WEBVTT 00:01.352 --> 00:06.352 (welcoming keyboard notes) (air whooshes dramatically) 00:10.527 --> 00:14.860 (energetic upbeat electronic music) 00:32.700 --> 00:34.020 Thank you for that warm reception, 00:34.020 --> 00:36.750 and it's a delight to be here. 00:36.750 --> 00:39.930 This is on autism, but I have a quick question for you. 00:39.930 --> 00:42.480 It's gonna seem totally out of context. 00:42.480 --> 00:46.017 My question is this, "What is dyslexia?" 00:48.000 --> 00:51.990 This can be a give and take part of the program. 00:51.990 --> 00:54.003 Well, someone yell out what's dyslexia. 00:58.320 --> 01:00.300 Thank you, "difficulty with reading. 01:00.300 --> 01:01.800 It's a reading problem." 01:01.800 --> 01:04.080 And, that's what I thought 25 years ago 01:04.080 --> 01:07.230 when my daughter was diagnosed with dyslexia. 01:07.230 --> 01:09.540 And, well, if it's a reading problem, what do you do? 01:09.540 --> 01:11.460 You go to all the reading experts, 01:11.460 --> 01:14.730 speech and language therapists, special education teachers, 01:14.730 --> 01:17.130 those who specialize in working with children 01:17.130 --> 01:19.020 with reading difficulties. 01:19.020 --> 01:20.460 Well, we did that. 01:20.460 --> 01:22.860 So, we took her at seven years of age 01:22.860 --> 01:26.670 to many reading specialists, didn't seem to get much help. 01:26.670 --> 01:30.090 Actually, she was in a special education class, 01:30.090 --> 01:32.820 and that wasn't working, so we went beyond that, 01:32.820 --> 01:35.730 and began to have her involved in a speech, 01:35.730 --> 01:38.250 the Colorado Speech and Hearing Association, 01:38.250 --> 01:39.570 right here in Denver. 01:39.570 --> 01:41.100 And, they worked with her reading problem, 01:41.100 --> 01:42.600 and again, to no avail. 01:42.600 --> 01:45.750 She just couldn't connect the words that she saw, 01:45.750 --> 01:46.950 the letters that she saw, 01:46.950 --> 01:48.900 with the words that she was hearing. 01:48.900 --> 01:51.450 So, we got a tutor, now we're in the third grade, 01:51.450 --> 01:52.773 still no success. 01:53.670 --> 01:56.792 My daughter, Erica, continued to have failure after failure, 01:56.792 --> 01:58.665 not through any fault of her own. 01:58.665 --> 02:01.950 She pushed, put herself, enthusiastically, 02:01.950 --> 02:04.563 into these therapies and they weren't working. 02:05.430 --> 02:06.480 Well, why wouldn't it work? 02:06.480 --> 02:08.520 If this is a reading problem, 02:08.520 --> 02:10.440 and you have reading specialists, 02:10.440 --> 02:12.270 you would think it would work. 02:12.270 --> 02:14.340 She continued to spiral downhill, 02:14.340 --> 02:16.320 and certainly without a doubt, 02:16.320 --> 02:19.590 dyslexia is one of those hidden disabilities. 02:19.590 --> 02:20.820 You can't see it. 02:20.820 --> 02:23.610 You can't see that she can't process the sounds 02:23.610 --> 02:26.640 and the words that she is exposed to. 02:26.640 --> 02:29.550 So, she diagnosed herself as being dumb and stupid, 02:29.550 --> 02:32.010 gradually she became more and more depressed, 02:32.010 --> 02:35.340 and in fact, interesting that we just had a talk on suicide. 02:35.340 --> 02:39.030 She became suicidally depressed in her late teens. 02:39.030 --> 02:41.741 This was frightening to me, a physician, a caring father, 02:41.741 --> 02:43.950 with all my tools, (clears throat) 02:43.950 --> 02:45.780 My daughter was going down the tubes 02:45.780 --> 02:47.820 and nothing was working. 02:47.820 --> 02:49.675 As fate would have it, I heard about a program out of Europe 02:49.675 --> 02:51.159 using sound therapy, 02:51.159 --> 02:55.170 and this Doctor Tomati was having success 02:55.170 --> 02:57.840 with children with learning disabilities. 02:57.840 --> 03:00.420 Well, the doctor thought, this sounds pretty weird, 03:00.420 --> 03:02.317 way far out, but the father said, 03:02.317 --> 03:04.980 "We've gotta do something, we're losing our daughter." 03:04.980 --> 03:06.570 She did the program. 03:06.570 --> 03:10.050 It turned out it totally changed her life. 03:10.050 --> 03:12.736 She was able to read. (clears throat) 03:12.736 --> 03:16.020 She was able to finish high school 03:16.020 --> 03:18.330 by a correspondence course. 03:18.330 --> 03:21.630 She got a job. She moved out of the house. 03:21.630 --> 03:22.950 She was 19 years old, 03:22.950 --> 03:24.810 we were fearful that she was gonna be living with us 03:24.810 --> 03:26.010 the rest of her life, 03:26.010 --> 03:27.990 because she didn't have any coping skills. 03:27.990 --> 03:29.563 She couldn't keep a job, she couldn't read, 03:29.563 --> 03:31.920 she couldn't do math. 03:31.920 --> 03:34.590 So, the sound therapy program, which sounds rather odd, 03:34.590 --> 03:36.750 and I'll be going into more detail, 03:36.750 --> 03:39.090 was helping her dyslexia. 