrough Program with The Listening was more of an issue – he found the Breakthrough Program a bit tedious (& challenging @ the same time). BUT – he persevered!

I think that Jackson has achieved a lot! He can self-regulate his emotions much better. He and concentrate for longer periods. He is more relaxed. He has learnt the ART of conversation….Before he started; he was quiet and didn’t participate in conversations. Now, he can converse (on topic) and he makes jokes & can be sarcastic (as well as understand sarcasm) 

- Samantha"

______________________________________________________________________

"My son’s auditory processing has improved greatly. He no longer puts his hands over his ears in noisy situations. Loud noises don’t startle him to the same degree as before the program.

- Denise"

______________________________________________________________________

"The Listening Program has been wonderfull. It has helped our son to find a sense of "calm". To be able to better manage his feelings which has improved his attitude towards life & others. It has also helped him focus & be more attentive at school.

- Renee" 

______________________________________________________________________

Hi Tracey,

We have just got Ambers report card for this year and I wanted to share some of it with you. 

Previously it would always say that Amber needed to contribute more and show more confidence, however when I started reading the comments the very first sentence was;

"Amber has continued to grow in confidence and self esteem during the latter half of the year"  

My heart raced and I felt so happy that all the work you have helped her do to achieve this.  This was followed by

"The greater levels of confidence and resilience she has gained this year are likely to be among Amber's most important assets in the future"

I am so thankful for all your help and look forward seeing you again soon.

Thanks Meleta

______________________________________________________________________

My son Michael is 7 years old and has been diagnosed with Autism. I decided to start the listening program at the beginning of the year on  the advice of my mother, who had read on how successful the program has been for some children. I had also heard about the listening program through my work, but was sceptical at first and at that stage I had sort of given up thinking that Michael would never get better. He was non verbal, wouldn't eat anything besides rice crackers and had a short attention span.  My mother and I met with Tracy. I was really keen to start the program, but when Tracey told me Michael had to wear the headphones x2 a day, my first reaction was "forget it...that is never going to happen". Tracy informed me that she has never had a child who did not wear them, so I thought I would give it a go.

The first week was a nightmare. He wouldn't wear them, not even in his sleep. I would even set my alarm clock to 1am, hoping that Michael would be fast asleep and wouldn't notice if the headphones were on. He did notice and refused to wear them. I work full time and  was so tired that week. I was also in tears. I emailed Tracey and told her that we were going to have a break.  Luckily, Tracey encouraged me to persist.  I then had an idea. Michael really likes lollypops and the ipad. I placed  the headphones in one hand and a lolly pop in another and I showed Michael. I said to him that if he put the headphones on, I would give him a lolly pop. I also gave Michael his ipad and I encouraged my other children to play the ipad with Michael while he had his headphones on. This worked!!!  We now haveto hide the headphones from Michael. There has been several occassions where we have found Michael  on the lounge with his headphones on after discovering our  hiding spot.

All this was really hard work, but worth it. The results I have had from the listening program have been amazing. Michael has been saying words and also attempts to repeat what you have said when asked. He also now eats which has been a miracle.  He eats pork, fish, chicken,  raw vegetables, fruit and bread. Tracey has been the greatest support during this time and I feel she and the listening program have been a blessing. I am a strong advocate of this program.  I know that every child is different, but to any parent who has difficulty getting the headphones on their child, my advice is to keep persisting.

Anne. 

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My10 year old son, Angus has been using The Listening Program for nearly a full year now.  The improvements in his reading and confidence in not only his class but in himself has been nothing short of amazing.  He is so proud, that he can sit still in class and not miss half of what the teacher has said.

We are not a wealthy family, we are a typical Aussie family who wanted the best for their son and when his first grade teacher told me he had learning difficulties my heart sank, I would have flown to the moon and back to make his life easier at school.

