My work with autistic K-12 students using audio visual entrainment

 Over the course of my action research project through the Future Hope Project One with students at Wings Academy, a charter school in Milwaukee, I had the opportunity to work with several students whose behaviors could be categorized as within in the autistic spectrum. Their ages ranged from 8 to 18 years old. The intervention protocol is called audio visual entrainment, a form of brain wave training.

The behaviors of the study group participants ranged  from autistic spectrum, ADHD to PTSD.

Dr. Raymond Lueck, a licensed psychologist practicing in Wauwatosa, Wisconsin served as the project investigator and Steve Taylor, a researcher and educator, served as the project manager. Mr. Taylor currently works at Wings Academy as a one-to-one mentor to at risk learners and children with behavior disorders. The school has a curricular and organizational focus of supporting children that learn differently achieve their academic goals in a safe and non-judgmental setting. Wings Academy is a college preparatory school.

The audio visual entrainment benefits are best delivered over a period of 36 to 40 training sessions of 25 minutes, four days per week.

Providing services to the underserved population of students

I have made a commitment to bring the technology of audio visual entrainment to our underserved student populations of Milwaukee; which is vast.

A large percentage of school aged children in Milwaukee live in poverty. As a result, they have little access to interventions and innovative technologies such as audio visual entrainment. I believe that it is incumbent upon clinicians, social entrepreneurs, educators and interested parties to come together in support of our very needy student population. I am confident that an innovative approach to outreach that would include the use of social networking via the Internet and person-to-person can overcome politics, poverty and organizational paralysis.

We must work for positive change in the lives of underserved children in urban areas.

 The Future Hope Project interaction room

Paying close attention to the comfort level of the students as well as the ambient noise and light in the room was a worthwhile source of continued discernment.

Room conditions are important considerations when working with children in the autistic spectrum. Excessive ambient noise, bright lights and unfamiliar smells can impact the efficacy of the intervention. As a general rule of thumb, we try to make the room as devoid of personality as possible by ensuring that there is good ventilation, adjustable lighting and a location away from kitchens and other sources of potentially objectionable smells.

 Encouraging a comfort level for using the intervention tools- The David Alert devices

Dr. Lueck and I were very pleased with how the students responded to the sensory nature of the audio visual entrainment gear.

The audio visual entrainment devices called the David Pal Alert, are a compact and portable training device that can go anywhere. The David Alert could have posed an initial problem because autistic students get a little fussy when devices are placed on or around their heads. In order to use the headphone and eyeglass entrainment tools it is necessary to place the headphones on the child’s ears, secured over the head and to place the glasses over their eyes.

I let the students handle to devices and also modeled how the equipment should be worn. In addition, I left the room lights on and had soft classical music playing in the room at specific intervals.

 Ten year old female participant

The ten year old female participant demonstrated some anxiety during the early sessions.

 A ten year old girl who participated in the study would pull the glasses up over her eyes a few minutes into the 24 minute the 4x per week audio visual entrainment experience. She was a bit anxious for the first four or five sessions. I encouraged her to keep her eyes closed and to keep the glasses on. The lights were turned up and that appeared to reduce her level of anxiety. Her mother presented a very touching video testimonial about the positive changes that had occurred in her daughter’s disposition over the first 4 plus weeks of using audio visual entrainment. The video is posted on the website at: www.ourlifedesigns.com

 My friend’s 12 year old autistic son

My friends son is a high functioning young man with a pleasant demeanor and a willing attitude.

I have worked with my friend’s son for the past two months. He did fidget quit a bit during the first several sessions because the room was too dark. After mom turned the room lights up to a brighter setting, the young man seemed to enjoy the experience. He even told his mother that he liked the B4 setting of the David Alert the best. His mother reports that his performance in school has improved significantly with an observed improvement in focus from his teacher.

 Tomatis Method-similar benefits from audio visual entrainment

The stimulation of the auditory system and vestibular area is a hallmark feature of the Tomatis Method intervention model. While the David Pal Alert device does not target this area it achieves similar results with the audio stimulation provided by the device and managed with a simple push button selector that delivers the programmed audio stimulation.

 The benefit of using both audio and visual tools

The primary benefit of using the glasses in conjunction with the headphones is the stimulation of the optic nerve and pre-frontal cortex. In addition, the flow of helpful neurotransmitters are improved.

 Anticipated and observed improvements in behaviors

Over the course of the audio visual entrainment intervention we have observed improvements in social behaviors, better eye contact, sleep patterns and academic performance. Other behavior improvements that should be observed upon completion of the 36-40 sessions include:

Decreased hypersensitivity to sound, reduced tactile defensiveness, improved language skills, improved appreciation for food and less picky behaviors, better self image, less aggression, improved social skills and better eye contact.

