A Non-pharmaceutical Treatment for ADD

Sound Therapy in the Treatment of Dyslexia, ADD/ADHD, Delayed Speech, and Autism Spectrum Disorders.

Today more and more parents are looking for non pharmaceutical treatments for the increasing levels of learning difficulties affecting their children. Creating a toxin free environment is of vital importance so that growing children do not become overloaded with chemicals that the liver cannot process. Early exposure to chemicals is being linked to developmental delays and learning disorders.
In addition to good nutrition and assistance with detoxification, a very important aspect of treatment, too often overlooked by learning difficulty specialists is treatment through auditory retraining, or Sound Therapy. This treatment is now available as a home based therapeutic listening program which assists listening, brain function and language development. Evidence points to the potential benefit of Sound Therapy in counteracting today’s environmental assaults on the developing child. Dr Veira Scheibner, who is well known for her extensive research in the vaccination field, suggests that Sound Therapy is an important treatment to assist the child’s brain to recover from the damage caused by vaccination or other environmental toxins.

Why the ear

Dr Tomatis the ear specialist and originator of Sound Therapy said “We read with our ears.” This theory is founded upon the fact that the ear is the only primary sense organ which is registered at all three levels of the brain, the brain stem, mid brain and cortex. In contrast the visual sense is seated only in the cortex. It is for this reason that Tomatis believed that perceptual problems often need to be addressed through the auditory function.

Julia, Dive, a tutor specialising in Sound Therapy explains the importance of listening when a child is learning to read: “if children can’t hear the sounds, if they can’t relate a sound to the symbol, then they have trouble having it register in their head and then relating that sound again to that symbol next time they see it. They need to able to understand, see the letter, hear the letter and reproduce the sound of that letter next time they see it. And then they need to be able to blend that letter in with all the other letters that form a word and be able to reproduce that sound again. And Sound Therapy, I think actually helps that process of what happens after the sound goes into the head and then where it goes inside your brain and what your brain does with it and how it spits it back out again at the other side.”

For this complex decoding process to occur, millions of brain connections are needed. Susan Greenfield, a leading educator on the human brain, explains that axons and dendrites, the tiny filaments which enable communication between the neurones, are created in response to stimulation of the brain. This stimulus could simply be from thinking about something of interest, or it could be a sound, particularly a high frequency sound. Dr Alfred Tomatis who developed the Sound Therapy program in the 1950s, made crucial discoveries on the neurological and psychological fronts. These included the fact that the brain needs a concentrated input of high frequency sound in order to function at maximum potential, and that the baby’s brain develops much of its basic structure from hearing language while still in utero. The growing foetus actually hears the mothers voice.

Dr Veira Scheibner explains that Sound Therapy creates new brain connections, restoring some of the damage done by vaccination. Once the nutritional and detoxification aspects have been addressed, many practitioners believe Sound Therapy is an important tool for restoring neurological functioning.

Other leading specialists have reached the same conclusions as Tomatis about the importance of the ear in learning. Dr Levinson, author of Smart but Feeling Dumb has specialised in the clinical treatment of dyslexia and ADD for several decades and, like Tomatis, concludes that these problems are somehow related to the ear. His approach, however, is to treat the ear with pharmaceutical remedies, while Dr Tomatis treated it with sound.

Conditions treated successfully with Sound Therapy

Dyslexia. Word reversal, one of the typical symptoms of dyslexia, is according to Tomatis’s theory, linked to left ear dominance. Sound Therapy encourages right ear dominance, thereby improving the efficiency of the brain in delivering sounds directly to the left hemisphere which is primarily responsible for language.

ADD/ADHD Sound Therapy improves attention by increasing high frequency perception, processing speed, and the ability to inhibit action and therefore decide on the appropriateness of an action before jumping in.
Autism is typified by hyperacusis or phonophobia (sensitivity to or fear of loud sounds.). Sound Therapy increases the resilience of the ear in accommodating the full range of frequencies. It also improves language integration and increases the ability for meaningful communication.