03:39.090 --> 03:41.160 So, what did I learn? 03:41.160 --> 03:46.160 I learned that dyslexia is not so much a reading problem 03:46.560 --> 03:49.590 as it is a neurological problem, 03:49.590 --> 03:51.630 and that's true of many of these disorders 03:51.630 --> 03:53.760 that we're going to be encountering today. 03:53.760 --> 03:56.100 It's a neurological problem. 03:56.100 --> 03:58.980 She did this, the sound program, listening to music, 03:58.980 --> 04:02.310 a specially created music, but the headphones are unique. 04:02.310 --> 04:04.530 They have a bone conductor up at the top, 04:04.530 --> 04:06.840 that also vibrates another part of the inner ear, 04:06.840 --> 04:10.178 called the vestibular system. (clears throat) 04:10.178 --> 04:13.200 So, she had an auditory processing problem. 04:13.200 --> 04:16.920 The input to the brain from the auditory system 04:16.920 --> 04:19.620 was not being transferred appropriately, 04:19.620 --> 04:23.103 and she couldn't hear exactly what was being said. 04:24.390 --> 04:27.990 Well, let's talk then about how the brain grows. 04:27.990 --> 04:30.480 This is a brain symposium, and I love the brain. 04:30.480 --> 04:32.190 I've always enjoyed studying the brain, 04:32.190 --> 04:35.580 but my talk is going to focus, not so much on the brain, 04:35.580 --> 04:38.460 but "How does the brain grow?" 04:38.460 --> 04:40.290 The brain grows through input, 04:40.290 --> 04:44.550 and it grows through input through all of our seven senses. 04:44.550 --> 04:48.630 You're all aware of the common five senses. 04:48.630 --> 04:50.670 I want to add two more to that list. 04:50.670 --> 04:54.870 One of those is vestibular, that sense, that input, 04:54.870 --> 04:57.990 gives you a sense of balance and coordination. 04:57.990 --> 05:00.690 The other sense is called proprioception, 05:00.690 --> 05:01.830 and that is the sense 05:01.830 --> 05:06.090 that gives you a sense of where your body is in space. 05:06.090 --> 05:09.330 The vestibular sense is located in the inner ear, 05:09.330 --> 05:14.330 right in the same location as the auditory system. 05:14.370 --> 05:17.640 So, sound actually activates that vestibular system. 05:17.640 --> 05:21.000 But, the bone conductor on the headsets that vibrates, 05:21.000 --> 05:24.240 gives a gentle stimulation to the vestibular system. 05:24.240 --> 05:27.300 And, when I started doing this work early on, 05:27.300 --> 05:29.370 it was amazing to me that kids are coming in 05:29.370 --> 05:32.220 with reading problems, but they also can't ride their bike. 05:32.220 --> 05:33.480 They're poor at sports, 05:33.480 --> 05:35.670 they don't get chosen to be on a team. 05:35.670 --> 05:37.320 And, as soon as they're doing the listening, 05:37.320 --> 05:38.730 and the bone conduction, 05:38.730 --> 05:41.190 all of a sudden their body's being organized. 05:41.190 --> 05:43.664 They're taking the training wheels off their bike. 05:43.664 --> 05:46.920 (clears throat) So, the vestibular system is very important 05:46.920 --> 05:50.100 and it responds well to this gentle vibration, 05:50.100 --> 05:52.170 the proprioceptive system, that, 05:52.170 --> 05:53.726 the location for those receptors, 05:53.726 --> 05:56.910 and the input to the brain are in the joints. 05:56.910 --> 05:58.710 The joint receptors give you a sense 05:58.710 --> 06:01.290 of where your body is in space. 06:01.290 --> 06:02.930 I have a funny story of a little boy I saw 06:02.930 --> 06:06.780 at the Star Center in a hammock, and they were swinging him, 06:06.780 --> 06:10.087 actually, he was on one of those horses, (clears throat) 06:10.087 --> 06:11.310 and he began to lose his balance, 06:11.310 --> 06:14.400 and the OT said, "You're falling." 06:14.400 --> 06:16.650 He said, "I know, but I don't know which way. 06:17.550 --> 06:18.504 So, his proprioceptors, 06:18.504 --> 06:21.960 and vestibular system were not giving him accurate input 06:21.960 --> 06:25.050 about where his body is in space. 06:25.050 --> 06:30.050 So, the brain grows by input from the environment 06:30.480 --> 06:32.940 through seven receptors, 06:32.940 --> 06:36.690 and they input comes into your body through these receptors, 06:36.690 --> 06:39.900 into the spinal cord, into the brainstem. 06:39.900 --> 06:42.420 So, my focus is going to be on the importance 06:42.420 --> 06:45.270 of subcortical processing. 06:45.270 --> 06:47.130 That's the processing of the inputs, 06:47.130 --> 06:49.110 information from our environment, 06:49.110 --> 06:50.910 through the subcortical system, 06:50.910 --> 06:53.130 the part that's below the brain, 06:53.130 --> 06:56.400 because what I know now is everything that the brain does 06:56.400 --> 06:59.910 and the way it grows, and the way it integrates information, 06:59.910 --> 07:03.123 is from the input through the subcortical system. 