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Cialis 20MG is More Affordable Than You Think!


A lot of men can face erection problems at some time in their life. This affects their self-confidence as well as their relationships. However, the causes of this can be a lot, and it isn’t confined to aging in particular. This can happen due to stress, anxiety, depression, or any medication as well. It’s equally important to mention that the problem is treatable once a medical evaluation is carried out. Though the approach will depend on your underlying cause and the severity of the problem. Cialis 20 MG is a medication that can help you treat the problem.


What is Cialis?

Cialis has been used by medical experts to treat erectile dysfunction for a long time. It can improve your sexual performance in bed, and help you sustain an erection necessary to have sexual intercourse. The effects will last up to 36 hours; however, you will need to be sexually excited to have an erection. You can take the medication orally with or without the food. Compared to sildenafil, it’s much stronger, and its effects are long-lasting.

How to take the medicine?

You’re not to take the medication without a piece of medical advice. The effects of the medication, and its results will depend on various factors. You will be asked to reveal your medical history as well as any medications that you might be taking. This is to make sure that Cialis is safe for you. The dosage will be prescribed by your doctor. You can take the medication thirty minutes or one hour before sex. This is important as the medicine will have to be absorbed by the bloodstream. You can also take the medication regularly.

Cialis 20MG:

The average dose of the medication is 10mg, but in some cases, your doctor will suggest a higher dose. In addition to that, Cialis 20MG has recorded satisfactory results than the 10MG. It’s equally important to mention that you should take that decision, and leave it up to your doctor.

Get it at www.numan.com:

You can buy the medication from Numan that will offer you a superb treatment plan. The initial pricing of cilais 20mg will start from £4.25 / tablet. In addition to that, the experts at Numan will personally look into your developments and suggest customized treatment plans that fit your requirements as well as preferences.

What if it doesn’t work?

This can happen due to a variety of reasons. Perhaps the dose was too low. However, in such a case, you will be required to consult the clinicians at Numan, and the doctor who will suggest alternate ways. In addition to that, Erectile Dysfunction can vary from person to person. So, the approach of treatment will also matter. In some cases, you will be required to go for counselling or take alternative medicines to stop your medication reaction with Cialis.

Tadalafil 20Mg


Tadalafil 20Mg is the dose most recommended by medical experts. The effects are better, intense, and it will help you regulate the adequate blood flow to the penis. This will give you enough erection to have sexual intercourse.

And the Beat Goes On – How Timing Affects Learning

The tick-tock of a metronome has long been used by pianists while practicing their craft. Research now suggests that students with learning differences who “stay on beat” can increase their focus, mental processing and cognitive abilities.

Rhythm and research
As infants, we very quickly develop a sense of rhythm. In the games we play and the songs we sing, rhythm is a way for children to learn about their bodies and their environment. For children with learning differences, activities using rhythm are increasingly being used as a tool to increase mental fluency, thereby improving the effectiveness of many brain and body functions. Growing evidence suggests a link between mental timekeeping and cognition and learning. Children diagnosed with dyslexia may have deficiencies in their timing and rhythm abilities, and some researchers believe the connection between time/rhythm and learning may be so significant that a student’s response time to a metronome beat may predict performance on standardized reading tests. Students have demonstrated significant improvements in broad reading and reading fluency, language processing, and even golf performance after participation in a program to improve timing. In addition, studies have indicated improvements in children with ADHD in the areas of attention, motor control, language processing, reading and ability to regulate aggression after intervention using a metronome. High school athletes, also after receiving metronome training, reported benefits such as, “I am in the right place at the right time,” and “I feel my body is more in sync with my mind.” The team participating in this training reported a significantly more successful year with improved team focus, synchronization and overall team execution. A child’s timing, the ability to feel and express steady beat, is fundamental to movement and music, and has been shown to positively correlate with an increase in mathematics and reading abilities, as well as overall school achievement.