Speech problems such as stuttering and delayed speech development are frequently remedied by Sound Therapy. If there have been ear problems or emotional problems at a crucial stage of development, neural patterning may be interrupted. Sound Therapy stimulates the process of speech patterning and allows listeners to catch up with speech development.

Down’s syndrome. Research in recent years has shown that hearing problems play a major role in the disabilities experienced by children with Down’s syndrome. As both hearing and auditory processing are improved, children with Down’s syndrome show significant social and learning improvements.

Pre natal development. Dr Tomatis investigated the role of sound in the unborn foetus and demonstrated that much of the neuronal patterning of the brain is laid down as a result of the child listening to its mother’s voice while in the womb. When the mother listens to high frequencies, her voice is stimulated, having a beneficial effect on the developing foetus.

Inner ear dysfunction

The ear has been described as “the Rome of the body,” because so many of the cranial nerves are linked to a some part of the ear. The auditory nerve has branches surrounding the ocular motor nerve, indicating its control of eye tracking. Dr Levinson says, “The inner ear system has been proven to direct and guide our eyes and tracking responses automatically during the reading process.”

Through thousands of case studies Levinson came to the realisation that in every case of dyslexia the unifying factor was inner ear dysfunction. He realised that dyslexia affects every aspect of ones life, auditory and visual processing as well as motor coordination and balance, both waking and sleeping. Hence, he says: “I came to view the inner-ear system as a fine-tuner for the entire sensory input and motor output system.” This led to understanding of the role of the cerebellum, which could be seen as the grand central station linking the local exchange of the inner ear to the final destination of the cortex.

The cerebellum

The cerebellum plays a significant role in sensory coordination, both visual and auditory, and has been dubbed by Susan Greenfield the ‘autopilot of the brain.’ Levinson believes that any learning difficulty associated with auditory processing problems is linked to the cerebellum.

The following graphic description of the cerebellum and its vital gate-keeping role in the human body is from a Scientific American article by R. Snider. With a group of outstanding neurophysiologists he reached these conclusions after completing a series of animal experiments.

“In the back of our skulls, perched upon the brain stem is a baseball sized, bean-bag shaped lump of grey and white brain tissue. This is the cerebellum, the “lesser brain.” In contrast to the cerebrum, where men have sought and found the centres of so many vital mental activities, the cerebellum remains a region of subtle and tantalising mystery, its function hidden from investigators….Its elusive signals have begun to tell us that, while the cerebellum itself directs no body functions, it operates as monitor and coordinator of the brain’s other centres and as mediator between them and the body…”

Many other studies have corroborated the evidence for the inner ear dysfunction theory. When numerous dyslexics tested at four leading hospitals with electronystagmography (ENG), a special physiological inner-ear testing method, 90% showed definite evidence of inner-ear dysfunction.

Correspondence with Tomatis’s views

Levinson analysed 35,000 dyslexics, the largest sample ever he claims. He paid great and detailed attention to all symptoms he observed, and eventually wove the symptoms together into a new understanding of dyslexia. His conclusion was the same as Dr Tomatis’s, that dyslexia is caused by an inner ear dysfunction, which can affect capabilities in any or all of the following areas.

Reading, writing, spelling, mathematics, memory, direction, time, speech, hyperactivity, overactivity, impulsiveness, concentration and distractibility, ADD ADHD, phobias and related mental behavioural disorders, balance and coordination.


Levinson found that ninety percent of children diagnosed with ADD/ ADHD have inner ear related problems similar to dyslexics. He therefore concludes that both dyslexia and ADD originate from the same cause, but have been slightly differently defined leading to different diagnoses. However, both have proved responsive to treatment with Sound Therapy, corroborating both Levinson and Tomatis’s view that finely tuned ear function is fundamental to learning.

Pre-Natal Listening

Dr Tomatis, made significant discoveries about the role of the ear and sound in the prenatal development of the brain. Sound is the first sense to develop fully in the womb. The foetus’s ear is ready to perceive sound at four and a half months. The baby listens to its mother’s heartbeat, respiration and digestive sounds. Dr.Tomatis believes that the baby can also hear the mother’s voice and becomes familiar with this sound before birth.
The sound of the mother’s voice with its familiar tone and rhythm is what provides continuity between the prenatal and post-natal worlds. The infant is particularly accustomed to the high frequency sounds of the voice as heard in the womb, and therefore is immediately reassured when presented with high frequency sounds filtered to a similar level.

