Two small studies were conducted in a first grade and fifth grade special education classroom under the administration of two Tomatis Consultants who are trained in special education. There were four first grade students, 6-7 years old, given 86 hours of listening over a 7-month period. “Students were assessed with the Teacher Rating Form of the Vineland Adaptive Behavior Scales, Second Edition.  The Vineland is completed by the teacher and provides an assessment of the individual in the domains of Communication, Daily Living Skills, Socialization, and Motor Skills.  The classroom teacher has provided additional testing information, WRAT, which is routinely given at the beginning and end of the school year”:

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The Tomatis Listening Program that was implemented at Baker Academy occurred during a seven-month period.  The results of the testing confirm a substantial gain in the domains of Communication, Daily Living Skills, and Socialization.  On the average, students gained between 13 months and 34 months within these domains during a seven-month time period.  This is statistically significant when you take into account that these students were disadvantaged and receiving intervention services prior to the onset of this program.  These improvements are directly related to their improvements in auditory processing.

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Eight fifth-grade students ages 10-11 were given 69 hours of Tomatis Listening over five months. “Students were assessed with the Teacher Rating Form of the Vineland Adaptive Behavior Scales, Second Edition and the Scan-C test for Auditory Processing Disorders in Children-Revised.  The Vineland is completed by the teacher and provides an assessment of the individual in the domains of Communication, Daily Living Skills, Socialization and Motor Skills. The Scan-C is an imitative test, requiring the student to repeat stimulus words or sentences.  It is designed to assess one’s primary perception of what is heard and not one’s understanding of what is heard:”

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As indicated by the Scan-C Test results, the students have shown improvement in auditory processing abilities.  The students are better able to understand speech in the presence of background noise.  This in turn assists them in tuning in and attending to language and learning. This is likely a result of intense exercise of the middle ear muscles through the application of Tomatis.  In addition, the majority of students have shown improvement in communication, daily living skills and socialization as indicated by the Vineland-II test results.  Some students improved one standard deviation, which in some cases resulted in their abilities changing from moderately low to adequate.  These improvements are directly related to their improvements in auditory processing.