Got rhythm?
For many children, rhythm develops naturally as they learn rhymes and hand games. For those with learning differences, some intervention may be needed to help build a sense of timing and rhythm. Children as young as 1 or 2 years can participate in activities: simple and fun musical clapping games, such as Patty Cake, can be played easily at home. As skills increase, more complex songs and hand gestures, such as “Say, Say, My Playmate,” “Miss Mary Mac” and Rock-Paper-Scissors, help hone a young student’s sense of rhythm and timing. Thanks to technology, there are many motivating games which will hold an older child’s interest as well as teach timing. Wii “Just Dance” and “Guitar Hero” are two good examples. Bop It is another exciting game requiring a response on beat. Playing musical instruments, such as the drums or piano, enhance a student’s sense of rhythm and can potentially improve cognitive function, as well. Rhythmic drumming groups are gaining popularity as a social and therapeutic activity.

Specialized programs
Faster, more dramatic results may require a professional program to help a student increase cognitive skills. Two such programs are Interactive Metronome (IM) and LearningRx. Both target timing and rhythmicity, focus on the brain’s innate ability to change (neuroplasticity) and improve cognitive functioning. Typically, children age 5 years and older can participate in these programs, which involve performing motor activities to the beat of a metronome. Interactive metronome uses a computer, sensors, and headphones to measure and report the milliseconds a user moves before or after the beat. Activities may include clapping, stomping, tapping, or performing various other movement patterns to the metronome. These programs are just as successful for adults who want to improve their processing and timing, as well. IM has been used on professional golfers wanting to improve their game. Professional football player, Larry Fitzgerald, credits his skill in football to cognitive building activities he did as a child in order to help with his learning struggles.

LearningRx uses a traditional metronome, rather than a computer, and takes the physical procedures one step further by also requiring a verbal response to the beat, such as answering questions, reading, or recalling phonemic sounds or math facts. Once a student is performing the activity on beat, he may be asked to do something else at the same time. This requires the brain to work harder and results in the beat task becoming more automatic, for example, using a metronome and a 4-beat cycle. The student is asked to clap to the 2nd and 4th beat and stomp only to the 4th beat. Once this is consistently accomplished, the activity could be enhanced by having the student count by 2s or 3s on every 1st or 3rd beat or recite a spelling word one letter at a time. This procedure could be made easier or harder by varying the actions being performed and the frequency. To make gains in timing and cognition, the student should be working at a challenging but not impossible level.

We got the beat!
Chris is a 9-year-old student who stumbled over his words when reading and therefore had great anxiety about reading aloud. After metronome training, he went from reading at 60 beats per minute to reading at 120 beats per minute. He became much more confident as his auditory processing and rhythmicity improved, and was a more efficient and willing reader by the end of a 24-week program. Although he hated reading in the past, Chris now reports having a favorite author for the first time in his life.

Caroline is a 10-year-old student who struggled with processing speed, working memory, phonemic awareness and reading fluency. Because of Caroline’s significant processing speed weakness, her mom reported having to build in a 15-second delay while waiting for her daughter to respond to questions or requests. She said it didn’t help repeat the questions, since Caroline was still processing the information from the first request. After completing an IM program, Caroline no longer requires extra time to process her information. In addition, Caroline has improved in all areas of academic achievement, most notably reading and math. Caroline’s metronome trainer reports, “When previously asked to read, Caroline would not stop at periods and never knew where a sentence began or ended. She would pause in the middle of a sentence without indication and, therefore, had a hard time understanding what she was reading.” Caroline’s fluency greatly improved after metronome training. Test results showed that her auditory processing and sound blending skills each went up 14-15 years in 32 weeks. Caroline’s mother also reported that she was able to canter while horseback riding for the first time, previously a skill requiring more mental processing than she was able to execute.

The rhythm of time
The connection between time, rhythm and the brain has been observed for centuries. The sense of timing and rhythm comes naturally for most children. But for those who struggle with learning, skills that should come naturally may need to be taught. Activities that teach timing have been proven to increase learning and cognition skills. Best of all, these activities involve play and music, so learning timing skills can be fun! Whether your child just needs simple home exercises to help with timing or a higher intensity professional program, getting more “in sync” with the rhythms, movement and “beats” of academics can help ensure increased success in the classroom. Now, when you hear the beat of a metronome, either at someone’s piano practice or in a therapeutic class, you will know the powerful potential of performing to the beat!


Shaffer RJ, Jacokes LE, Cassily JF, Greenspan SI, Tuchman RF, Stemmer PJ Jr. Effect of interactive metronome training on children with ADHD. American Journal of Occupational Therapy 2002;55:163-6.

Taub GE, McGrew KS, Keith TZ. Improvement in interval time tracking and effects on reading achievement. Psychology in the Schools 2007;44:849-63.