When the mother listens to Sound Therapy during her pregnancy, the benefits she receives are passed on to the infant. The effects of listening for the mother are a soothing of her whole system and a stimulation to the cortex of the brain from the high frequency sound.

The hormonal shift experienced by the mother at birth sometimes causes post natal depression. This can be greatly alleviated by the continued use of Sound Therapy after giving birth, as well as by herbal treatment to balance the hormones.


The left hemisphere of the brain is the main center for processing language. In order for speech sounds to reach the brain efficiently the right ear must take a leading role in listening, because the right ear communicates most directly with the left brain hemisphere.

Dr. Tomatis contends that children with dyslexia have failed to achieve right ear dominance and that therefore the order in which they hear sound becomes jumbled. The balance between the two hemispheres of the brain is of fundamental importance in overcoming dyslexia. Both hemispheres play a role in processing language, but the roles they play are different. The eye must combine with the power and the quality of the ear to make sense of the written sounds. This co-ordination happens easily when the left hemisphere deals primarily with audition and the right hemisphere deals primarily with vision. In dyslexia, the route which allows for phonic analysis has been damaged. Sound Therapy restores the functioning of this route and eliminates the cause of the problem.

Sound Therapy stimulates and exercises the ear, teaching it to receive and interpret sound in an efficient manner. Music is a highly organised series of sounds that the ear has to analyse. Therefore, listening to music is an excellent way for a child to learn how to perceive sounds in an organised fashion, or in other words, to listen. The higher volume of sound to the right ear, which is built into all Sound Therapy recordings, means that the right ear is educated to be the directing ear. When this right ear dominance is achieved, the problem of reversal will frequently disappear.

Autism spectrum disorders

Many children with autism spectrum disorders exhibit extreme sensitivity to noise. Some frequencies are actually painful for them to hear. Dr. Tomatis suggests that in order to shut out painful sounds or other unwanted stimuli the child closes down the hearing mechanism so that certain sounds cannot penetrate the consciousness. On a physiological level, this closing off of the ear is achieved by a relaxation of the muscles of the middle ear. Over time, these muscles lose their tonicity. Sounds are then imprecisely perceived and as a result incorrectly analysed.

Sound Therapy offers a child with autism the opportunity to re-open the listening capacity. The fluctuating sounds produced by the Electronic Ear gradually exercise and tone the ear muscles, teaching the ear to respond to and recognise the full range of frequencies. As this happens, communication takes on new meanings and the child begins to respond where before he or she was unreachable.

Sound Therapy recreates the pre-birth experience of audition and enables emotional contact to be made first with the mother and then with other people.

Children with autism respond to Sound Therapy by showing a greater interest in making contact and communicating with the people around them. Interactions with their family members become more affectionate and appropriate. There is often increased eye contact and the children have a longer attention span.

Attention Deficit Disorder

Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are believed to be caused by a deficiency in the transmission system which relays messages between cells in various parts of the brain.

The majority of children with ADD/ADHD have auditory reception problems. Although they can hear they cannot make sense of what they hear, because the ear and the brain are not working efficiently to process the sound. They have difficulty tuning out unwanted input and focusing on chosen sounds.

It is this indiscriminate reception of auditory input which leads to the inability to concentrate on a chosen topic for any length of time. Where hyperactivity is part of the child’s condition, there are additional problems of impulsiveness, behavioural problems and poor social skills.

Sound Therapy provides this rehabilitation for the ear and re-organises the auditory transmission in the brain. This process reduces stress and tension in the whole nervous system as the child becomes able to attend to a chosen stimulus instead of being constantly distracted by every sound in the environment.