There I began my mission to help him gain the tools that he needed to learn.  We had his hearing checked, all fine. We went to a Speech Therapist, all fine there too.  We went to an Occupational Therapist, that’s when I heard of The Listening Program we felt that it was a safe, healthy intervention that would hopefully help Angus, I was at my wits end. Angus was struggling he couldn’t even sit still to read his reader to me… Now he is flourishing!

Before The Listening Program Angus was disruptive and fidgety, at school as he did not understand what he was hearing. He was missing his teacher’s instructions.

He was having trouble sleeping he could not ‘switch off” on a school night he would go to bed at 730pm and not fall asleep until 1130pm his mind was racing and he was very frustrated and upset.  We tried everything nothing helped him except The Listening Program. Now after listening to his music he falls straight to sleep, its bliss for Angus and the rest of the family. The listening Program has changed Angus’ life.

Angus has dreams of being a Doctor and I believe that thanks to The Listening Program he is well on his way…………..

Janiece
MacDonald 

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My name is Helen, mum to Julian in Yr4 and Renee in Yr2. I have had a few mums’ come up to me over the last year and say to me, their child is doing The Listening Program and they don’t really understand why. Well, this is Julian’s story…

In reception, Ms Mitolo noticed that when she asked Julian to complete an activity or asked him a question he wasn’t really listening or only heard half of what she said. She also noticed he was really struggling completing his school work. She recommended he do The Listening Program. For 15minutes in the morning and 15minutes in the afternoon, Monday to Friday, Julian listened to classical music especially formulated with different background sounds, such as the noise of birds, rain etc. I was a bit hesitant but I thought we would try it.

After one term his results were assessed and his auditory score had increased from 3% to 23%, a small achievement but we noticed a difference. At home I noticed we didn’t have to repeat ourselves as much to get him to do something.

I decided I wanted to find out more about the program and see if we could increase the score higher. So, I decided to make an appointment with Tracey Butler from Links to Learning who provides The Listening Program to schools as Julian wasn’t able to continue the program at school. Tracey explained to me that children with auditory processing only hear half of what you say because their
brain can’t process what you say to them as quickly as a normal person. It’s harder for them in a classroom because there are so many different noises happening at the same time. This is why children with auditory processing issues should always sit in the front row. If you were to say to them, ‘that’s a substantial amount of money you have,’ they may only here.. ‘that’s a sub tan mon’. Tracey’s son also has auditory processing and the best way he describes it is that it is like being given instructions on how to get to a destination in a car but instead of going the quickest way, you only know how to get there by going through all the back streets.

For the next year, Julian’s results went from 3% to 63% which was fantastic. Ms Mitolo noticed the difference and so did we at home especially my husband. We were so impressed we invested in purchasing the program so Julian couldcomplete it at home. We no longer needed to go back to Tracey and Julian continues to use the program at home, having a break during the Christmas Holidays. I even listen to itnmyself every morning to relax! I can’t imagine what it would have been like if he wasn’t offered the program by the school. I know he would have struggled
through school and life. Julian is now happy at school and home life isn’t as frustrating anymore. If anyone would like to find out more please call me on 0409 437 192 or email me on. - Helen

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Our son, aged 8 years old, was diagnosed with moderate to severe dyslexia at the beginning of 2013. He had two years of reception followed by a year of grade one and his reading was still excruciatingly slow and laborious. It was affecting his self-esteem and his behaviour was worsening as a result.

We heard through another friend's personal experience, of the benefits of the Listening Program. We decided to give it a go in March 2013. Within in 2 weeks his reading had improved so dramatically that I burst into tears of delight and relief. We have continued the listening program for the past 6 months and his reading has continued to improve. The effect this has had on his self-esteem, and therefore all other aspects of his life, is immeasurable. He is happier, more confident to have a go at new things and believes in himself again. I believe the listening program has actually changed the direction  his life will take. If children can't believe in themselves from a young age, they will lower the bar for themselves for the rest of their lives. I am so grateful to the Listening Program and wish every child with a learning or behavioural difficulty to have the same opportunity. It would make this country a better place!

Please approve of this therapy as reasonable and necessary and worthy of funding under the DCA.

