Male, Age 10
Autism, seizure disorder
D.T. was verbal with limited language skills. He could sing in complete sentences (echolalic) but communicated using one or two word phrases. He communicated mostly by pointing. When he did speak, his enunciation was poor except when he was angry at which time the word would be clear. He displayed self-stimulatory behavior in the form of rocking, hand-turning, and hand flapping. His gross motor skills were below normal and he wore leg braces. His fine motor skills were poor and he was unable to tie his shoes. His sleep was good but he was defiant and unable to calm down at bedtime. He showed no interest in other children and his eye contact was poor. His seizures had begun at age two. He was taking medications for seizures and experienced one every ten to fourteen days.
After five weeks with REI, his mother reported that he was showing more caring towards others and his eye contact improved significantly. He began imitating other children (speech and facial expressions) and exhibited more interactive play with others. He was noticeably more calm and had fewer tantrums. His speech therapist noticed that he was able to talk clearer and that he began using 2-3 word phrases. His attention span improved and he was more able to stay with the lessons. He listened to the recording at bedtime and showed an improved ability to calm himself down and make the transition to sleep. He would often fall asleep half way through second side of tape.
After twelve weeks D.T. continued listening to the REI Program rhythms at bedtime and he would insist on listening to it while going to sleep. His school teacher and principal noticed improvements in his language skills, responsiveness, memory, and his level of understanding. They enrolled him in a regular classroom for the coming school year. He had not had any seizures for the previous four weeks. His doctor began to taking him off his medication. His language skills and vocabulary continued to improve, along with his social skills.
Female, Age 6
D.N. was verbal with limited language skills. She used simple sentences and would only speak to voice demands. She was non-aggressive and she would tantrum frequently and often demand attention. She displayed considerable self stimulatory behaviors, which included biting herself, hitting her legs, tongue-twisting, and hand-clenching. Her fine motor skills were poor--she grasped with her palm. Her gross motor skills were good, however her balance was not as good. She had good eye contact and was very affectionate towards family. Her social skills were poor--she would engage in some parallel play if directed to do so but would not seek out other children.
Ten weeks after beginning the REI Program D.N. showed considerable progress. She demonstrated more interest and awareness of her surroundings and began approaching other children and initiating interactions with them. She was much more interested in doing things and interacting, and she seemed to want to do what others were doing in school. She began speaking more--her vocabulary and enunciation both greatly improved. Her garegiver described that she would often engage in self talk while the REI rhythms were being played and it seemed that she was working on her speach skills during this time. Her balance also improved. Her mother reported that she was much more relaxed overall and was much more pleasant to be around--she was tantrumming less and was much quicker to respond to requests. Her self-stimulatory behaviors dimished significantly except for hand-clenching.
Male, Age 35
C.P. lived in a group home since age 14. He exhibited self-stimulatory vocalizations most of the time--very loud, fast and threatening. He was able to speak clearly with correct grammar, however he rarely communicated verbally with others. He was highly aggressive and violent-- generally had 3-4 incidents per week that were reported to the state. He would act out violently when asked to do anything for more than a few minutes. He was generally noncompliant, impatient, and characterized as lazy by the staff. He enjoyed riding horses but would hit them occasionally. His sleep was poor. He often woke throughout the night and tried to get out of facility. If not constantly watched, he would wander the neighborhood and enter nearby homes. He was obsessive about food and had poor table manners and he would eat as much food as he could very fast.
After one month with REI he was much less aggressive and the facility had no incident reports after the first week of the study. He would often request the tape at night. He began sleeping through the night starting second day and was no longer trying to get out. He still sometimes wandered during the day, but he stayed within the facilities boundaries. He was much more compliant and showed improved ability to listen. His self-stimulatory vocalizations continued, but he would stop when told to do so. He was starting to use conversational speech and would say 2-3 sentences when asked questions.
After eight weeks: still no incident reports, much less aggressive. He was still sleeping well and still showing improvements in compliance and listening ability. His self-stimulatory vocalizations decreased and he began initiating conversation with others.
Placebo-controlled case studies
The following case studies were conducted in a placebo-controlled format from March through May, 1995. Each of the subjects received a REI Program tape, although the subjects were unaware whether they had a real REI recording or a placebo tape containing traditional African rhythms. They were instructed to play the recording daily for the first four weeks and at least three times per week for the second four weeks. Assessments were made by the parents.
Male, age 11
After four weeks of using the recording daily S.W.'s mother reported that He seems more cooperative, calm, focused, and makes less noises. He is also showing more social interaction at school. He has talked about friends and he is initiating play with others. He seems more comfortable with himself.
At the eight week assessment his mother reported, In general he has made less repetitive noises, has been calmer and more cooperative. He has become intensely interested in his LEGOs and been very creative. He used to have to chew gum all the time, now he has not asked for any in a long time. He has a check list for his morning routine and evening routine, and I feel that he is more cooperative and independent in following the routines since he has been using the REI tape--especially this last four weeks.