Very dramatic results can be achieved with Sound Therapy for children with ADD/ADHD. The first change to be observed will be a marked decrease in activity (for overactive children) while under active children will become more energised. As the listening discrimination is retrained, memory and concentration improves so that learning can be achieved with a great deal less effort. Sleep and appetite problems are resolved as the whole system becomes calmer and less erratic. The behavioural difficulties, such as impulsiveness and aggression, are now brought down to a manageable level. The child is now able to pay attention in class and to understand and follow instructions and is motivated to communicate and learn.

Speech Problems

Unless there is a deformity in the vocal apparatus, most speech difficulties are caused by some interference or distortion in auditory reception. Although the hearing may test as normal, the relaying of verbal information to the brain may be impaired. Hearing your own voice is a source of constant feedback while speaking and any confusion in the sequence of received sounds can cause confusion in speech output. The results can be substitutions of one sound for another, stumbling over words or a flat and toneless voice.
Most people use the left hemisphere of the brain as the primary integrating centre for language. Some studies have shown that stutterers process language primarily in the right hemisphere or a mixture of the two. The right hemisphere is less efficient for processing auditory information, so the result is problems in the timing of speech output such as stuttering.

Speech difficulties frequently lead to problems in other areas where language is used, such as reading and writing. The element which is the basis for all these skills is the ability to hear and process sound accurately.
Dr. Tomatis made an important discovery about the relatedness of the ear to the voice. He established that the larynx emits only those harmonics that the ear hears. A lack of tone in the voice indicates a lack of tone in the hearing. Sound Therapy fine tunes the hearing and restores the ability to hear missing frequencies.

Sound Therapy is flexible, portable, easy and fun

Listening can be done during sleep, play, homework or travel. If the child wishes to listen at school, parents can ask for the consent of the teacher. This will likely be granted, as listening in the classroom will often help the child to concentrate and perform better.

Sound Therapy is used on a personal cassette player with headphones

The total listening time required for most children to receive the full benefit from the program is approximately 100 hours. Most children have an instinctive response to the acoustic stimulation of Sound Therapy and will take to the listening keenly.

Close to two hundred practitioners in Australia now recommend the method. However, the portable program means that parents can use Sound Therapy at home without needing to see a practitioner.
In its portable form, Sound Therapy is affordable, portable, easy, harmless and requires no special testing or supervision.

For more information on Sound Therapy readers are referred to the book: Why Aren’t I Learning? : Listening is the Key to Overcoming Learning Difficulties, by Rafaele Joudry

This can be obtained through your local bookstore or from Sound Therapy International Pty Ltd. Phone Australia 02 4234-4534 or 1300 55 77 96


Attention Deficit ADD/ADHD

The problem

Attention Deficit Disorder or Attention Deficit and Hyperactivity Disorder is a congenital problem which affects 20% of boys and 8% of girls. It is believed to be caused by a deficiency in the transmission system which relays messages between cells in various parts of the brain. The majority of children with ADD/ADHD have auditory reception problems. Although they can hear, they have difficulty making sense of what they hear. They cannot tune out unwanted input and focus on selected sounds. It is this indiscriminate reception of auditory input which leads to the inability to concentrate their attention on a selected topic for any length of time. Poor functioning of the frontal lobe means the child cannot think quickly enough to put the brakes on and control the impulse to act. This impulsiveness and hyperactivity also leads to behavioral problems and poor social skills.

How Sound Therapy may help

By stimulating the frontal lobe, Sound Therapy may restore the child’s ability to think quickly and put the brakes on before acting. It may also retrain the listening capacity or the auditory reception process, so that the child can learn to focus on the desired sound and to relay the sound directly to the language centre in the brain. Auditory reception problems are caused, in part, by the shutting down of the ear to certain frequencies of sound. The ear muscles become lazy and unresponsive and must be stimulated in order to regain the capacity to tune into the desired sound. Sound Therapy has been shown to help provide this rehabilitation for the ear and may help to re-organise the auditory transmission in the brain. This process helps to reduce stress and tension in the whole nervous system as the child becomes able to attend to a chosen stimulus instead of being constantly distracted by every sound in the environment.