Sincerely, Elaine

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Our five-year old daughter has benefited immensely from the Links to Learning Listening Program.  She has an Auditory Processing Deficiency and up until she was tested we just thought she was a
‘busy’ and ‘easily distracted’ child that ‘didn’t like loud noises’ and ‘cracked tantrums at the drop of a hat.’  And when I say tantrums, I mean tantrums.  She would thrash and display significant angry outbursts. All of these factors, particularly the ‘busy’ and ‘ants-in the-pants’ factors were, in the early years, attributed by my husband and I to be the genetic result of having two very active and outgoing parents.  It wasn’t until she began kindy that we really got a feel for what these ‘attributes’ might do as far as providing a road block or challenge to her in her life, particularly at school!

Having had her tested (and crying when I received the results) we, and she, can claim much ground gained since starting the Listening Program almost one year on. Her aversion to the loud noises that previously bothered her significantly has reduced dramatically – interestingly, she even comments now that before she didn’t like “that” noise (whatever it is at the time) but now it doesn’t bother her.  She is also learning very well and is now in term 2 of Reception with the ability to not just recognise the letters and words but sound them out.  Something I firmly believe would have been a much harder task for her without the Listening Program.

We are very pleased with the progress our daughter has made and credit a significant portion of this to the Links to Learning Listening Program. I have no hesitation in recommending this program as “reasonable and necessary” therapy for the appropriately diagnosed
individuals.

Megan

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Hi Tracey, 

I am happy for Ewen's current and previous TLP results to be used as data to show his excellent results.He is currently 3/4 the way through the program for the 3rd or 4th time in his life. This time to improve on auditory processing delays and some sensory issues, where previously his focus was
speech and language development.

From Cate Walsh Mother to Ewen McNeilage

12yo boy with ASD

Diagnosed in 2004

TLP user since ?2005

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Hi, Cameron, who has been diagnosed with Asperger's has used the listening programme.  His results showed an excellent improvement from the initial testing.  Although he wasn't fond of having to do the listening at home after the novelty wore off, he enjoyed and got a lot out of the bone-conducting sessions at Links2Learning.  We have had him repeat the programme at home and he
seems more relaxed when he is doing it.  He has been doing quite well at school, in that he has received Cs for his work when assessed in the same manner as others in the class (he is entitled to be assessed as a NEP, but at the moment this has not been necessary).  I think it would be very helpful
for children with autism to undertake this programme without the heavy expense as it can be beneficial in a number of ways (i.e. Behaviour and less emotional/stressed)

Thanks, Kylie

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I have two daughters (14 and 17) with auditory processing difficulties and one in particular didn't perform well academically at primary school. A speech therapist suggested 'The Listening Program' but the public school she was attending wasn't able to purchase it even though it was deemed (by the
principal) to have been reasonable and necessary. At the time, her recall was suboptimal, she was unable to concentrate, she couldn't understand and apply basic concepts and, despite one-on-one assistance (provided by the school and a private tutor), she was confused and unsuccessful. Her self-esteem was poor and I felt that she was clinically depressed. So that I could ensure she received
additional support, I enrolled her in a private school (two years after the diagnosis) and she was immediately provided with supervision to complete the 'Listening Program'. Within weeks she had improved substantially. For example, she was suddenly (within the period of 12 weeks) less depressed to the point that she no longer satisfied the criteria for mental illness, her grades improved (within the same time period) from failing to achieving Bs and Cs, she spontaneously made connections with regards to concepts and practical application (in Maths especially), her speech improved and she became calm, infinitely more organised and much more successful. Had she not had access to
the program, it was probable (from the perspective of the speech therapist and multiple teachers) that she would be unable to complete her high school qualification and I'm certain that inaction and/or lack of access to the program would have exacerbated a predisposition to become depressed. To put this into context, the daughter I write about is of average intelligence. Several of her family members are educators and it wasn't due to her enrolment in a private school per se that
accounted for her improvement. She's always had access to private tuition, supportive friends, engaged teaching staff and a range of extra-curricular experiences and resources (at home). Furthermore, it has never been suggested, proven or implied that her challenges were due to anything other than her auditory processing disorder.  So, in my opinion:

1.         It was reasonable to access the program because my daughter required
assistance over and above what her school (and other support systems) could
provide for her so that she
could achieve a minimum education standard (affirmative action) and;

2.         It was necessary because her mental health was affected and the
implications were unacceptable

I hope this testimonial helps you to ensure appropriate funding is provided to other families.