07:04.140 --> 07:06.420 Okay, let's talk a little bit about autism. 07:06.420 --> 07:11.130 Just to have a brief handshaking understanding of autism, 07:11.130 --> 07:13.950 there are three core symptoms that people talk about 07:13.950 --> 07:17.340 in the Diagnostic and Statistical Manual, 07:17.340 --> 07:19.110 says you have to have at least these three, 07:19.110 --> 07:21.480 communication and language delays, 07:21.480 --> 07:25.770 some repetitive behaviors, and emotional dysregulation. 07:25.770 --> 07:27.990 Probably the emotional dysregulation 07:27.990 --> 07:30.023 and communication language delays 07:30.023 --> 07:32.490 are the most frightening to parents. 07:32.490 --> 07:33.900 They cannot communicate, 07:33.900 --> 07:37.290 they also can't understand nonverbal behavior. 07:37.290 --> 07:39.723 They get stuck in repetitive behaviors. 07:41.370 --> 07:44.220 Just briefly, the emotional dysregulation, 07:44.220 --> 07:48.187 when children are, they're changed out of one routine, 07:48.187 --> 07:51.243 and to another, they often have meltdowns. 07:52.200 --> 07:54.840 One idea that I have about why this happens 07:54.840 --> 07:58.830 is their world is so frightening, so unpredictable, 07:58.830 --> 08:02.730 so they just can't determine and understand 08:02.730 --> 08:04.110 what's gonna happen next. 08:04.110 --> 08:07.020 They become rigid about what they're doing, 08:07.020 --> 08:09.360 because they want to have some kind of control 08:09.360 --> 08:11.040 over their environment. 08:11.040 --> 08:13.968 There are many, many, many, many other symptoms. 08:13.968 --> 08:17.520 In reality, if you know one autistic child, 08:17.520 --> 08:19.890 then you know one autistic child. 08:19.890 --> 08:21.750 There are never two that are alike. 08:21.750 --> 08:25.110 They're very, the symptoms vary all over the place. 08:25.110 --> 08:26.460 But, poor eye contact, (clears throat) 08:26.460 --> 08:29.250 lack of social engagement and motor skills, 08:29.250 --> 08:31.020 and the sensory sensitivities 08:31.020 --> 08:34.470 are also quite ubiquitous in this population. 08:34.470 --> 08:37.500 Motor skills are extremely important, 08:37.500 --> 08:42.060 and part of the ILS treatment is to include motor activities 08:42.060 --> 08:45.060 with the sound and vibration therapy. 08:45.060 --> 08:47.130 There are many articles in the literature 08:47.130 --> 08:50.700 that make an association between poor body coordination, 08:50.700 --> 08:53.883 development and motor control, and autism. 08:56.040 --> 08:58.500 I think we're going to go to a parent 08:58.500 --> 09:00.660 who has a young child, Maggie. 09:00.660 --> 09:03.030 This woman is a pediatrician 09:03.030 --> 09:05.190 and the mother of this young girl, 09:05.190 --> 09:07.500 and she's going to give us just a really brief, 09:07.500 --> 09:08.370 one and a half minute, 09:08.370 --> 09:10.893 vignette of her daughter's experiences. 09:16.983 --> 09:17.820 (electronic buzz) 09:17.820 --> 09:22.820 She was about 30/32 months when she was noted to start 09:24.400 --> 09:29.221 having episodes of echolalia, and poor eye contact. 09:29.221 --> 09:32.940 It was right after I had had a set of twins, 09:32.940 --> 09:35.904 that they were about 15/18 months old, 09:35.904 --> 09:39.210 lot of stuff going on in the house. 09:39.210 --> 09:41.490 And, we noticed that Maggie's social skills, 09:41.490 --> 09:42.990 and her interactions were abnormal. 09:42.990 --> 09:45.688 We took her and had her evaluated. 09:45.688 --> 09:50.688 Maggie came to us in May of 2008, we evaluated her. 09:51.150 --> 09:53.550 She presented, she was diagnosed with autism 09:53.550 --> 09:56.588 coming in the door, presented very autistic. 09:56.588 --> 09:58.946 On the evaluation, we gave her blocks, 09:58.946 --> 10:01.975 lining up blocks, excessively. 10:01.975 --> 10:03.930 Letter tiles, 10:03.930 --> 10:06.870 so she would have to put the letters in the exact sequence. 10:06.870 --> 10:08.280 If they were taken outta sequence, 10:08.280 --> 10:10.580 she would completely lose it, 10:10.580 --> 10:12.917 reciting things in specific orders. 10:12.917 --> 10:15.660 And, if you tried to deviate from that sequence, 10:15.660 --> 10:17.790 she would get very upset. 10:17.790 --> 10:19.912 She scored out on standardized tests 10:19.912 --> 10:22.171 about a year and a half delayed. 10:22.171 --> 10:25.200 When she came to us, she was just shy of her third birthday 10:25.200 --> 10:27.317 and most of her testing came out 10:27.317 --> 10:28.980 that she was developmentally functioning 10:28.980 --> 10:32.430 between 18 months and two years. 10:32.430 --> 10:35.566 So, that's the presentation that the clinic had 10:35.566 --> 10:37.290 when she came in, and when the therapist, 10:37.290 --> 10:39.690 who's an occupation, a speech language therapist, 10:39.690 --> 10:42.210 said she came in presenting very autistic. 