How to use it

Regular listening to Sound Therapy is essential to receive successful results. The child should listen every day if possible for between 30 and 60 minutes. If it is possible to get the child to listen for longer than this each day, that will be even more beneficial. It may be difficult to persuade a child with ADD to sit still and listen – and although there is nothing wrong with listening on a personal cassette player while moving around, a child which is hyperactive may put the machine at risk! Some parents have found they have more success in getting children with ADD to listen during sleep. If the child is a restless sleeper, the mini phones can be taped in to the ear with surgical tape, or you can use headphones that clip around the back of the ear. Be sure to place the headphone marked R in the right ear. For listening during sleep, the music tapes are most suitable.

There is nothing wrong with offering incentives to get the child to listen. The promise of a reward once the child has done say, 100 hours of listening may prove effective in some cases.

What it achieves

Very dramatic results may be achieved with Sound Therapy for children with ADD. The first change you may observe could be a marked decrease in activity (for overactive children) while under active children may become more energized. As listening discrimination is re-trained, memory and concentration improve so that learning can be achieved with a great deal less effort. Sleep and appetite problems are resolved as the whole system becomes calmer and less erratic. The behavioural difficulties, such as impulsiveness and aggression are now brought down to a manageable level. The child may now be able to pay attention in class, understand and follow instructions and be motivated to communicate and learn.

Research and Media


To learn more about how Sound Therapy could help children with ADD and ADHD, request one of our Free Reports.

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Reading without Ritalin
Judy and Gerrit Westerhof, Winnipeg:

“Our son John is in Grade 6 and showing terrific improvement in reading since beginning on the Sound Therapy tapes two months ago. He says a lot of people don’t even know he is dyslexic anymore. His teachers are amazed and thrilled, and even his friends have noticed the change in him. John came home last week and reported that two boys said, ‘Boy, John, you’re a lot smarter this year. Last year you were so dumb, but this year you’re not.’ We are so excited, because last year John was in a special program and this year he is in the regular program. He was on medication for his learning disability, but is now off the Ritalin. It makes him especially happy that he doesn’t have to take the pills anymore, as they made him sick to his stomach. He loves the baroque music, listening with his Auto-Reverse Walkman all night until the batteries run out. He hated to read before, and now when we have our evening devotions he asks to read and does it very well. It is like a miracle and he improves daily. His grandfather says it’s like an alarm went off in his head and he woke up.”

ADD calm in class
Mary Ann Scherr – Yorkton, Saskatchewan, Canada:

“My son Aaron, aged 10, was diagnosed as Attention Deficit Disorder, formally Hyperkinetic Syndrome. In December I read about Sound Therapy and the possibilities of this helping hyperactive children. We purchased the tapes at Easter, and Aaron started therapy. A week and a half later, at a teacher interview, his teacher remarked that he was so much more calm and pleasant. She said “I had my first decent religion class because Aaron didn’t butt in and interrupt. Is he on medication or what?” I confessed that Aaron had started Sound Therapy but I didn’t think it necessary to tell the teachers. “Whatever it is,” she said, “keep it up, because whatever it’s doing is helping him.” Two weeks later I asked the teacher if Aaron could listen to the tapes during school. Now he takes his Walkman to school and does his three hours in the a.m. All around, Aaron is much more relaxed with himself and with others. Because of his attitude I have been able to introduce new foods into his diet to determine which food groups he is really sensitive to. With Aaron’s new positive approach, his life can only get better.”

Better grades Mrs Joyce Saben, Vancouver, British Columbia, Canada:

“Our son has been on the Sound Therapy program for two years and it has helped him to overcome his learning disabilities. He started off listening all day and all night to complete his first 300 hours. He is allowed to listen to the tapes in his classes at school. His letter grade at school has increased from a C to where he is now on the B Plus Honour roll. It happened that he was asked to give a testimony in a court case about the experience of having dyslexia, and he ended up telling the Judge all about his experience with Sound Therapy to the great interest of the Judge!”