Kind regards

Nicole

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"From birth I noticed my son (20.07.08) had very sensitive ears.  Not to loud noises as such, it was odd things that would set him off, like a particular frequency of sound; mowing, motor bikes, vacuuming, blending, hair dryers or using public toilets where the hand dryers might be on were all noises we had
to avoid. When our neighbour used his chain saw to cut fire wood he would scream ALL DAY!  From day 1 he was an extremely unsettled baby and it was hard to pin point what was causing his distress.  He did have allergies to dairy, nuts and egg but once his food was under control it became evident to me that his ears also played a part.

As a baby he was in the special care nursery so automatically had to have regular hearing test.  These were always fine and showed he had no problems hearing.

I remember clearly him as a 6 month old baby screaming the house down at my sisters when my brother-in-law turned on a drill.  When I told my family I thought it was the drill they thought I was crazy and I ended up having to leave to settle him. Then another time when he was 2 years old my mum and I went to a market.  As soon as we opened the car door he screamed and he didn't stop until we gave up on the idea of having a day out and headed back home. This was the day I realised it was also wind that unsettled him.  He never really liked playing outside, we'd take him to a park and he'd want to go home. Take him outside and he'd cry to come in.  People would often advise that I could settle him (as a baby) with a walk but that never really did the trick and I've since realised this is why.  After the market I went and bought him fluffy ear muff's that he would wear to play outside and also to sleep as he was sure there was a dog under his bed.  The dog was a yappy dog a
block away that his dad and I had to strain to hear but it would petrify him. He would be inconsolable and you could feel his heart racing through his pyjamas, so at night my son would wear ear plugs and then his ear muffs to help hold them in.  I also bought him a beanie with ear flaps and he would wear this at 3 year old kinder, often for both inside and outside play.

As a mother with a child prone to out bursts from noise or wind I often felt judged and isolated.  I'm sure my family & friends thought I was being a hypochondriac.  It wasn't until I volunteered to be part of a study on the book "Free to be Me" through Knox Community Health that I finally got answers.  I heard about The Listening Program and immediately felt hope.  Speaking to the accessors there they seemed to think that an ill-fated family trip to the beach where both children (My son then 3.5 years
and daughter 1.5) screamed uncontrollably & my daughter was scratching at my neck & trying to get down until we left the water front (the waves were very noisy than day) and also the fact that both children don't cope at swimming pools (indoor) would also be due to sensory issues with their ears.

Starting the program I thought my son was child most in need but as treatment started it became clear that my daughter was much worse however instead of screaming she withdrew, limiting her learning and speech & general interaction with others.  The only way I can explain it would be to think of an autistic child in an environment of sensory overload, they may not act out, they may
withdraw and sit almost paralysed.

My daughter had always been a 'good' child in that she wasn't hard work, she never fussed. She also was never able to sit down and have a book read to her and she had no concept of how the television worked.  She would never watch it and once I put 'In the Night Garden' on in hope it would calm her (as it had worked for her brother) and instead of watching the TV, she watched her brother. She
laughed at him laughing at the show but didn't seem understand that he was watching the box on the wall.