Waber DP, Marcus DJ, Forbes PW, Bellinger DC, Weiler MD, Sorensen LG, et al. (2003). Motor sequence learning and reading ability: is poor reading associated with sequencing deficits? Journal of Experimental Child Psychology 2003;84:338-54.

Wolff PH. Timing precision and rhythm in developmental dyslexia. Reading and Writing 2002;15:179-206.

I Hate Math! Why Students Struggle

What looks like a struggle with math may actually be a deficiency in the underlying cognitive processes required to compute math problems.

Bring up the topic of math to a group of adults and you will hear the predictable number of groans. But ask the same adults about the importance of math in today’s world, and they will all agree that it’s a critical skill for every student to have. We all acknowledge that math is difficult but essential. For the child who struggles with a learning difference, the difficulties with math are amplified.

Four kids and a math problem
In order to teach math responsively, we must first acknowledge the actual neuro-developmental demands that math places on a student. It is not useful to speak in terms of a student being good or bad at math. Four students may get the same problem wrong, but for four completely different reasons. The first student may understand the process perfectly, but make a simple fact error. The next may understand the process, but has working memory deficits that prevent keeping the problem’s individual steps in mind long enough to apply them. The third may inaccurately transcribe on paper the correct number he is holding in his mind. The fourth student may not understand the concept underlying the problem. To address their errors, each of these students needs a different approach to teaching, which requires an awareness of the many neuro-developmental processes required for successful math performance, as well as how learning differences can cause those processes to break down.

Math and the brain

Stanislas Dehaene, in Origins of Mathematical Intuitions suggests that humans, and some animals, are born with a sense of magnitude or quantity that is hard-wired into the brain, which permits quick evaluation of about how many objects are in a scene, whether this number is more or less than another, and how this number is changed by simple addition and subtraction. This system in action has been observed in infants as young as four months. It is a general sense, though, not exact computation. To calculate, humans have developed an abstract system of numerals that maps onto this built-in sense of quantity, each function probably being represented by separate brain systems. As children get older, they move from an intuitive sense of quantity, to a more formal system of ordered numbers, which requires a much more complicated set of neuro-processes to be brought to bear.

Mel Levine, author of A Mind at a Time and other books on learning differences, identifies many of the brain’s processes that math requires:

The writing on the wall
All the teachers interviewed agreed that classroom walls should be used as space to convey the most important information of the classroom. Hanging the students’ work on the walls lets them know they are important and valued, and gives them ownership of their work and the classroom space. Having the students brainstorm and then write the list of classroom rules for the wall also gives them ownership of their behavior. However, it’s worth noting that the walls can become too “busy” and can create visual confusion and chaos. Teachers say, “Less is more,” when it comes to classroom walls. The information posted should be well-organized and easy to read. What is on the walls should have value to the learning experience and serve a clear purpose. Important items to include may be a list of learned words or a “word wall,” rules and expectations, class schedules and current student projects.

Seating flexibility and structure
When teaching a classroom full of students with diverse learning styles, teachers know that a strict seating plan doesn’t work. It is not always automatic that a child with attention issues needs to be seated front-and-center. Sometimes a child may need to sit in the back row or in an area that offers less distractions and more room to spread out. Recent studies show that some students learn better when being allowed to stand at their desks as they work. For example, my daughter, Leah, concentrates better while half-standing at her desk. When her kindergarten teacher continued to bring up this “problem” at conferences, my response was “Is this an awful thing? If she isn’t disturbing the other students, and it’s helping her to learn, please let her continue.”

The teacher realized it was more important to accommodate Leah than to enforce a “rule” that was counterproductive to learning.

Other students may use small lap desks that can be taken to the floor or out into the hall. Flexibility and creativity create a space that appeals to all students. Secluded areas in the room (centers) for individuals or small groups of students can provide a customized learning space that accommodates different learning styles. Some teachers have the resources to place a variety of seating options in their classrooms. Rocking chairs, bean bag chairs, cube or lounge chairs, or wedge cushions all contribute to the ability of the classroom to accommodate the learner.

The “ideal” classroom…
Lighting, color, music, visually appealing walls, separate areas for various activities, opportunity for movement and flexibility in the room all work together to create a classroom most conducive to learning! Combine these elements with classroom teachers who are excited about what they’re teaching, and you have a learning environment that nurtures the whole child – socially, emotionally and academically.