Reports from students at St. Peter’s Vocational School, Saskatchewan, Canada:

After a few months of listening to the cassettes on portable cassette players issued by the school: Susan Stroeder:

“I enjoyed this therapy and learned to pay more attention in school. I wake up easier in the morning – my Mom doesn’t have to call me anymore. I don’t have to ask questions twice, but hear things the first time.” Kyle Bauer

“I don’t get headaches now and am much more active.” Marian Niekamp

“Don’t need as much sleep and am not tired in the mornings. My speaking is much clearer.” Keith Carroll

“It made me much more calm and relaxed.” Lyle Witt

“My right ear seems to bug me when I listen to hard rock now.” Debbie Nagy

“I’ve been listening to the Walkman for over 600 hours. I find it very relaxing. I can sleep a lot better at nights. I wake up more easily in the mornings and find myself in better moods. I don’t mind listening to it at school, and on weekends I try to get as many hours as I can. I find I can study a lot better and I’m more prepared for tests. I’m really enjoying the classical music.” Carla Gaunt

A brain-damaged, mentally handicapped teenager in Saskatoon, has been doing Sound Therapy for the past three months and loves listening to the tapes. Her parents report that there has been a great improvement in her ability to handle stress; her speech has developed and also her recall of past events.

ADHD concentration and self esteem
Liz Rayner, Sydney, New South Wales, Australia:

“I thought I would take this opportunity to thank you both for your time and effort. It is rare these days to find a business that is so prompt, giving it kind.

My son Jason, has benefited greatly from the use of the Sound Therapy tapes and the nutritional supplements for his ADHD. Jason listens to the tapes mainly at night and has never complained or not wanted to listen to them. He settles a lot easier and quicker within 10mins. Then there is the ‘miracle of the supplements for the ear and brain. I say miracle because Jason’s behaviour was of great concern and stress for our family. If I had not seen the differences in my child, I would have thought that this was a gimmick. However, it’s not. My son is less aggressive, calmer, less fidgety, able to concentrate better and more centred.

His behaviour in the school classroom has improved immensely and his schoolwork is steadily improving along with his self-esteem and confidence.

It is evident through the positive changes my son has experienced that even after a short period of using the tapes and natural ADHD remedy (2months) it is beneficial.

My husband and I send you a heartfelt thankyou for all your help and time. Words cannot express the relief and gratitude we feel with finally finding a natural solution for our son.”

Autism – learning to read
Felisa Mendiola, Philippines:

“It has been almost 4 years now since you sent us your Sound Therapy kit (for my autistic son, Ramon Victorino.) Although we can hardly quantify the results brought about by this Sound Therapy, my son who is now 9 years old is beginning to read. Again, thank you so much. Know that your help will always be remembered.”

Reports from students at Quaama public school, New South Wales, Australia:

9 yo girl: “I can play handball better now. I can read properly. It helps me think properly. I feel free inside. My stomach’s not tied up in knots any more. Julia, Julia, I can tell the time now!”

9 yo girl: “It doesn’t sound like I’m under water all the time anymore.”

10 yo girl: “It reduces anxiety and stress before swimming carnivals and overnight excursions.”

10 yo girl: Feels much more confident. Participated in talent quest for the first time.

12 yo boy: Settled him down. He had had some nightmares since his grandmother passed away a few months earlier. After a few weeks was able to talk about his grandmother. It was a great relief.

Severe Speech Dyspraxia
Janice, mother of a child with Dyspraxia:

“My son Jamie was diagnosed, at age three, as having “Severe Speech Dyspraxia.” This disorder, I was told, would mean years of intensive speech therapy. I started Jamie on Sound Therapy and found after a short time his progress with his speech therapy increased. Jamie used Sound Therapy for three months and continued speech therapy for another year. I firmly believe that without the Sound Therapy his progress would have been much slower.”

A D H D – 90% improvement
Annette Imms, New Zealand:

“I would like to express my heartfelt gratitude for ever to my Mum, my sister, Lesley Best (Sound Therapy Distributor) and friends for your countless hours of listening, offering advice, and amazing gift of caring. I love and thank you all.