10:42.210 --> 10:44.550 I know that may go over a lot of people's heads. 10:44.550 --> 10:47.190 When you work with these children as much as they have, 10:47.190 --> 10:49.200 they looked at a lot of the behaviors, 10:49.200 --> 10:52.590 and she's just summarizing that she had all of the signs 10:52.590 --> 10:55.920 and presentations of a child with autism. 10:55.920 --> 10:57.120 So, let's talk about, 10:57.120 --> 11:00.420 continue looking at how the brain grows. 11:00.420 --> 11:03.750 So, let's go back to my point that I made in the beginning 11:03.750 --> 11:06.210 about sensory input from our environment 11:06.210 --> 11:08.070 is what grows the brain. 11:08.070 --> 11:12.720 And, you see the common, touch, vestibular, proprioceptive, 11:12.720 --> 11:15.720 olfactory, visual, auditory, gustatory. 11:15.720 --> 11:16.830 This is the foundation. 11:16.830 --> 11:20.520 This is the base of learning of higher brain function. 11:20.520 --> 11:23.490 If those auditory and sensory systems 11:23.490 --> 11:25.320 are not functioning appropriately, 11:25.320 --> 11:28.353 then you're gonna have poor function at the higher level. 11:29.700 --> 11:32.490 Most of the time when you take a child to a therapist, 11:32.490 --> 11:35.130 and they examine them and start doing their testing, 11:35.130 --> 11:36.363 where do they start? 11:37.500 --> 11:40.440 Most therapists start up here at the top, 11:40.440 --> 11:42.720 and they start looking at how their memory is, 11:42.720 --> 11:44.520 and how they can sequence. 11:44.520 --> 11:47.160 And, this is where most testing is done, 11:47.160 --> 11:49.230 but you're gonna find a lot of problems there, 11:49.230 --> 11:50.790 where the testing needs to be done 11:50.790 --> 11:52.280 and the evaluation made is down here. 11:52.280 --> 11:55.020 What's happening with their vestibular system, 11:55.020 --> 11:57.960 their balance, and control, and motor movement. 11:57.960 --> 12:00.330 What's going on with the proprioceptive system, 12:00.330 --> 12:04.860 which comes from the Greek word, meaning self-awareness. 12:04.860 --> 12:06.540 They don't have that. 12:06.540 --> 12:09.240 So, when these systems are dysfunctional, 12:09.240 --> 12:11.280 and they go through the subcortical system 12:11.280 --> 12:14.850 all the way to the brain, if you have faulty input, 12:14.850 --> 12:16.713 you're going to have faulty output. 12:18.300 --> 12:21.023 You can see that's a multi-sensory input to the brain 12:21.023 --> 12:23.040 that grows it. 12:23.040 --> 12:25.320 A very simple triangle is this, 12:25.320 --> 12:28.800 we have a multi-sensory problem, autism, 12:28.800 --> 12:32.070 then it makes sense to use a multisensory intervention 12:32.070 --> 12:34.980 to improve the functions of autism. 12:34.980 --> 12:39.180 And so, you have this multisensory input from the bottom 12:39.180 --> 12:42.750 going back and forth into the brain. 12:42.750 --> 12:44.940 The brain sends in or the spinal cord, 12:44.940 --> 12:47.700 the subcortical system into the body, 12:47.700 --> 12:49.920 and the body organization relates to the brain. 12:49.920 --> 12:52.260 There's this back and forth, to and fro. 12:52.260 --> 12:54.330 This foundation is essential, 12:54.330 --> 12:58.470 and body organization feeds into the behavioral/emotional 12:58.470 --> 13:01.200 regulation that prepares the child for learning, 13:01.200 --> 13:04.053 as well as does the brain organization. 13:05.190 --> 13:07.860 So, what kind of input does the brain need? 13:07.860 --> 13:11.820 It needs some input. That is a sufficient intensity. 13:11.820 --> 13:14.496 It has to happen over a certain duration of time, 13:14.496 --> 13:17.640 (clears throat) and it has to happen at a certain frequency, 13:17.640 --> 13:20.340 frequency, intensity, and duration. 13:20.340 --> 13:23.910 How intense, how often, and over what period of time. 13:23.910 --> 13:26.820 Most of you're familiar with neuroplasticity, 13:26.820 --> 13:30.540 and fortunately, neuroplasticity allows us to help the brain 13:30.540 --> 13:35.190 change, form, and function in response to stimulation. 13:35.190 --> 13:38.760 So the more stimulation, the more multisensory, 13:38.760 --> 13:40.650 the more it's done simultaneously, 13:40.650 --> 13:42.843 the better brain function is going to be. 13:43.920 --> 13:46.710 And, it's also important that there are people 13:46.710 --> 13:50.790 who talk about autism as being a disconnection syndrome, 13:50.790 --> 13:53.400 one part of the brain is not communicating correctly 13:53.400 --> 13:54.360 with another, 13:54.360 --> 13:57.600 so, if you stimulate two systems simultaneously, 13:57.600 --> 13:59.520 at the same time, 13:59.520 --> 14:02.370 has helped us to understand that neurons that fire together, 14:02.370 --> 14:03.600 wire together. 