What aspects of autism does iLs influence?
The following chart compiles feedback from iLs-trained therapists based on their experience with 415 children with autism.
The average response (in red), is given for each of 10 areas. The respondents included occupation therapists, physical therapists, speech therapists, educators, counselors and psychologists. In August 2011, iLs launched formal ASD research which should be completed by July 2012; in the meantime, this informal questionnaire gives an indication of the results iLs clinicians are seeing.
How frequently do you see change in the following areas with ASD clients when using iLs?
1=Never 2=Rarely 3=Sometimes/Occasionally 4=Usually/Frequently
|
3.84 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Self-control, self-management, impulse control
Comment Summary: changes in self-regulation,
calmer, fewer meltdowns
|
3.90 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Learning & Attention
Comment Summary: most see improvement but
still struggle with attention
|
3.99 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Sensory integration/processing (including auditory)
Comment Summary: greatest area of change,
100% of respondents agreed
|
3.98 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Motor/Coordination/Balance
Comment Summary: significant changes occur as
vestibular and ocular motor improve
|
3.75 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Social skills (family, friends)
Comment Summary: may still be overwhelmed by
large groups, but substantial improvements with
family relations and making new friends are typical
|
3.82 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Verbal Communication Skills
Comment Summary: substantial gains in expressive language are typical, the only exception being older non-verbal children
|
3.74 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Non-Verbal Communication Skills
Comment Summary: picking up on cues and
responding improves for most; many still miss
nuances
|
3.55 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Mood (anxiety, depression)
Comment Summary: significant improvements in
overcoming fight-or-flight response; more
comfortable in own skin, more self-confident with
new ability to interact with others successfully
|
3.60 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Tolerating Transitions
Comment Summary: increased accuracy of
perception, improvement in tolerating transitions
|
3.67 |
|||||||
|
1 |
2 |
3 |
4 |
||||
Regulation (sleeping, toilet, eating, digestion)
Comment Summary: improvements in eating and
toilet training are commonly reported; many
children with developmental delays are able to
catch up
Case Studies
Autism Case Study
Featured on Autism Support Network – including pre/post data, and video interviews with the child’s therapists and parent. Case study conducted by Andrea W. Pointer, M.S., CCC-SLP, Shannon Norris, OTR/L and Cindy Dawkins, OTR/L of Kids Kount Therapy Services, LLC
PDD-NOS
Submitted by Rachel Kuenzli, SLP & Shawna DeHaan, OTR/L – 4/8/11
Asperger’s Syndrome, ADHD, Opposition Defiant Disorder and Mood Disorder
Submitted by Melissa Nilsen, MS, OTR/L – 6/12/11
Why is iLs effective with ASD?
Neurologically speaking, the iLs program works from the bottom-up: first addressing sub-cortical function and then working on cognitive function/language abilities.
iLs’ auditory component includes headphones that deliver sound through both air and bone conduction. The bone-conducted low frequencies activate the vagus nerve and the parasympathetic nervous system, which has a calming, anxiety-reducing effect on ASD children when introduced in the proper way.
Simultaneous to the auditory program, the user engages in visual, vestibular, proprioceptive, cross-lateral and core strengthening activities. iLs developed an Early Developmental Program, appropriate for most children on the spectrum, which comes with each program. The combined stimulation of these systems results in a unique multi-sensory training which improves one’s ability to process information.
The improved self-regulation directly affects classroom performance and social skills by allowing children to access language and focus on their own behavior more effectively.
Clinical Feedback
Hundreds of iLs-trained therapists are working with the ASD population, and their constant feedback helps iLs management continually improve the program and training. Specific advice from experienced therapists using iLs with ASD includes the following:
- Acclimation: Begin with short sessions at low volume; be patient, most kids acclimate within a few sessions but some take longer!
- Resisting headphones: iLs training includes tips on how to get headphones on kids who at first resist the auditory and tactile sensations
- Program Choice: the iLs Sensory Motor program is specifically designed as a gentle program for those with sensory processing challenges and hyper-sensitivity
- Frequency: longer programs with frequent sessions realize the best results, e.g. 4-6 sessions per week for 60 sessions (many kids prefer doing it daily once they feel the more regulated effect)
- Complementary: iLs is typically, but not always, used in conjunction with other therapies, e.g. OT, PT, Speech, ABA and Floortime. These therapies, and others, are complementary and can be done simultaneous to iLs.
Media
Feeding The Hungry Brain With Music
Parenting Special Needs article , by Chynna Tanara Laird
NBC News Story
A short news story on how iLs may be used for Autism.