I am married with two children, Sarah age 11 and Cayden age 7. When Sarah was 6 yrs old, she was diagnosed with ADHD. At this time, I had no knowledge of any other children with ADHD and felt very alone in our journey. My husband and I began to work with teachers, search for HELP regarding diet info, natural products and counselling. We have had a bumpy 4 years together, and at times almost not together (If you know what I mean). One and a half years later after trying several herbal products including omega 3 oils, we decided to trial Ritalin. While Ritalin has helped Sarah to have the ability to concentrate, learn in the school environment, and achieve above average reading, readable writing and above average maths, I have never been at ease with it. The guilt of having your beautiful, fun loving, creative daughter on psychiatric drugs daily has been heavy on our hearts and minds. I am not against Ritalin; I’m not saying that it’s wrong; I’m saying that it’s hard. I have been longing for the right solution, for us. I must say that we have also tried dietary changes and are now focusing mainly on synthetic sugars, colour, dairy and preservatives. A naturopath helped us the most with this. I know this sounds impossible however I find small steps best, so we do our best to keep all of these things at an absolute minimum. I now know that Sarah is an Indigo child and her vibrant personality and creativity are some of her unique strengths and she will achieve her own goals.

Sarah is 11 now and about two months ago Lesley told me about Sound Therapy. Like everything we have tried, I spoke to Sarah about it and we decided together that she would try it. WOW!!!!! Sarah listens to her tapes at bedtime and falls asleep listening to them. We noticed within weeks that her hyper times had become less and she was a much more pleasant person to be around in the mornings and evenings (outside Ritalin hours). Now that Sarah had listened for at least 100 hours, we took her off her Ritalin. Before sound therapy, 5 days without Ritalin would make for an explosive, stressful and upsetting household for all. Sarah would become excessively emotional and at times uncontrollable. Well, it’s been 10 days and Sarah is 90% better. She has very “normal” moments of conflict and upset. She is eating more and I am enjoying her bubbly personality more frequently. I say to you, if you are looking for information, guidance and help with any of your family or yourself, I’m here to tell you first hand that this has worked for us.”

Longer sentences
Mrs. Marjorie Karpan, Keneston, Saskatchewan, Canada:

“I have noticed a remarkable change in my child’s speech. The results were tremendous. The child is speaking in longer sentences, with more detail in speech. I am convinced that Sound Therapy really WORKS!”

ADHD calm and mellow
Brandy Graham – Saskatoon, Saskatchewan, Canada

“My five year old son, Quannah, has always been very hyperactive with an energy that just bounces off the walls. He also showed a lot of anger. I obtained the Sound Therapy story tapes, and let him listen to these for an hour or so each day – letting him feel it was a privilege, and in no way forcing the therapy on him. In about two weeks there was a noticeable change in his behaviour. He became very quiet and calm, and somehow mellow – and he also seemed much happier. When he contracted the measles, I let him have the Walkman and the stories to listen to in bed, and there was great improvement in his sleep pattern. Some time later, when he caught an ear infection at a public swimming pool, and was in a lot of pain and distress, I again played the story tapes for him, and the pain went out of his ears. I’m sure the Sound Therapy was responsible for his rapid healing.”

Dyslexia – getting smarter!
Pat Engbers, RN – Victoria, British Columbia, Canada:

“My son, Marty, was diagnosed as dyslexic and has had special education since Grade 1. He started using the Sound Therapy tapes during Grade 8. School authorities, counsellors and special education teachers, on evaluating Marty after the first Grade 8 term, were all of the opinion that he would be unable to complete the grade because of his problems (lack of reading comprehension, inattention, short-term memory difficulties). However, we were able to persuade them to keep him in his present school and to give the tapes a chance to work. Marty used the tapes overnight, every night for nine months, and he himself reported improved hearing and concentration after about three weeks. The best news of all came after six weeks when he came home from school very excitedly and said, “you know, those tapes are making me smarter! I was half way through an essay this morning and realised that I had actually heard and understood the teacher. I knew the answers and it was easy to write them down!” From then on, even though Marty never became a scholar, his previously strained expression grew happy and relaxed. His ability to deal with Math and English improved greatly. He left school after Grade 10, and is now working at a full-time job and has no trouble at all with the math and language skills he needs. I should add that our other son, David, also used the tapes, for improved concentration and memory. After a few weeks we noticed that his very bent back had straightened right up – and has stayed that way.”

