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auditory system to accurately process sound.
Clinical Research & Client
Testimonials
Exploring Porges’ Theory
of Social Engagement Using a Music Stimulation Program for an 8 Year Old
Boy with Autism
Dorothy Lockhart Lawrence
INTRODUCTION
This case study
compares the elements, protocols, and reported outcomes of an enhanced
music stimulation program and the listening project created by Porges to
test his theory of social engagement on autistic individuals who are
known to have difficulties in this area. Porges' Polyvagal Theory
proposes that physiological state determines behavior and psychological
experience, based on neuroception of the environment and whether or not
it is perceived as safe. The polyvagal theory provides a theoretical
basis for his treatment approach with a neurophysiological explanation.
Both models use modified music to increase function of the middle ear
muscles as a portal to the social engagement system. The muscles of the
head including face, middle ear, mouth, larynx, and pharynx make up the
social engagement system. The model predicts atypical social behaviors,
as displayed in autism, when the system is not working. The goal of an
intervention would therefore be to turn on the social engagement system.
Porges devised The Listening Project to test his theory.
METHOD
The program used
for the study is called The Listening Program® and is similar to Porges'
Listening Project. The programs use different music and differ in some
aspects, but both deliver acoustic stimulation within the frequency band
of the human voice, and both deliver the programs through headphones.
Porges' Listening Project used filtration of familiar children's songs
with voice and the listening protocol was 45 minutes for 5 days in a
clinic. The Listening Program uses early Mozart with listening segments
designed to start and end with pleasant, relaxing music and a middle
section to engage the middle ear muscles. In addition to filtration, the
music contains volume bursts and movement in a spatial environment to
train an individual to focus on one target sound.
The participant in
the study was an 8 year old boy diagnosed with autism. A history was
taken prior to listening. The mother kept both daily and weekly notes of
the changes she saw in the first 20-week cycle. The mother's goals for
her son were for him to have increased language and social skills, to be
connected to adults and to his peers, and to gain in body strength.
RESULTS
A protocol based
on the child's previous listening experience was determined to be 15
minutes per day, 5 days per week. During the first week, the mother's
report says the child was sleeping better at night, was making more eye
contact, and was more affectionate, laughing and having a good time
playing with his older brother. As the weeks progressed he engaged with
projects longer, began to answer "who" questions more easily, and became
more exploratory. By week five, he made transitions more easily, was
asking questions more regularly, was speaking more clearly, and his
language had increased. By week ten, his teachers noted he was taking
turns and interacting more with the other children. He was a less picky
eater, was less frustrated, and less overwhelmed. Gains continued to be
noted with additional cycles. His handwriting improved, he began to be
involved in more pretend play, and was better at reading emotional
expression in faces.
DISCUSSION
The enhanced music
stimulation program was successful in initiating, improving, and
maintaining the elements of social engagement, social interaction and
communication behaviors, as outlined by Porges. These include eye
contact and looking at others, gaining in facial and emotional
expression, vocalization and language, and interacting with others. The
family had tried two other stimulation programs, one with a 2 hour per
day protocol that occurred in a clinical setting. This had proven to be
far too much stimulation for the child and caused diarrhea, indigestion,
and sleep problems. The vagus nerve regulates the gut area so it is
plausible to suggest that these difficulties may have been due to over-
stimulation of the vagus nerve. Sleep is related to regulation by the
HPA axis, which may also have been over-stimulated. The program used in
the study begins with moderate levels of stimulation that increase over
time and appear to have created change in this child that was easily
tolerated. In addition, it appears that as a result of long term usage,
other areas related to improved vagal regulation, both visceromotor
function (heart and lungs) and somatomotor function (muscles of the
face, head, middle ear and mastication) improved and have been
maintained.
Protocols appear
to be important as well as levels of stimulation and delivery in a safe
environment. The child also became more affectionate, was sleeping
better, and had easier transitions, indicating he had more adaptive
reactions to challenge. These all suggest improved vagal tone over a
longer listening period with improved regulation of the system,
particularly the visceromotor portion, which regulates behaviors.
Parental goals were achieved and parent satisfaction was high with the
mother indicating that the foundation had been laid for her son to
progress in many areas.
Porges polyvagal
perspective and view of the social engagement system allow for an
understanding of the mechanisms involved in the behaviors associated
with autism as well as a way to examine the efficacy of the intervention
examined in this study.
TO LEARN MORE
ABOUT A LITTLE GIRL'S RECOVERY FROM AUTISM USING AUDITORY TRAINING GO TO
www.AwakeningAshley.com
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Testimonials
Sound
Therapy Works!!
Just read what a few of our clients are
saying...
Read what Moms (& Grandmas) are
saying after having started their children
on this auditory training
program
“I feel my son is so tuned into all that’s around him now. His muscle
tone is getting better and he’s climbing on everything. He is not
spinning so much anymore, noises are not bothering him like before, fine
and gross motor skills are improved, he’s initiating pretend play.