 Project programming is replicable

Over the past ten years, I have helped to develop a number of project design initiatives for at risk learners. I served on the design team or was directly responsible for the design, development and management of several after school programs for at-risk learners. I was part of the design and implementation team Community Learning Centers (CLC’s) through MPS. I also served on the initial assessment team with UWM. While a member of the faculty and staff of Marquette University, I created and managed the Young Webmasters Project 1 and 2. These projects became summer school programs that provided an academic bridge benefit for at risk learners.

This past year, I developed the Future Hope Project One for at risk learners as an after school program. Buoyed by the successful interventions experienced by our student participants, I designed the Future Hope Project 2 as a brain centered intervention program using a combination of innovative assessment tools including Brain SPECT analysis.

 I would be happy to work with your school to design a program tailored for the needs of your at risk students.

 Key Words

• Action research project
• Autistic spectrum
• Audio visual entrainment
• Wings Academy in Milwaukee
• Future Hope Project One
• Ambient noise and lighting
• Female autistic participants
• Tomatis Method
• Neurotransmitters
• Auditory stimulation
• Visual stimulation
• Sensory nature of audio visual entrainment equipment

Improved academic and social outcomes for students with ADHD using Audio Visual Entrainment- Parent Testimonials

These testimonials are originally posted on the website of www.mindalive.ca.

Parent Testimonials from around the world

The manufacturer of the David AVE training devices, Mind Alive, Inc., has compiled a compelling legacy for client satisfaction and treatment efficacy. Please review the following accounts from parents, clients and family about the efficacy of the AVE brain training devices.

 

Testimonial from Graham J. Hadlington
Helping Hands UK Org., United Kingdom
June 27, 2007

“We came across the DAVID PAL by accident, but what a godsend this device has proven to be.  The DAVID PAL proved to be a brilliant solution to help combat ADD.  We have also used the device continuously to relieve stress and bring a calming mood to the staff at Helping Hands UK Org.  We fully recommend and applaud the DAVID PAL and would encourage any organizations such as ours to utilize such a device.”  

Testimonial from Karen Rodway
Edmonton, Alberta, CANADA
April 24, 2007

“I just wanted to give you a two-week update on Kirsten.  As you know she is borderline ADHD. Her teacher started using a checklist for concentration prior to the spring break in March.  On average she had a 6 or 7 out of 10 possible checkmarks.  Over the past week she has had a perfect score everyday.  At home, Glen and I are finding her much more cooperative, less argumentative and she is doing her homework without bouncing up and down 100 times. I asked the teacher for work to be completed at home today and she has been working on it for the past two hours without complaint!  Unbelievable! One of the biggest changes is her attitude towards us.  She realizes right away that she stepped over the line and apologizes almost immediately.  Her temper outbursts are almost non-existent.  P.S. Glen tried a session when he had a headache and his headache went away.”

 Testimonial from Gwenda Travis
Albuquerque, New Mexico, USA
August 9, 1999

“Life was a nightmare! We really did think life was a nightmare.  Ever since our son was in kindergarten.  That’s when it all began. David, our son, was a very happy baby and a happy little boy.  We were so excited when he started kindergarten because he was so bright. 

We took him to pre-kindergarten screening.  Everything from speech and hearing to motor skills.  The nurses and therapists seemed to be very impressed with David.  His skills were good.  But then they tested him for things that took a lot of attention.  And of course I, as his mother, thought he had done exceptionally well.  But the ‘professionals‘ very quickly recommended that my husband and I hold David back from school for one year. 

That‘s when the nightmare began. The first parent-teacher conference we had went rather well.  But David‘s attention span was not what it should have been for a six year old.  We went on through kindergarten with the end result being, that the school felt like David should be held back.  We refused to sign the paperwork. Then came first grade. The problems became even worse.  After a while I finally admitted that possible David did in fact have a problem.  And again the school insisted that David be held back. We agreed.

David was then tested by the school psychologist.  Having known the man for a number of years, I trusted his opinion.  He very tactfully told us that he thought David might have ADD (Attention Deficit Disorder). 

The doctor began with Ritalin.  The ‘miracle drug for children with ADD. I began a diary of David‘s daily activities and moods.  Things did not seem to be getting any better.  I was still getting daily phone calls from his first grade teacher.  So the dosage was increased.  Again no change.  Again the dosage was increased.  That‘s when we started seeing a little change.  But again the dosage was increased.  At this point David was taking the maximum dosage for a child his size.  He began having side effects from the medication.  At this point the doctor changed him to Cylert.  On a very low dosage we began seeing what we thought to be miracles.

David‘s school work was being completed.  He didn‘t have as much homework.  And he was almost back to the normal David we thought we had lost. 

Then the D.A.R.E. Program started at school.  This really affected David.  He was tired of taking drugs, and he didn’t want anyone to know he took anything.  They might call him a ‘druggy’.

This is when we went to our doctor, Dr. Aaron Kaufman, and he was so excited about this treatment he had gotten in California.  It was called a Digital Audio Visual Integration Device (DAVID).  And Aaron began doing his very best to get our David and the DAVID machine together.  He also took David off of the Ritalin.