Better sleep no nightmares
Helen Hill – Regina, Saskatchewan, Canada

“Our eleven year old son reports that he “never slept better in his whole life.” He had been troubled with terrible nightmares. He now will not part with, nor go to bed without Tape # 1 in your program. Thank you so much.”

Brain damage
Mrs Joe Bentley

“Our daughter had a bicycle accident last spring, smashed her head on the pavement, and had two fractures to the head as well as brain concussion. The diagnosis was that she would never speak, walk, or have a memory. A friend sent her the first four Sound Therapy tapes, and she gradually learned to listen to them. She enjoys the music, as she is a pianist, and at the end of five weeks she could play the piano and read music, though she couldn’t yet read a book. I read the Sound Therapy book to her. Now six months later, she can read slowly, and can do everything except communicate fully. I am sending for another tape, as they have done so much for her. We thank you for all the help you have given our daughter.”

Posture picks up
Maureen Boyko, Watson, Saskatchewan, Canada:

“Our son, Mitch, is going to St. Peter’s Pre Vocational Centre in Muenster. He has been listening to Sound Therapy tapes on an Auto-Reverse Walkman in school since he started there in Sept. of 84, and we’ve had them at home since our purchase in April 85, two months ago. Sister Miriam, one of Mitch’s teachers and also principal of the school, said she has noticed a real change in Mitch in the final two months of the school year. My husband and I have noticed a real difference as well. His posture has improved. He used to walk really slouched. We’re not reminding him to stand straight nearly as often. He is more relaxed; he speaks out more clearly and more often. He used to speak so softly and did not articulate his words clearly. He feels that he has much better sleep, listening to the tapes. And last but not least he has developed a real appreciation of classical music.”

Senses get clearer
Larissa Amy, Sydney, New South Wales, Australia:

“Larissa Amy was diagnosed with ADD and Higher Functioning Autism. This is her response to Sound Therapy in her own words at age 13.

“My pain is not as sharp and my sleep is less. The colours are beautiful. They stand out heaps and are richer and brighter. Reading – there are more gaps in between the letters. They stand out even more. This has helped a lot for me. Life is so much easier now. But of course I feel like a new person. The world has changed a lot.”

Hearing impaired children
Donalda Alder, Long Beach, CA, U.S.A.

“The children’s poetry tape has been a Godsend for my hearing impaired students. They love it! Their attention spans have increased dramatically since they have been listening regularly to the tape. My one very hyperactive youngster has settled down to her schoolwork because she knows she can listen to the tape as soon as she’s finished. The tape has become a reward!

It’s amazing to me that for the 35 years that I have been teaching hearing impaired children, this is the first auditory training tape that uses only speech to which the children can listen comfortably. Patricia’s speech is articulate and soothing. You have chosen the poems carefully so that they are amusing and hold the children’s interest as well.”

Reba F. Adams, RN – Dallas, Texas, USA:

“The psychiatrist told me, “Your daughter is a schizophrenic and always will be.” At the age of sixteen she underwent a complete personality change as a result of a severe hypoglycaemic attack, and a fall in which she struck her forehead on a file cabinet. From being active and popular, with a wonderful sense of humour, she became irritable and suspicious, dropped her friends and became a regular recluse. She would not talk on the phone nor eat at the table, but took her meals to her room to eat behind closed doors. Her co-ordination was poor, very mechanical, like a doll. She became unable to sleep and would go days without even an hour’s sleep. That was ten years ago. She has been doing Sound Therapy for six months and is better in so many ways I hardly know where to begin. She will initiate conversations again, and occasionally I hear her deep joyous laughter that I have missed so much these past years. She is calmer, and has obtained her driver’s licence, she has started work on her education, with the assistance of a tutor provided through a special program, and she wears a Walkman to class. The Walkman is worn from the time she gets up until bedtime every day. She has come so far that I really cannot say enough about this wonderful therapy.”

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