He’s initiating language more. --
Mother of 7 year old boy; Diagnosis: Autism
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“My daughter’s speech has improved considerably. Her sentences have
improved. Her voice is louder now and her words have more clarity. Her
listening has improved such that she’s answering our questions now and
can follow 2-step directions really well. She smiles a lot now whereas
before, she never did. Her fine motor skills have improved and her grip
is better. She’s more talkative, more assertive and engaging. She has
more energy now whereas she was lacking in energy before this program.
Her drawing and pretend play has improved and she can carry a tune
now.” – Mother to 4 year old
girl, Diagnosis: Auditory Processing and Developmental Delays.
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“My
daughter has more body awareness. She’s looking out the car window,
paying more attention to her surroundings and describing things more.
Her voice is getting better. She’s able to choose her own clothes now
and is fastening them better – her fine motor is improving. She’s
not as hypersensitive to sounds like before. She isn’t reciting
commercials much anymore. She’s paying attention more when she’s
spoken to and she’s imitating more. She’s starting to make friends
whereas before she had difficulty initiating a conversation with
them.” Mother of daughter 9
years old, Diagnosis: Speech Delay.
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“Since starting the auditory
training, my son is initiating communication, talking much more, more
aware of his surroundings and more animated. He has increased physical
coordination, increased motivation, and an increase in sight word
recognition. He’s initiating reading and is asking more questions.
He’s drawing better and has more stamina at his sports practices.”
Mother of 7 year old boy, Diagnosis: Autism
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“My
son has Cerebral Palsy and doesn’t walk or talk. Since starting the
program, he’s started to push up. He’s showing more eye contact with
us that he never did before. He’s responding to noises better. He’s
exploring his hands more and making movements with his lips. He’s
exploring toys more and showing more emotion. We are thrilled.” -- Mother
to 4 year old boy, Diagnosis: CP.
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“We are so thankful for the progress we’ve seen. We have watched in
amazement as our granddaughter is progressing with this program. Her eye
contact is so much better and she seems to be connecting on a deeper
level than she ever has before. She speaks more in sentences now whereas
before this program, she didn’t at all. She’s putting her thoughts
together better. She’s
really thinking about what she is saying now. She’s making longer
sentences. She even answers questions now that she would have never
answered before. She’s doing great in school. She’s making 100% on
her spelling tests.” It’s truly amazing what we’ve seen so far. --
Grandmother to 8 year old girl;
Diagnosis: developmental delays, possible autism.
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My
son’s language has just taken off and we are only about 4 weeks into
the program. He’s adding new words and expanding his vocabulary every
day. His teacher is very interested in this program having seen such
remarkable changes in him in such a short time. It’s amazing the
things he’s saying now.” Mother
of 4 year old son, Diagnosis: Autism.
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From
Shannon: Oklahoma,
daughter
(8yrs old)
“My
daughter has been using the i-Listen with bone conduction since
June of 2007. Before we used it she had little to no eye contact, had
focus issues, and had a hard time putting sentences together. Since then
she has really made a change for the better. I feel like I have gotten a
second chance with her. We have always known that she was smart, she just
did not know how to communicate her knowledge. She is doing things I was
worried she would never do. (like reading, spelling, doing math problems
on her own) We are so thrilled with her progress. Even our friends and
family notice a change in her. She actually goes up to people and
communicates with them now. This has changed our lives and most
importantly it has changed our daughter’s life. Thank you Sound Therapy
Systems for making a difference in kids with autism and all developmental
delays.”
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From Collin: Texas, daughter (1 1/2 years old)
"What this auditory training
program addresses (speech, sensory integration, behavior, etc. was what
we needed help with for our daughter). She had just been enrolled in the
Early Childhood Intervention Program and we were beginning a series of
appointments and therapies to address her developmental delays. At the
time we began this therapy, she did/did not do the following":
- made eye contact but not constant
- very little speech/babbling
- didn't hug, hold hands....not very affectionate
- did not point at anything
- did not respond when name called (only 20% of time)
- very temperamental
As this auditory training program progressed, she began to:
- hold our hands
- point at birds and airplanes
- hold onto us when picked up
- improve speech output
- make huge strides in behavior as far as engagement
- began giving hugs"My family is amazed at how far she has
come since we started. My Aunt has her PHD in education development and
cannot believe her improvements as she has followed us through the last
few months. We are so grateful we found the program and no doubt
believed it significantly impacted her progression in development."
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From Dana, Michigan, son (4 years old, daughter 12 years old)
My son has met all of his goals on the program. My daughter is
reading, reading, reading! She hated reading for pleasure and would only
read what was required for school. She told me, "Mom, I really enjoy
reading now!"
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TO LEARN MORE
ABOUT A LITTLE GIRL'S RECOVERY FROM AUTISM USING AUDITORY TRAINING GO TO
www.AwakeningAshley.com
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