Ursula Daniels reminds us that “teaching is not about the four walls. You have to think about how to use other spaces available to you. Wherever they [our students] need to learn and grow, we need to be able to go there.” This philosophy can also be applied as “however” our kids learn. We need to be willing, as teachers and parents, to “go there” and acknowledge and respect how they learn. Not only will the student experience greater success, so will the teacher!

Kids Enabled would like to thank the following educators for their input and expertise:

Lynda Weaver, Peggy Price and Ursula Daniels from Coralwood School; Marsha Beisel, Liz Walsh and Melissa Sexton from The Howard School; Alex Jones and Tara Gilbert from Hirsch Academy; Katie Boehme from Sophia Academy; Katherine McGee and Matthew Carden from The Orion School (formerly The 504 School).

The Ideal Classroom

Now that the traditional one-size-fits-all attitude toward learning styles has changed, classrooms don’t look much like they used to. Gone are the straight rows of forward-facing desks, the dusty and boring ABC posters and the ominous teacher’s desk that dominated the front of the room. Kids Enabled talked to teachers about how changes in the classroom are making it easier for kids with learning differences to experience success.

Today’s teachers are thinking outside of the box – the box that we used to call the classroom. In thinking about the ideal classroom for children with learning differences, Kids Enabled decided to go straight to the source and interviewed local educators on what they believe makes a classroom ideal for learning. Creating a learning-friendly environment involves not only the structural elements of a classroom such as desk placement and color choice, but thoughtful and informed consideration of the diversity of learning styles as well. While perfection is not possible in an imperfect world, there are many accommodations that make learning more fun and less difficult for children with learning differences.

Lighten up!
Even simple adjustments can enhance a learning environment. Peggy Price, an educator at Coralwood School in DeKalb County, says it plainly, “It’s the little things.” Many classroom teachers start with changing the lighting from glaring, fluorescent lights to table or floor lamps and natural sunlight from the windows. Since lighting can influence both mood and performance, many teachers strive to create both well-lit and dimly lit areas to allow for different stimulation levels of their students.

Similarly, color choice has been shown to influence attitudes, behavior and learning. It has even been found that color affects attention span and sense of time. Educational planner Kathie Engelbrecht insists that, “Color is important and it can have benefits for the classroom…The mental stimulation passively received by the color…helps the student and teacher stay focused.” Younger kids are stimulated by bright colors while older students respond better to blue and green since those colors are less stimulating. Knowing that color does make a difference helps teachers make informed decisions about how to decorate the classroom.

Silence is golden (not!)
The old assumption is that children need silence in order to concentrate and learn. Today’s research shows that a little bit of background or “white” noise can actually help some children concentrate. Educator Liz Walsh of The Howard School states, “It’s important to be mindful of individual children’s preferences. Choose moments of silence in the classroom, and offer individual children the option of working with headphones and music.”

The use of music in the classroom can positively affect the learning atmosphere. Some teachers play non-distracting, quiet background music to get the creative juices flowing. Matthew Carden, a teacher at the Orion School, uses music in the background during certain activities such as handwriting or art and found that Sinatra was a hit with the kids! Students engaged in creative activities can benefit from harmonious and calming tunes. In contrast, other activities may need more upbeat tempos to help students maintain focus. In the afternoon, students often need more, not less, stimulation. Some teachers interviewed used music and dance to help the children get exercise after lunch, which helps their concentration levels in the afternoon.

Kids Enabled Resource Fair 2013


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The Power of Sound: A Therapy Worth Listening To?

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.”

No Two Programs Are Exactly the Same
The various sound intervention programs have vast differences in the theory behind them and in how they are implemented, but many have similar goals for their end result. Some children and adults who have been helped by these various forms of therapy include those who have been diagnosed with learning disabilities, sensory integration disorders, executive functioning disorders, auditory processing disorders, pervasive developmental disorder, autism, Asperger’s Syndrome, attention deficit disorders and social skills difficulties.

Though several listening or sound therapy programs are available through trained providers or on the internet, described below are only seven of the most widely used interventions. For further information on these and other sound-based programs, see the sidebar. (See page 17.)