14:03.600 --> 14:07.680 You increase connectivity, the strength of the connectivity, 14:07.680 --> 14:11.103 and the amount of it by stimulating them at the same time. 14:13.050 --> 14:16.140 This little boy on the left has the headphones on. 14:16.140 --> 14:18.900 I'll show you the bone conduction portion of that. 14:18.900 --> 14:22.560 He's standing on a balance board, he's barefooted, 14:22.560 --> 14:25.620 so he's getting good tactile input from the skin. 14:25.620 --> 14:28.560 The balance board is wiggling all over the place, 14:28.560 --> 14:31.410 and he also is doing things with his hands. 14:31.410 --> 14:33.720 At one of my trainings, I had a chiropractor, 14:33.720 --> 14:35.490 a neurological chiropractor, 14:35.490 --> 14:39.870 and I was focusing on the balance of one of our attendees, 14:39.870 --> 14:41.310 and noticing how good she was, 14:41.310 --> 14:43.200 and how well she was keeping her balance, 14:43.200 --> 14:45.510 and saying she has a good vestibular system. 14:45.510 --> 14:48.450 But, he said, "Wow, look at the feet that she has! 14:48.450 --> 14:52.530 There are a bazillion proprioceptors in her feet and toes, 14:52.530 --> 14:54.722 they're all firing all this input into her brain, 14:54.722 --> 14:56.072 waking it up, organizing it, 14:56.072 --> 15:00.000 giving her awareness of her body in space. 15:00.000 --> 15:03.780 I wasn't aware of how important those proprioceptors are 15:03.780 --> 15:05.880 in terms of energizing the brain, 15:05.880 --> 15:08.400 organizing the brain and the body. 15:08.400 --> 15:10.530 Without body organization, 15:10.530 --> 15:13.080 you're not gonna have brain organization. 15:13.080 --> 15:14.490 That's a take home message. 15:14.490 --> 15:16.680 You must have the body organized, 15:16.680 --> 15:19.050 otherwise the brain is spending all of us energy 15:19.050 --> 15:21.360 and resources trying to organize the body, 15:21.360 --> 15:23.010 and there's nothing left over 15:23.010 --> 15:25.593 for cognitive and learning experiences. 15:27.870 --> 15:30.093 This is the headphones from ILS, 15:31.020 --> 15:32.995 and they look just like regular headphones. 15:32.995 --> 15:35.790 The music we use, is specially treated, 15:35.790 --> 15:38.850 mostly the music of Mozart, mostly classical, 15:38.850 --> 15:42.275 but also you'll see right here, there, 15:42.275 --> 15:44.991 that shows you the area in the headband 15:44.991 --> 15:47.730 where the little vestibular stimulator sits. 15:47.730 --> 15:49.620 It's right like a hearing aid. 15:49.620 --> 15:52.890 And, you see an example of it here on the left. 15:52.890 --> 15:54.990 So, all of the listening is done 15:54.990 --> 15:59.190 through these special headphones, specially treated music, 15:59.190 --> 16:01.740 stimulating the auditory and vestibular systems, 16:01.740 --> 16:03.060 simultaneously. 16:03.060 --> 16:07.710 And, then you combine all of that with visual, physical, 16:07.710 --> 16:12.510 proprioceptive, motor, activities to increase brain function 16:12.510 --> 16:16.170 by the simultaneous multisensory approach. 16:16.170 --> 16:19.080 I think I forgot to mention how well Erica did, by the way. 16:19.080 --> 16:20.820 I think you, in the introduction, 16:20.820 --> 16:22.395 you know that I left my practice, 16:22.395 --> 16:25.080 and went into this sound therapy work. 16:25.080 --> 16:28.350 She did so well that she actually, I mentioned, left home, 16:28.350 --> 16:30.840 got a high school diploma, had many jobs, 16:30.840 --> 16:33.030 stayed in the banking industry. 16:33.030 --> 16:36.060 One day I asked her how much money she was transferring 16:36.060 --> 16:39.450 and she said, "Oh, about three or $4 billion a day." 16:39.450 --> 16:42.030 This is a girl who couldn't remember four times four 16:42.030 --> 16:44.580 after we drilled it the night before. 16:44.580 --> 16:46.470 So, she did extremely well. 16:46.470 --> 16:48.543 And, that launched me on a new career. 16:50.370 --> 16:55.370 This is another video of a young girl who was at a school 16:55.514 --> 16:58.590 and this school, it is an answer to my prayers. 16:58.590 --> 17:00.210 When I hear the word school, 17:00.210 --> 17:03.990 when I had a clinic for 20/15 years before we got into this, 17:03.990 --> 17:07.170 my dream was that this would be in schools, in hospitals, 17:07.170 --> 17:10.290 and in homes, because initially we only had the equipment 17:10.290 --> 17:12.180 that was serviceable in a clinic. 17:12.180 --> 17:14.700 And, now that dream has been realized. 17:14.700 --> 17:17.190 This is a video of a young girl 17:17.190 --> 17:20.490 whose parents did not think she had a problem, 17:20.490 --> 17:21.690 but the teachers could see 17:21.690 --> 17:24.540 that she had some low muscle tone, poor coordination, 17:24.540 --> 17:28.620 lack of balance, and she had reading problems of course. 