To our knowledge, there are no “silver bullets” providing a solution for everyone faced with the challenges of learning, attention, and/or processing difficulties. There are many pieces to each of these puzzles, and iLs addresses a number of them through our multi-sensory approach.

The following points describe some of the areas in which iLs programs can be most effective. Please visit the Research section and Testimonials section of this web site for more information on iLs results.

• attention difficulties: A well-modulated vestibular system is important for controlling the nervous system’s level of arousal. iLs bone conduction headphones and frequency filtration stimulate the vestibular system in specific ways that improve our ability to maintain a calm and alert state. A iLs process called “gating” strengthens muscles within the middle ear responsible for filtering out unwanted noise, thus improving our ability to discriminate and process sounds. Additionally, the gradual introduction and focus on higher frequencies in a iLs program provides the stimulus craved by the under-attentive brain.
• auditory processing: The vestibular and cochlear systems are 2 of our 3 main systems for organizing sensory input (vision being the 3rd). Together they form an interdependent system which allows us to detect and analyze sound, control balance and movement (including eye movement), and integrate our touch, hearing, and vision. iLs programs apply controlled stimulation of the vestibule and cochlea, thereby improving the integration and efficiency of sensory input to the brain.
• reading difficulty: Reading requires the ears and eyes to work together synchronously. As your eyes move from letter to letter your ear (cochlea) translates each letter into a sound. The vestibular system coordinates the eye movements and aids the synchronicity of the eyes and ears. iLs programs improve the neurological timing and vestibular function, reducing processing delay and improving this synchronization. iLs ear/voice conditioning (“Expressive Phase”) also plays a significant role in improving synchronicity.
• learning difficulties: Sound enters the ear as a myriad of frequencies and intensities. The cochlea, within the inner ear is in charge of discerning the various frequencies. If the cochlea is not functioning well, we have poor “selectivity” and have a hard time telling the difference between a “P” and “B”, or “T” and “D”. iLs programs are proven to increase selectivity ability, resulting in better classroom performance and increased confidence.
• self-esteem: One of the greatest areas of improvement we see with iLs clients is their self-esteem. When we are processing information better, performing better in school and at work, we naturally feel better about ourselves. On a physiological level, it is worth noting that sound stimulation is received by more parts of the brain than any other sensory input. This includes the limbic system, which plays a major role in our emotional well-being.
• alertness, focus, energy: Research has shown that if we deprive ourselves of sensory stimuli we are unable to function effectively. A majority of our sensory stimulation is received via the vestibular/cochlear system. If that system is hindered, the results can be seen in our brain’s ability to function well. Sound is, literally speaking, nutrition for the brain. On an anatomical level, the feeling of alertness resulting from a “healthy ear” occurs when sensory input coming through the vestibular-cochlear system is channeled to a system at the base of the brain known as the ascending reticular activating system (ARAS). From the ARAS, the stimuli are relayed to the cerebral cortex. With good auditory and vestibular input, the ARAS stimulates much of the cortex, having a profound effect on levels of “consciousness” and on one’s sense of feeling sharp versus hazy.