Fast ForWord
Developed and marketed by Scientific Learning Corporation, the Fast ForWord programs consist of nine language and reading programs. Fast ForWord Language, the company’s first and most widely known program, aims to improve a child’s auditory processing skills through a series of seven exercises. The interactive games aim to strengthen a child’s cognitive skills, which the company refers to as “learning MAPS”: memory, attention, processing and sequencing. By developing these cognitive areas, company literature states, struggling readers form a solid foundation by sharpening listening accuracy, phonological awareness and language structures.

The program, which requires high-quality headphones and a computer, is most appropriate for children ages 4 to 14 though it can be used with significantly older children who need a stronger auditory processing foundation, Hetzel says. The program can be administered at home, at school or in a clinic setting. Children spend between 50 and 100 minutes five days per week on the program for a period of four to 12 weeks, according to Scientific Learning. The intensity of the protocol, according to Scientific Learning, is the key to positive and long-lasting effects on brain development.

Though intense, Fast ForWord practitioners point to the flexibility and ease of use as some of the program’s best features. The program alerts administrators if a child is having trouble with any area. The software then will give the provider a list of several different activities to implement to help move a child forward, Hetzel says.

Other professionals say that they have a comfort level with the program because it has substantial research backing up its efficacy. Fees for the program range between $1,500 to $4,000, depending on whether the program is administered at home or in a clinic. In some cases, Fast ForWord is offered by the school district at no direct cost to the family.

French ear, nose and throat specialist Dr. Alfred Tomatis connected listening to the development of receptive and expressive language, motor control, learning and motivation. Tomatis, through his work with opera singers and factory workers, recognized that the voice could only produce what the ear can hear, a principle known as “the Tomatis effect.”

Building on this principle, Tomatis said that this improper functioning of the ear is the underlying reason for difficulty with learning, auditory processing, sensory integration, language comprehension or production and other related areas. In an effort to “reprogram” the ear, Tomatis developed an Electronic Ear which has several specific functions, including exercising and strengthening the muscles of the middle ear so it can filter out sounds and lower frequencies so that only the higher more stimulating frequencies are heard.

Cordero of ITT’s For Children requires an occupational therapy and an audiological evaluation before enrolling a child in Tomatis. Once enrolled, the in-clinic program is carried out in a series of three “loops”. The first loop is two hours of listening per day for 15 consecutive days followed by a four- to six-week break. The second and third loops consist of eight consecutive days of listening for two hours per day with a break of four to six weeks between the two loops. The total cost for the program, according to Cordero, is $6,200 or $100 per hour of listening time.

Dr. Guy Berard, a French physician who had studied and worked with Tomatis, believed that hypersensitive hearing causes auditory processing problems. Berard developed AIT, which works on retraining the acoustic reflex muscle in the middle ear allowing sound to be processed more efficiently, according to K & L Solutions, a College Park-based company that provides the therapy.

As with Tomatis, AIT also uses an electronic filtering device called an “Earducator.” The Earducator “randomizes and filters the frequencies from the music source and sends these modified sounds into the client’s ears through a set of specialized headphones,” according to K & L Solutions. “The randomized frequencies mobilize and exercise the inner ear and the brain.”

The most notable story of AIT success is chronicled in “Sound of a Miracle,” a book written by Anabel Stehli about her 12-year-old daughter’s experience with the therapy. Stehli’s daughter, Georgiana was diagnosed with autism but lost her autistic systems, most notably her sound sensitivity, after undergoing the 10-day AIT program in Europe. Now 40, Georgiana travels across the world speaking about her experience. She is president of the Georgiana Institute, an organization which promotes AIT (www.georgianainstitute.org).

AIT is administered in 20 sessions of 30 minutes each. AIT participants listen twice per day with a break of at least three hours between sessions. K & L Solutions assesses each participant after 10 sessions, and if warranted, the company makes changes to the program at that point. At the conclusion of the program, K & L Solutions administers a final assessment. The cost for the therapy, according to K & L Solutions, is $650 for the basic listening session.

SAMONAS is a CD-based program developed by Ingo Steinbach, a German sound engineer. The program, which can be self-guided or administered by a professional with SAMONAS training, consists of more than 40 specialized recordings. Most of the selections are classical music and some include nature sounds. The SAMONAS program offers CDs that vary in intensity.