17:28.620 --> 17:32.610 So, she did a very, she did the ILS program. 17:32.610 --> 17:33.737 Here she is. 17:33.737 --> 17:38.370 'Cause I'm wearing jeans, so I can't go that high. 17:38.370 --> 17:39.660 But, your jeans aren't on your arms. 17:39.660 --> 17:41.010 They can go up nice and high! 17:41.010 --> 17:43.140 Good opposites, but now to go all the way 17:43.140 --> 17:46.953 touch and up, ope, opposite. 17:49.140 --> 17:50.820 When I was first learning about this work, 17:50.820 --> 17:52.323 and how the brain functions. 17:53.280 --> 17:55.964 I didn't understand what that had to do with brain function 17:55.964 --> 17:59.223 in terms of cognitive function, memory, association, 17:59.223 --> 18:01.770 inhibition of impulses. 18:01.770 --> 18:04.920 But when she can't stand, you can see how awkward she is. 18:04.920 --> 18:07.290 She doesn't know where her body is in space. 18:07.290 --> 18:11.760 The brain has to take the higher cortical centers, 18:11.760 --> 18:14.340 and use those to control the body. 18:14.340 --> 18:16.710 And, these children who have poor motor control, 18:16.710 --> 18:18.780 poor balance, poor motor planning, 18:18.780 --> 18:21.003 invariably have learning difficulties. 18:22.170 --> 18:24.600 So, eight days later, 18:24.600 --> 18:28.503 she had six sessions of one half hour of ILS, 18:29.640 --> 18:32.640 and that's all she had, she did more therapy afterwards. 18:32.640 --> 18:35.204 But, here's an example of what she experienced. 18:35.204 --> 18:38.364 That tuba's falling down! 18:38.364 --> 18:41.093 Lucas, look at me. 18:42.577 --> 18:44.130 Hannah, I like your rhythm. 18:44.130 --> 18:45.693 Good job, keep those arms up. 18:47.282 --> 18:48.443 Three, four, five. 18:50.100 --> 18:51.750 That's a huge difference, 18:51.750 --> 18:53.610 from where she was eight days ago, 18:53.610 --> 18:55.710 six, one half hour sessions. 18:55.710 --> 18:58.680 You can see already the beginning of brain organization 18:58.680 --> 19:02.160 that's gonna serve her for her higher learning needs. 19:02.160 --> 19:03.630 She's going a little bit too fast. 19:03.630 --> 19:05.100 They want to slow her down. 19:05.100 --> 19:09.000 She did a full program of ILS, 19:09.000 --> 19:12.030 following this real brief intervention that we see. 19:12.030 --> 19:13.620 And, she did extremely well. 19:13.620 --> 19:17.100 She's mainstreamed, keeping up with all of her class, 19:17.100 --> 19:19.383 and mother and daughter could not be happier. 19:21.810 --> 19:25.680 So, although the brain is very, very important, 19:25.680 --> 19:27.660 the key to understanding, 19:27.660 --> 19:30.570 working with many of these invisible disabilities 19:30.570 --> 19:34.050 is the importance of this subcortical processing. 19:34.050 --> 19:37.200 It is the foundation of higher learning. 19:37.200 --> 19:39.540 Brain development depends upon it. 19:39.540 --> 19:41.190 So, if there's faulty input, 19:41.190 --> 19:43.590 when Erica couldn't hear accurately the sounds 19:43.590 --> 19:47.430 that were said, then she would repeat what she heard, 19:47.430 --> 19:49.567 the special education teacher say, 19:49.567 --> 19:51.787 "Say, ah." She'd say, "aw," 19:51.787 --> 19:53.700 "no, ah," she'd say, "aw." 19:53.700 --> 19:55.590 This kind of thing went on forever. 19:55.590 --> 19:58.230 Obviously giving her a great deal of frustration, 19:58.230 --> 19:59.220 and not the least of which, 19:59.220 --> 20:01.260 with the therapist was equally frustrated. 20:01.260 --> 20:02.670 They couldn't find a way, 20:02.670 --> 20:05.520 because they were approaching it cognitively. 20:05.520 --> 20:08.040 They were using the higher centers of the brain, 20:08.040 --> 20:10.560 rather than most dyslexia 20:10.560 --> 20:14.308 are actually a problem with auditory processing. 20:14.308 --> 20:19.080 Auditory processing difficulties are the primary reason 20:19.080 --> 20:20.523 for reading difficulties. 20:22.290 --> 20:25.860 So, to continue this idea of all the senses coming in, 20:25.860 --> 20:29.040 proprioceptive in particular, and vestibular, 20:29.040 --> 20:32.820 in the ILS program, they have a lot of other activities, 20:32.820 --> 20:36.150 and motor activities to further brain development. 20:36.150 --> 20:37.020 Thank you. 20:37.020 --> 20:40.260 So, Kingsway Elementary School is in Florida, 20:40.260 --> 20:43.890 and I say, just love the fact that this is a school. 20:43.890 --> 20:47.820 The teachers had been using integrated listening, 20:47.820 --> 20:51.570 and they wanted to do a small pilot study on their own. 20:51.570 --> 20:53.780 They had 10 children, 10 controls, 20:53.780 --> 20:56.850 as well as 10 treatment controls. 