David’s first visit to Ruth Little was 12-16-91.  After the first treatment there was just a minor change.  He could ride all the way home without jabbering.  This was approximately a 10-mile ride.  We were elated.  And of course we continued the treatments.  We never told his teachers that we were doing anything about David’s lack of attention or hyperactivity.  We just let it ride.  But after each session, we noticed a little more change.  The homework was getting done, there was less of it, and David seemed much happier.  Even though we were having a few crisis at home.  David was handling them very well.  But in February, 1992, things began to happen.  It was like David had bloomed.  The homework was down to a minimum, and my husband and I were truly ready for the upcoming parent-teacher conference.

The teacher started off with ‘Has something changed at home?  David is doing wonderfully!  His homework is complete, his grades are up, and his attention in class is unbelievable!’ Of course I wanted to go hug Ruth and Aaron immediately!  The very first GOOD conference we had ever had with any of David’s teachers.  His grades all came up but one.  And that was reading.  But he did maintain the C that he was carrying.  We have continued to see remarkable things happen to David.  As a result of the good grades he made it on the Merit Roll.  This is not so much for grades as it is for progress.

As a result of the D.A.V.I.D. machine, our David is much easier to live with as a person.  There are no more repeated instructions, no more senseless fights with his little sister (who is six years younger).  Life is just so much easier now.  I couldn’t even begin to put into words the relief, the happiness and the thankfulness that the DAVID machine has brought to our David and our family.

In closing, I think any parent with a child who is having problems of any kind, learning, behavioral, psychological, any problem should be addressed by the D.A.V.I.D. machine. 

Thanks for ending our nightmare and making life just a little bit easier!”

 

The Future Hope Project Powerpoint presentation

the-future-hope-project-powerpoint2

Future Hope Project 2nd phase(improving school climate through student brain centered training) -seeking funding support for next steps

The Future Hope Project (FHP) was a grant funded after school project designed and managed by Steve Taylor, project manager for the Future Hope Project. It is the third after school program that Mr. Taylor has developed and managed.

The FHP experienced success in meeting benchmarks with K-12 students affected by ADHD. Social behaviors and sleep patterns were improved across the board. Video testmimonialsfrom parents, teacher and administrator support this assertion. Academic improvement was more difficult to measure. A third of the students experienced improvements in reading test scores. Two thirds did not show improvement. However, annecdotal responses from teachers and parents support observed improvements in focus and improved grades.

The abstract for the second phase of the Future Hope Project FHP2, is included in the paragraph below. Our research group has a tentative committment from a university research partner and we are now seeking private and/or public grant support for a longitudinal study.

THE FUTURE HOPE PROJECT 2 (FHP2)- A brain centered after school intervention program to improve school climate

The unfortunate component of the traditional school model is that most are not equipped to deal with the mental health needs of students. However, the universal paradox affecting schools is that their inability to meet these needs is the missing link in creating effective school climate.

The Future Hope Project 2 (FHP2) is an extension of a successfully completed after-school intervention program called The Future Hope Project. FHP2 is a sustainable, turn-key research project for individual or multiple education sites. A primary goal of the project is to improve school climate by reducing student suspensions and drop out rates. From an educator’s perspective, a chronically disruptive student in each classroom can dramatically reduce the quality of teaching and student engagement.  If an after school program could be created to meet these needs, independent of the schools scheduling and curriculum patterns, problems with school climate could be resolved. The intervention steps are designed to improve the temporal, deep limbic system and pre-frontal lobe activity of the student participant employing Audio Visual Entrainment (AVE), a form of nuerofeedback with a focus on brain wave training, augmented by rhythmic exercise routines, music stimulation and other forms of brain centered intervention for at risk learners affected by ADHD and associated behaviors. In addition to the brain centered approach, a regimen of vitamin supplements, with a focus on reducing Vitamin D deficiency, will be provided to each student. Current world wide research examining the impact of vitamin D and other anti-oxidant deficiencies on mood and learning behaviors strongly suggest that adding four vitamin supplements to the diet of at risk learners could provide positive change in behaviors.

Assessment Tools

Assessment tools will include the Coopersmith self esteem student survey, STAR reading assessment, PACE parent and teacher behavioral assessment. A new assessment tool will be designed to assess the quality of school climate.

Project Time-Frame and students served

The training protocols can be implemented as 1 hour or 1 ½ hour programs in twelve week scheduling blocks. The programs will run Monday through Thursday. Friday serves as a data collection and reporting day.

Student groups of 10-15 will participate in FHP2 for the duration of the AVE training phase of 36-40 sessions, or twelve weeks of the semester. This time frame will establish habits of replication that will allow participants to continue the other components of the intervention protocol on their own.

Multiple groups of students could be served in a larger after school model and this accommodation would allow the school(s) to serve a larger number of students per 12 week cycle. It is conceivable that a school could serve 90 students per school year with 2 after school programs running concurrently throughout the school year for 3 twelve week sessions.