An envelope-shaped modulator, a special device which Steinbach developed, enhances the upper frequency range of the music. The CDs have brief passages of intense filtering during which the listener almost exclusively hears these upper frequency sounds. “Listening to these ‘high extension’ passages trains the ear to pay attention to the upper ranges in the sound spectrum,” writes Sheila Frick, an occupational therapist who worked with Steinbach as a SAMONAS trainer, on the NeuroTherapeutics Web site (www.music.nt4kids.com). “Again, the higher tones are the parts of the sound spectrum that captivate attention and hold interest.”

Cordero administers SAMONAS in her practice. Her protocol requires an occupational therapy evaluation and a parent training session before the program begins. Cordero requires the first day of listening to be completed under the occupational therapist’s supervision. Following the first session, participants will listen at home while staying in close contact with the prescribing therapist so that adjustments can be made to the program if necessary. The SAMONAS participant listens twice a day, every day for as long as the program is needed, Cordero says. The music being used in each program will be re-evaluated after three months and then again after six months of listening. Cordero charges $120 for the parent training, and necessary equipment costs the parent $300 to $500, Cordero says.

The Listening Program
Developed by Advanced Brain Technologies, The Listening Program is a music-based auditory stimulation method that “trains the brain” to help improve the auditory skills needed to effectively listen, learn and communicate, according to company information.

CDs include classical music by Bach, Vivaldi, Mozart, Corelli and others mixed with nature sounds intended to aid in spatial awareness and listening training. Advanced Brain Technologies says the program is particularly effective for improving auditory processing problems including short-term auditory memory and effective listening with background noise. The program is primarily for home use and for implementation in facilities such as schools and healthcare centers.

The Listening Program’s core program is typically administered five days per week for 15 to 30 minutes each day. The protocol lasts between eight to 16 weeks. Listeners might go through a second cycle to ensure they maintain their results, the company says, and some participants might even repeat the program a third time.

Aurora Strategies charges $575 for The Listening Program, which includes pre- and post-testing, program CDs and materials, a consultation with a certified provider, monitoring and a follow-up report with recommendations.

Earobics is a computer software tutorial program designed to teach phonological awareness, listening and introductory phonics skills required for learning to read and spell. Cognitive Concepts, the company that developed and markets Earobics, offers three levels of the program for home use. In addition to phonological awareness, these software programs include skill development in auditory attention, auditory discrimination, auditory memory, rhyming, sound segmentation and phonemic synthesis.

The home-based programs are available for $59. Some local school districts also offer Earobics to their students at no direct cost. Earobics Step 1 is for children in pre-k through kindergarten, Step 2 is marketed for first and second graders and Earobics 1 for Adolescents and Adults is for children age 10 and older who are struggling to read, spell and improve comprehension. Company literature says most program users show significant skill improvement from using Earobics only 15 to 20 minutes per day, three times a week.

Interactive Metronome
Interactive Metronome is a computer-based program participants can do at home or in a clinic or school setting. The program, which filters computer-generated beats through headphones, challenges users to synchronize repetitive hand and foot exercises that are measured through hand and foot sensors. The sensors record, in milliseconds, the difference between the metronome beat and participant’s response. The goal is for the participant to match the rhythmic beat or to lower the amount of time between the beat and the response.

Stanley Greenspan, chairman of the Interactive Metronome, Inc. Scientific Advisory Committee and a nationally prominent child psychiatrist, says the therapy “improves motor planning and sequencing so that children can carry out a multi-step process. As timing improves, sequencing improves.”

Greenspan says that Interactive Metronome has been shown to improve motor skills and attention span as well as increase coordination. The therapy teaches participants to focus and attend for longer periods of time, increase physical endurance and stamina, filter out internal and external distractions and improve ability to monitor mental and physical actions as they are occurring, according to the Interactive Metronome Web site.

Costs for Interactive Metronome therapy varies widely depending on provider fees and the setting in which the therapy sessions take place. Hetzel of Aurora Strategies says prices range from $35 to $120 per hour, and some providers will package the therapy for the entire length of the session. The therapy typically consists of 15 one-hour sessions and spans a three- to five-week period. Throughout the therapy, the program progressively challenges individuals to improve their response time and accuracy.

Realistic Expectations
Although there are many anecdotal stories regarding gains made with various sound therapies, Whitelaw warns parents to be realistic about their expectations.