20:56.850 --> 21:00.240 The ILS group improved, this is a scan test, 21:00.240 --> 21:03.330 which is a measure of auditory processing, 21:03.330 --> 21:06.360 one of the fundamental dysfunctions with dyslexia 21:06.360 --> 21:07.890 and reading disorders. 21:07.890 --> 21:09.420 So, on that test, 21:09.420 --> 21:12.570 there was an improvement of 36 percentile points, 21:12.570 --> 21:14.070 over baseline. 21:14.070 --> 21:16.890 That test measures things in percentiles. 21:16.890 --> 21:19.203 And, the control group, which did, 21:20.790 --> 21:22.302 I think they just did some other activities 21:22.302 --> 21:23.850 during that time, 21:23.850 --> 21:26.763 they improved only by six percentile points. 21:27.840 --> 21:29.143 Was this the one that was done? 21:29.143 --> 21:34.143 I have to ask my team that had, they were doing ABA, 21:35.160 --> 21:37.717 and PT, and OT, is this the same group? 21:37.717 --> 21:41.190 That was the control group. 21:41.190 --> 21:44.490 Okay, the control group was doing ABA only, 21:44.490 --> 21:46.230 with OTs administering it. 21:46.230 --> 21:48.960 And, their improvement was six percentile points. 21:48.960 --> 21:53.960 Another measure of of evaluation of how they're doing 21:54.000 --> 21:57.030 is this behavior learning readiness evaluation. 21:57.030 --> 22:00.690 And, the ILS group here improved by 32 percentage, 22:00.690 --> 22:02.760 not percentile, percentage points, 22:02.760 --> 22:07.590 over the control and the control improved by 2%. 22:07.590 --> 22:08.880 I have to go back. 22:08.880 --> 22:10.890 The control group got worse. 22:10.890 --> 22:14.910 They got worse on this test by six percentile points. 22:14.910 --> 22:16.830 Here, these are percentage points, 22:16.830 --> 22:20.550 ILS group improved by 32 percentage points. 22:20.550 --> 22:22.263 And, the control by two. 22:26.850 --> 22:29.820 Here is the visual of this. 22:29.820 --> 22:32.250 So, you can see in each of the different categories, 22:32.250 --> 22:36.810 the balance and coordination improved from 11% to 48%. 22:36.810 --> 22:38.550 And, that was the largest improvement, 22:38.550 --> 22:42.240 and I love to see this, because I've just said that the grow 22:42.240 --> 22:44.430 the body organization is crucial 22:44.430 --> 22:46.830 to all the other things a child can do, 22:46.830 --> 22:48.510 whether they can regulate their emotions, 22:48.510 --> 22:50.280 and to be socially appropriate, 22:50.280 --> 22:53.220 have improved auditory and language skills, 22:53.220 --> 22:55.140 organization to attention. 22:55.140 --> 22:56.700 So, they're are all these improvements 22:56.700 --> 23:00.390 in a very short program, at this school run program. 23:00.390 --> 23:01.770 And, because of these results, 23:01.770 --> 23:04.680 they now have this available to every single child 23:04.680 --> 23:08.913 in their school with autism and/or learning disabilities. 23:13.350 --> 23:14.400 There was a survey done 23:14.400 --> 23:17.520 by an independent nonprofit organization 23:17.520 --> 23:20.280 called the Spiral Organization. 23:20.280 --> 23:21.617 And, they surveyed, they used, 23:21.617 --> 23:24.867 they sent surveys to a hundred therapists 23:24.867 --> 23:28.740 who you've used ILS over the years. 23:28.740 --> 23:31.830 Those a hundred therapists were pooled, 23:31.830 --> 23:35.610 their experiences of 1300 children. 23:35.610 --> 23:38.130 So, these are the results of a survey 23:38.130 --> 23:42.150 of a hundred therapists, covering 1300 children, 23:42.150 --> 23:42.983 and they use ILS. 23:42.983 --> 23:47.983 And, the question is basically, how often do you see changes 23:48.330 --> 23:51.660 in these areas, given the work that you do? 23:51.660 --> 23:55.050 These therapists also had at least 10 years or more 23:55.050 --> 23:57.180 of clinical experience. 23:57.180 --> 23:59.700 So, they were very experienced clinicians, 23:59.700 --> 24:01.860 not someone new off the block. 24:01.860 --> 24:03.780 You can see that for the most part, 24:03.780 --> 24:07.950 there were a number of great improvements that they saw. 24:07.950 --> 24:11.190 Sometimes, they saw this number, but all in all 24:11.190 --> 24:13.470 they were very, very happy with it, (clears throat) 24:13.470 --> 24:16.383 and saw very positive results. 24:19.350 --> 24:20.370 On our website, 24:20.370 --> 24:24.450 you can go in and find a more thorough description 24:24.450 --> 24:27.090 of these changes and the outcomes. 24:27.090 --> 24:29.193 This is just a snapshot of a few of those. 24:33.390 --> 24:34.683 One more slide. 24:36.960 --> 24:40.923 Now we're gonna hear mom talk about Maggie's experience. 24:41.820 --> 24:46.820 I was told that autism is incurable, and you cannot cure it. 24:48.720 --> 24:51.630 Well, this mother's gonna say something slightly different. 