Once treatment started my son, then 4 could understand that this was going to help him. He was excited at being able to "fix his ears" so he did his listening without fuss or delay. In fact he was always asking to do it more than twice a day.  My son loved the headphones and while he thought some of the music was 'boring' he was really good about it and we have seen a complete turnaround in our boy.  He is a different child! Now he asks to hold the vacuum, doesn't ever cover his ears when outside and stays outside when neighbours start the lawn mower or chain saw & the biggest achievement is not only going into a public toilet but he has used the hand dryers himself. His sensory issues really were something that effected day to day life in our house.  Having it sorted has taken pressure off us as a family, even simple things like cooking and cleaning had to be done around his ears in the past.  I can't shout from the roof tops enough how wonderful and life changing for both child and career this program is.  To think that other careers and feeling the same isolation that I felt breaks my heart.  I really wish this was something more readily offered and talked about. The amount of health care professionals that I have seen and they have NEVER mentioned this program to me.  It's extremely frustrating that I had to wait 4.5years to stumble across the answer myself.  I know that this program has had a lifelong positive effect on how my boy functions in the world. I would highly recommend it be offered to more children.

With my daughter the road hasn't been as smooth.  Listening to the 'music' terrified her. To get her to listen to things like the sounds of waves or crickets we had to strap he into her highchair & both her dad and I would have to hold her down & try and calm her & distract her while she listened.  It was heart breaking... we went through 2 sets of headphones as she was pulling them off and throwing them, in the end we strapped her into the high chair and had speakers facing her.  We had to build up the amount of time she would listen and once she started the program her sensitivity seemed to go in overdrive.  She was constantly scared of sound. She was scared in particular of birds and crickets and couldn't sleep if either could be heard.  This meant a period of months where there was very little sleep in our family.  She was exhausted and prone to tantrums and breakdowns but it was impossible to find her a noise free environment to sleep.  She seemed to survive on cat naps between noises. Finally things calmed down and I became very resourceful when it came to distracting her (I found video footage on youtube than reflected whatever noise it was she was listening to on the program i.e. kittens, baby chickens, mouse running on wheel, I would play these on iPad on mute & with that explanation she seemed happier to listen to program) it got to the stage where I'd leave her playing in highchair listening and within minutes she'd have put her head down on tray and gone to sleep. 

We still have a ways to go with our daughter she has switched her mantra from a panicked "bird noise outside" to "what's that noise?" but we are patient and where ever possible we go out of our way to show her what the noise in question is (i.e. showing her washing machine on or walking to neighbours using lawn mowers to show her, once up close she seems less worried than when she can't explain noise).  The listening program and now the brushing program has helped her start talking more and now we are getting 4-5 word sentences.  Even though going through the listening program with her
has been extremely trying for us as a family unit & at times has brought me to my knees, I don't regret starting on this journey for a minute and having seen results in my son I can't wait until we reach this point with our daughter too.

The benefits to our family (of the listening program) have been unmeasurable & far reaching. The shocking thing for me is that if our son hadn't been so vocal about his sound issues, our daughter would not have received treatment (not for a while anyway) as it didn't present itself in an obvious way but it seems to have affected her development (speech/social) more than it ever did with
our son.  If anything I think there needs to be MORE funding and MORE testing so that other children in our daughters boats don't slip through the cracks.  I am a great mum. I always look out for the best interests for my children but even I had missed signs that our daughter wasn't coping.

I can't speak highly enough on the importance of this program.

If any further information is needed please feel free to contact me as I know how important this program is to both child and carer.

With
Thanks,

Penny

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I was first introduced to the listening program when my 5 year old daughter started school.  She got through Reception without too much trouble as it was a small class of only 11 and she got lots of one on one attention.  When she started Year 1 she was put into a class of 23 and not long into the first
term her teacher called me in for a talk.  She told me that my daughter was having some problems in the classroom and it was something to do with her 'processing of information' ability.  I had noticed right from an early age that my daughter was very quiet and did not communicate well with people.

If I gave her any instructions I had to tell her about ten times and then I would have to hold her hand and lead her through whatever it was I wanted her to do because it was as if she just couldn't understand what it was I was wanting her to do. 