Male, age 4
After four weeks in the study his mother reported that J.A.'s eye contact has improved a lot. Overall, he was much calmer, a lot less impulsive and interacted with others much more frequently. I asked his preschool teachers if they were doing anything different. They all said that they noticed a difference in J.A. but they hadn't changed their routine any. His occupational therapist also noticed that J.A. seemed calmer.
He's really trying to talk now when before he didn't seem to have any interest. He sometimes responds verbally now. He still has some unmeaningful hand movements, but he has had no panic attacks and is much less withdrawn. His autistic behavior has lessened so much that I think his main problem now is his lack of speech.
At the eight week assessment she stated, He is calmer, more receptive. Before he was listless and unresponsive much of the time. For the first time he seems to realize he's not separate from the rest of the world. His eye contact has improved dramatically. His tantrums are fewer and when he does have a tantrum, they are more like outbursts of emotions rather than anger and defiance. He hasn't had any panic attacks in the past two months.
After twelve weeks she reported, At the beginning of the study he didnít even seem to realize that speech has a purpose. He has gone from saying only one or two words a day at the beginning to about 30 or 40 a day now. His pronunciation has also improved. He now seems to realize that speech has a purpose, and he has been putting a lot of effort into talking.
Male, Age 4
After four weeks his mother reported that He's speaking more and more. He began saying his brother's name. He also showed significant improvements in social engagement, eye contact and verbal and non-verbal communication. His mother stated that He now can let us know 98% of the time what he wants.
After eight weeks his mother reported that he interacts more with other children and has begun turn taking also. G.M's eye contact also improved and he seemed to be expressing more emotions. She reported that It is as if now that he is more tuned in, he expresses verbally what he wants. He gets mad like a two year old when he doesn't get it.
After twelve weeks, unaware of the study, his teachers reported an improvment in his attention span, and social engagement. They also reported that he began making friends at preschool. He continued to show progress in language skills--his mother stated that He is now initiating conversation and initiating social interactions. She also reported that he liked the tape and would play the tape by himself.
Please Note: Results will vary between trainees. Therefore individual results cannot be guaranteed. Please read the full Terms of Engagement
Maddy is a 10-years-old girl who has been diagnosed with Autism. Her mother expressed concerns about Maddy’s overall speech and language skills; she did not say “Mama” or “Dada” until approximately three years old. Maddy’s family and therapists decided upon a course of Interactive Metronome (IM). During Maddy’s IM treatment, several strategies were tried in order to reflect natural environment conditions. After her IM treatment, Maddy showed gains in phonological skills, language processing, auditory comprehension and auditory reasoning based on pre and post data. But what test scores can’t show is that Maddy’s parents also report that she has made significant improvement on daily function and communication! Read More
Molly, a 10-year-old 5th grader, had a recent diagnosis that included ADHD, and she was said to be showing signs of High Functioning Autism. Molly’s mother noticed that her daughter would regularly forget things at home and school, and was unable to keep her belongings organized. When Molly’s mother saw the Interactive Metronome (IM) website, she read the content with a certain level of suspicion and doubt, but as a parent who wanted to do whatever she could to help Molly and lessen her frustrations, she decided to give IM a try. When Molly was asked what had changed for her since taking the IM training, she replied, “Everything is much easier for me now. It’s much easier to do my homework than it was before.”Read More
Tyler acquired better focus, as well as improved attention, memory and sense of responsibility. He also beat his brother in a game of Wii. After three weeks, his mother said, “I was blown away. I asked him to pick some things up, and he said, ‘Sure, Mom, I’ll get it in a few minutes.’…He had never done that before!” Tyler completed the program with above average scores. Four months later, his gains, including his newly-developed reciprocal communication skills, remained intact and are growing.Read More
IM was instrumental in helping Mizuki communicate more normally and hold eye contact. After his second session, his fine motor skills showed improvement. Mizuki’s handwriting is becoming legible and he is doing math at grade level. His balance has improved, and he runs more smoothly than before. He can even ride his bicycle in standing position now. Mizuki’s development has brought him from being classified as autistic to “a slow developer” or having a “learning disability.” Mizuki is a much more relaxed boy. It is as if he were a totally different person than he used to be.Read More
Marcus is a 12-year-old boy with high functioning autism who returned to occupational therapy after a break of several years. The IM program was paramount on the development of Marcus’s neurological and motor skills and produced incredible gains that improved his physical, mental, and social development. Read More