24:51.630 --> 24:56.010 And, I have seen a number of children through our clinic, 24:56.010 --> 24:59.613 and the clinics of the 7,000 people that ILS has trained 24:59.613 --> 25:01.563 across the country and the world, 25:02.490 --> 25:04.680 there are a number of children 25:04.680 --> 25:07.860 who you can no longer find any symptoms, 25:07.860 --> 25:10.080 any findings of autism. 25:10.080 --> 25:12.041 Well, if you can't find any symptoms of autism, 25:12.041 --> 25:13.890 to me that's a cure, 25:13.890 --> 25:16.680 even though you have to use the word very gingerly. 25:16.680 --> 25:20.130 If we could just see this slide, please. 25:20.130 --> 25:22.238 And, I think this is the point that gives us hope. 25:22.238 --> 25:23.071 Remember. 25:23.071 --> 25:26.880 Having her to have gone through this therapy, 25:26.880 --> 25:30.450 being a single mom, has made my life so much easier 25:30.450 --> 25:34.680 because Maggie now can interact and play with her children. 25:34.680 --> 25:38.670 She can sit down and have a meal with her children, 25:38.670 --> 25:40.353 with her siblings, and with me, 25:40.353 --> 25:42.420 and not have as many food aversions. 25:42.420 --> 25:44.400 I can blow dry her hair. 25:44.400 --> 25:46.773 She, (sighs) 25:49.020 --> 25:51.090 she's acting like a regular kid. 25:51.090 --> 25:54.010 She's not sitting over in the corner 25:55.590 --> 25:57.600 crying because the TV's too loud 25:57.600 --> 26:01.350 or because the vacuum cleaner's on. 26:01.350 --> 26:04.140 She's not, she sleeps better. 26:04.140 --> 26:07.923 There, I mean, it's, I don't have an autistic kid. 26:11.100 --> 26:12.663 To me that was very powerful. 26:15.060 --> 26:17.853 And, for more information, I hope you'll go here. 26:23.430 --> 26:26.700 The bottom line for me is that you can bring hope 26:26.700 --> 26:30.660 to any child, and the family of any child with autism, 26:30.660 --> 26:34.170 by understanding, really understanding, 26:34.170 --> 26:38.640 the value and the power of subcortical processing, 26:38.640 --> 26:41.580 how information gets into the brain. 26:41.580 --> 26:43.770 So, you notice throughout this entire presentation, 26:43.770 --> 26:45.600 I've never talked about the brain. 26:45.600 --> 26:48.360 I've talked about how information gets there. 26:48.360 --> 26:51.363 Even in ADD, there are areas that you can see in the brain 26:51.363 --> 26:54.540 that are hypofunctioning, and that's accurate. 26:54.540 --> 26:56.160 And, it looks like a brain problem. 26:56.160 --> 26:57.870 It's not a brain problem. 26:57.870 --> 27:00.210 The information from the basal ganglia, 27:00.210 --> 27:02.880 and other ways that wake up the brain 27:02.880 --> 27:04.830 are not functioning properly. 27:04.830 --> 27:07.230 So, by using sound therapy and vibration, 27:07.230 --> 27:11.760 activating the basal ganglia, you're waking the brain up. 27:11.760 --> 27:13.260 And, that area, this dysfunctional, 27:13.260 --> 27:15.540 now lights up on your brain scans. 27:15.540 --> 27:17.880 So, this foundation is important. 27:17.880 --> 27:20.400 One last thing I left out, and I really want to cover this, 27:20.400 --> 27:21.750 is the cerebellum. 27:21.750 --> 27:23.430 All these motor activities, 27:23.430 --> 27:28.140 every sensory system except smell, goes to the cerebellum. 27:28.140 --> 27:30.103 There's a lot of research coming out now to talk, 27:30.103 --> 27:33.300 talks about the relationship 27:33.300 --> 27:36.360 of immature cerebellar development, 27:36.360 --> 27:38.670 and many of these neurodevelopmental problems, 27:38.670 --> 27:40.590 including autism. 27:40.590 --> 27:43.290 So in the cerebellum, I have a love affair with this organ, 27:43.290 --> 27:45.450 because it is so important. 27:45.450 --> 27:49.830 Initially I was taught that the cerebellum only is involved 27:49.830 --> 27:53.520 in motor control, motor activity, motor coordination. 27:53.520 --> 27:54.960 But, in reality, 27:54.960 --> 27:59.100 the cerebellum is also involved in emotional regulation, 27:59.100 --> 28:03.173 in language, memory, planning, organization, 28:06.120 --> 28:09.780 and even emotional, not emotional regulation, 28:09.780 --> 28:11.970 but inhibition of impulses, 28:11.970 --> 28:15.120 that mature cerebellum sends information 28:15.120 --> 28:20.120 to the frontal lobes so that you get inhibition of impulses. 28:21.090 --> 28:22.290 So, there are many adults 28:22.290 --> 28:24.390 who also suffer from some of these lacks. 28:24.390 --> 28:27.450 And, I really wish that some of our politicians 28:27.450 --> 28:29.437 would have a more developed cerebellum, 28:29.437 --> 28:31.398 (audience chuckles) thank you. 28:31.398 --> 28:33.019 (audience claps) 28:33.019 --> 28:37.352 (upbeat energetic electronic music) 28:47.916 --> 28:52.916 (welcoming keyboard notes) (air whooshes dramatically)