I had no idea where to start looking for someone to help me with this problem. I spoke to a friend in Adelaide who told me about Tracey BUTLER and Links To Learning.  I made an appointment and got
in to see her within about three weeks.  My daughter was tested and I was told that she had Auditory Processing Difficulties and was told about the Listening Program.  We purchased the program within about a week and started her listening.  Within about 4 weeks I noticed a huge improvement in her ability to communicate with me and an improvement in my communication with her.  I could give her clear instructions and she would go about what she had to do with no fuss.  Her school teacher called me into her class and asked me what we had been doing because she was now doing really well at school.  She was able to communicate with the other kids better which enabled her to make some new friends something that she had never done before.  After her first round of listening she came off the program and went back to what she was before.  The teacher called me in to the classroom again and told me she was going backwards and was having all the same difficulties again.  My daughter was put back onto the listening program and has not looked back since.  I could not imagine what my daughter's world would be without it.  It will be a life long thing for her.  I don't think she will ever be able to go without it.  If it wasn't for the listening program I believe she would not be able to be in main stream schooling because she would not cope.  She would not be able to understand the instructions the teacher is giving her and her ability to communicate with others in the classroom would be greatly diminished.  Thanks to Tracey and her team we have a daughter who has a future and a happy one at that.  Thanks Tracey.

Hope you can use this.  As you can see I love the listening program.

Alicia

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Life has always been complicated for my son, Blake.  Attending school each day has taken tremendous effort on his behalf, scholastically and socially. Challenges such as not understanding instructions, trouble communicating verbally and in writing, reduced ability to spell, comprehend and concentrate with any kind of background noise. Blake even deals with confusion in a social conversation with his friends at times. As a result he lives with anxiety and low self-esteem, until recently.

After years of speech pathology and psychology treatment with no resolution I came across a brochure for treatment for learning disorders.

I first met Tracey Butler in March this year when she assessed Blake. Tracey explained that Blake had significant auditory processing difficulties. Blake began treatment, using The Listening Program twice a day for 15 minutes. Within 4 weeks I began to see changes in him.  He began to read faster and more fluently without faltering on so many words.  As he progresses, his spelling has improved and he is able to focus much more effectively.

3 weeks ago my darling boy asked me for the first time in his life to buy him more books! This only emphasized the evidence I already have that TLP is an extremely effective and necessary tool for children suffering with learning difficulties.  

The impact TLP has had on his self-esteem is enormous. After years of watching Blake walk into school with his head down because of fear, low self-esteem and frustration I can now witness him walk inwith his head held high. 

My only regret is that I didn’t know about this therapy when Blake started school six years ago.  Many children with auditory processing disorder perform near enough to the average range in school to disqualify them for special services.

The school funding doesn’t spread far enough unless a child is in extreme need however the devastating impact of learning difficulties still spreads  as far for each child trying to cope in an
already fast paced, complicated world.

The Listening program is an indispensable tool that every child should not only have the right to access but the opportunity to afford it because this powerful therapy can change lives.  It has enabled my son to believe in himself again, which is enough for any parent.

Thank you Tracey for your insightful guidance and your wealth of support.

Kirsty Forbes-Doyle

Clarence Park

South Australia

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My son has a severe specific language disorder and auditory processing difficulties. He was 6 when I was recommended to use Sound Therapy to help him. I researched my options and found The Listening Program through Links To Learning. I was told my son would never read past grade 1 readers  by his early learning teachers but that was proven wrong. He can read novels. The Listening Program was like turning a light bulb on in his brain. I can't imagine what his life would be like without The Listening Program. It was and still is a valuable and necessary tool in my sons development. Craig is 14 now and we still use The Listening Program to maintain the changes and help him with his organisation. Craig's sister Megan has also utilised The Listening Program as she also has some learning challenges that have been helped by using The Listening Program.  We are so happy that we were able to afford to purchase this therapy for our family and hope that funding becomes available so that other children with learning difficulties are able to access this vital program. It is so easy to use and drug free with wonderful results.

Donna
Hastings

Woodcroft
South Australia.