“None of these programs are cures, but if selected appropriately, they can help build underlying deficits for children,” Whitelaw says. “The best results come and are maintained when there is ongoing support for these children in their school environment.”

Whitelaw says she is confident that there is no inherent danger in these programs, but a family’s time, financial and psychological investment needs to be weighed carefully.

“With appropriate intervention [auditory processing deficits] can get better and are manageable. We don’t do parents a service when we lead them to believe there is a quick fix,” Whitelaw says. “This is a job for a lifetime, or at least 18 years for parents.”

Sound Therapies Help Child Find Success

Like many parents, Meg Stasinos was desperate to find help for her daughter, Sydney. When Sydney was about 3 years old, Stasinos began interventions for her child who had language processing, social and motor skills deficits. But, despite trying special diets, speech and language as well as other intensive therapies, nothing seemed to help Sydney make significant progress.

All that began to change when Atlanta neuropsychologist David Cantor referred Sydney to Aurora Strategies as a potential candidate for sound therapy. Aurora Strategies speech and language pathologist Kellie Hetzel prescribed The Listening Program last fall for then 5-year-old Sydney.

“Within a couple of weeks of starting the program, we noticed a change in Sydney. She was talking more and her sentences were more structured,” Stasinos says. “The teachers were writing saying they saw amazing changes in her.”

Sydney’s protocol while on The Listening Program consisted of her listening to the CDs two times per day for 15 minutes each session. The program for Sydney lasted eight weeks, and according to Stasinos, she enjoyed her listening sessions. Although Stasinos informed Sydney’s teachers of the therapy, other people the 5-year-old saw every day noticed changes although they knew nothing about the intervention.

“About half way into the program, her bus driver mentioned to me that she didn’t even know that Sydney could talk,” Stasinos says. “[The bus driver] said that Sydney was now having conversations with her and even laughing and telling her jokes.”

After completing The Listening Program, Hetzel prescribed Fast ForWord for Sydney. She went through the program on her home computer five days per week for one hour and 40 minute sessions. Despite Sydney’s young age and attention issues, she persevered through the program because the games were fun and she received positive feedback as she progressed. Sydney emerged with significant improvement at the end, Stasinos says. Pre-and post-testing showed gains in several areas including language discrimination and phonics, but for Stasinos, the “day-to-day” observational improvements were even more important.

“After Fast ForWord, Sydney seemed to have a better understanding of other children’s language. She started interacting more with kids her own age as she began to understand their conversations better,” Stasinos says. “As a parent, I am concerned about her academics but I am more excited when I see growth in her social interactions.”

The Role of School Education in Child Development

School Education

Education has always remained a vital force that needs to be understood and utilized to the right extent. It tends to spread its wings across boundaries and helps people realize the essential elements of life. Similarly, it tends to play an important role in child development and goes a long way in making matters head in the proper direction. However, that importance cannot be summoned in a single line and thus, deserves an article of its own. So without further ado, here’s the active role of school education in the process of child development.


School is easily one of the first avenues for socializing, and children need to make use of the same. Building familiarity on these grounds will surely help children succeed in life and take on the different aspects of communication. In this manner, the process of achieving something further in life gets embodied in their minds, and they will be more than willing to give it a shot. Due to that, socialization plays an important role, and we need to try and give it a shot to help children get it all for good.

School Education

Thought Process

As a fountain of knowledge, school education also helps children think and gain a better perspective on life. They will be inclined to learn more and grow in the right manner without losing track of all that matters in life. As a result, school education plays an important role in helping children cultivate their field of thought and ultimately building a perspective. If things go well, we will be left with good citizens who can build and witness the perfect future that everyone can be happy with.

Physical Development

Home for children is more or less a restricted outlet that prevents them from engaging in activities. However, on the other hand, school helps them channelize their energy and perform better while in the company of same-aged individuals. Moreover, it also provides them with a ground for sports, crafts, and other ingredients that form the arena at school. Due to that, school covers the physical aspect and needs of children by providing them with the things they require the most.

A Complete Form of Development

Development tends to mean different things when you bring in an individual mindset. However, it takes control of everything when children receive the initial push that drives them forward. Due to that, one can classify school education to be a complete form of development that helps children focus on their future, develop their skills and look into specific areas of interest. By doing so, the process of child development comes into the picture and stands to be a unique force that we need to be aware of.