Ryan is an 8 year old boy with an energetic, all-encompassing, endearing personality paired with a diagnosis of Autism Spectrum Disorder (ASD). Ryan had been going to conventional Occupational Therapy sessions for several years. As he progressed with the [IM] program, it became clear – Ryan was learning to reference the auditory beat and identify when he was too fast or too slow in his response speed, he was learning from the ‘inside-out’ what it meant when someone told him to ‘slow down’. This program enabled Ryan to access Interactive Metronome interventions at home for short bursts before test taking, for longer periods when transitioning to newer challenges required for maturation (consider the stressors involved in Middle School!) and even to wind down and ‘reboot his brain’. Read More
Kyle is a 10-year-old boy who was diagnosed with Autism Spectrum Disorder and Hypotonia at 3 years of age. He was later diagnosed with Sensory Processing Disorder at 8 years of age. After 3 months of IM treatment 3 times per week, Kyle made significant improvements. When his parents gave him the Sensory Profile test again, Kyle had made improvements in multisensory and oral sensory processing, emotional/social responses, and behavioral outcomes of sensory processing. These gains helped Kyle function better in social interactions, academic tasks, self-care tasks, and play in his daily life.Read More
Joseph is 18 years old. He has been diagnosed with Asperger’s Syndrome, which causes difficulty functioning in social situations and struggles in academic performance. Joseph is involved in several extra-curricular, which include running Varsity Cross Country and working a part-time job at a Retirement Center where he hopes to begin pursuing his ambitions of becoming a chef. Before training began, Joseph scored in the extreme deficiency range on the fourteen assessment exercises. After completing 15 sessions of IM training, he scored in the exceptional range. Joseph’s parents also report that he has found success across the board, noting improvement in 13 of 16 statements about daily function and communication tasks rated on the Parent Survey. Read More
John’s mother reports that he has improved in overall motor coordination, self regulation, focus, organization, and academic performance. He is also demonstrating improved coordination and motor planning while playing soccer and participating in tae-kwon-do. John has more confidence in himself and continues to show areas of improvement. Read More
Ricky is a 10-year-old boy with a diagnosis of ADHD, Asperger’s syndrome, anxiety and fine motor delay. Starting as early as its 3rd session Ricky already was making significant progress. He started sleeping through the night; his handwriting improved significantly, his attention span increased immensely. His biggest gain was that his homework was getting done faster and correctly. He became a more confident boy. “IM is so cool and it really really helped me!” Read More
Colin’s parents and teachers noted improvements in attention, focus, and behavior. Colin argues less with his siblings and parents at home and with his teachers at school. Colin appears more on-task during lectures, with less fidgety behavior and fewer outbursts. Homework is also less of a battle. Colin’s parents were also very pleased with the outcome and concluded that the Interactive Metronome was quite successful in addressing many of their concerns. Colin is now less frustrated, more attentive, and more focused both in school and at home. Read More
Erin had a diagnosis of PDD/Autism. She was verbal, but unable to have a purposeful conversation. After just a few sessions of IM Erin began to chatter less, and listen more…Erin ended up having her best school year ever!Read More
Following IM treatment, reports showed Anna’s increased attention and improved concentration. Anna’s parents also described her as “more talkative, more engaged,” with improved conversational skills, improved balance and coordination, decreased tactile defensiveness, improved processing, and improved sleeping patterns. Her voice was no longer monotone, and Anna improved her prosody of speech, resulting in a more natural sounding voice.Read More
Sean was adopted at nine months old, now 11 years old, lives with his mother, father, and two sisters. For much of his life, Sean has suffered from mood swings, severe behavioral problems, and difficulty sleeping. He’s been diagnosed with several different disorders, including Cognitive Deficits, Attention Deficit Hyperactive Disorder (ADHD), Obsessive-Compulsive Disorder (OCD), Post-traumatic Stress Disorder (PTSD), Pervasive Development Disorder (PDD), and possible Ring 21 Syndrome. He takes several medications to manage these conditions. When Sean first started IM, his performance measured in the extreme deficiency range. His speech-language, listening, and comprehension skills were also far below average. He also struggled with low self-confidence. During the course of the IM, Sean showed marked gains. Sean’s mother reports a fantastic improvement in his behavior at home, as well as his attitude toward education and social skills. She credits the IM program with restoring hope for her little boy, where medication and traditional therapy had failed. Read More
Aiden’s therapist noted marked improvement in Aiden’s ability to understand directions. Aiden is less impulsive, more patient with himself, and more tolerant of the many challenges of the program. He no longer tries to negotiate rewards for good behavior. Aiden has better focus, improved visual and auditory processing speed. His rhythm, coordination, and motor skills have also improved, and there is less “random” talk. Aiden demonstrated more of self-awareness of his accomplishments and bolstered self-esteem. Read More
Chris has made tremendous progress in his sensory processing skills as measured on the Short Sensory Profile, which has translated into improved functional visual motor skills. Both Chris’s family and all his service providers have been pleasantly surprised by the changes wrought by the Interactive Metronome. Read More