Pediatric Testimonials with Interactive Metronome

Ikuya was a fun loving kid, but he just couldn’t stay on task. Additionally, he was acting childish for his age, withdrawing at school, generally uncoordinated and he was having difficulty understanding instructions. When Ikuya’s mother began researching ADHD treatments, she came upon IM training and it changed their life forever. In just a few weeks Ikuya’s handwriting improved, he began answering questions appropriately and he wasn’t forgetting assignments. There was also a marked improvement at school; his mother reported that he came home a few weeks later with his first 100% on a quiz. On top of that, he is back to playing and enjoying activities with his classmates!
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Thea is a young girl that just wants to dance. She has the energy, there is no doubt about it; she is diagnosed with ADHD and is medicated for hyperactivity and impulsivity. Additionally, she is diagnosed with dyspraxia and she suffered a traumatic brain injury when she was younger. After a few weeks with IM, Thea is paying closer attention and learning her dance routines with much less practice. Her coordination is better and she is staying on task. Her handwriting has also improved and she is finishing homework assignments faster, which has freed up the extra time she needs since she made the advanced dance squad!
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Shay is an 11 year old girl with ADHD and LD. Shay’s troubles in school have greatly impacted her self confidence; she has become embarrassed around other children and withdrew from most activities. The teasing turned to bullying and Shay had begun to miss assignments and time at school. After just 15 sessions with IM, Shay’s fine motor control and coordination had improved, which greatly improved her writing and ability to finish assignments. For the first time Shay was passing her classes in school and reporting less frustration and time constraints. She has stopped missing school and her self esteem has skyrocketed.
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Brian is seven years old, and the youngest of three children. His parents report that Brian has difficulty with language processing, attention, impulse control and distractibility. He also has problems following directions and experiences “emotional meltdowns.” While a variety of medications have proved mildly effective, Brian’s parents and teachers report marked improvement after IM training. One of his teachers said, “Whatever is going on is really helping him!…Please keep it up.” Brian’s motor skills have improved, his emotions are under control and he has finally been able to return acting at the local theatre.
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Sean was adopted at nine months old, now 11 years old, lives with his mother, father, and two sisters. For much of his life, Sean has suffered from mood swings, severe behavioral problems, and difficulty sleeping. He’s been diagnosed with several different disorders, including Cognitive Deficits, Attention Deficit Hyperactive Disorder (ADHD), Obsessive-Compulsive Disorder (OCD), Post-traumatic Stress Disorder (PTSD), Pervasive Development Disorder (PDD), and possible Ring 21 Syndrome. He takes several medications to manage these conditions. When Sean first started IM, his performance measured in the extreme deficiency range. His speech-language, listening, and comprehension skills were also far below average. He also struggled with low self-confidence. During the course of the IM, Sean showed marked gains. Sean’s mother reports a fantastic improvement in his behavior at home, as well as his attitude toward education and social skills. She credits the IM program with restoring hope for her little boy, where medication and traditional therapy had failed.
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Molly, a 10-year-old 5th grader, had a recent diagnosis that included ADHD, and she was said to be showing signs of High Functioning Autism. Molly’s mother noticed that her daughter would regularly forget things at home and school, and was unable to keep her belongings organized. When Molly’s mother saw the Interactive Metronome (IM) website, she read the content with a certain level of suspicion and doubt, but as a parent who wanted to do whatever she could to help Molly and lessen her frustrations, she decided to give IM a try. When Molly was asked what had changed for her since taking the IM training, she replied, “Everything is much easier for me now. It’s much easier to do my homework than it was before.”
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Catrina is a 10-year-old girl with a diagnosis of ADHD, combined type, and she demonstrated multiple characteristics of Central Auditory Processing Disorder. Catrina’s mother was concerned with how difficult it was for Catrina to communicate, due to the fact that she omitted salient words during conversation. Catrina’s family began to lose faith in the school system. Catrina’s family contacted a clinic regarding information on Interactive Metronome® (IM). IM assisted in improving Catrina’s overall attention in order to complete the V and V program. Catrina is now in the later phases of the V and V program, and her mother continues to see growth.
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Ricky is a 10-year-old boy with a diagnosis of ADHD, Asperger’s syndrome, anxiety and fine motor delay. Starting as early as its 3rd session Ricky already was making significant progress. He started sleeping through the night; his handwriting improved significantly, his attention span increased immensely. His
biggest gain was that his homework was getting done faster and correctly. He became a more confident boy. “IM is so cool and it really really helped me!”
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There are so many children diagnosed with ADD and ADHD these days. Some kids are struggling to pay attention in class or are labeled as the class clowns or troublemakers at school or other organized events. Think of learning to focus as a foundational skill that could have an impact in many areas of your child’s life. Many parents are just astounded after they see the results after the initial IM assessment, and even more with the results they see after a couple of sessions.
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TJ’s parents noted that TJ continued to try new motor activities with less resistance and frustration and now even rollerbladed. According to his parents, “The physical changes have stuck. He is more interactive and self-confident, too.” TJ also improved his organizational skills and ability to interact appropriately, along with better physical balance and stability.
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Emily is now able to maintain and match the rhythm of the horse during her riding lessons. She can solve mental math calculations that she was not able to do before. Emily spends more time thinking and working through things mentally. She now chooses to write during play, makes her own bed, and wants to plan her day in the morning. These improvements over the course of the year can be attributed to the integration of IM with other best practices.
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Pam’s family reported a decline in temper tantrums as she progressed through IM treatment, with no occurrences in the last week of the treatment. She became more pleasant in her social interactions, both in the clinic and with peers at the community pool. Pam also asked to receive tutoring in math and wished to continue IM through the fall season.
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Colin’s parents and teachers saw improvements in Colin’s attention, focus, and behavior. Colin argued less with his siblings and parents at home and with teachers at school. Colin appeared more on-task during lectures, with less fidgety behavior and fewer outbursts. Homework was also less of a battle. They were also very pleased with the outcome and concluded that the Interactive Metronome® was quite successful in addressing many of their concerns. Colin is now less frustrated, more attentive and focused both in school and at home.
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Jimmy loves basketball and is the Varsity basketball team manager, where he is responsible for keeping track of the stats during the game. Earlier in the season he filmed the games. He is taking piano classes and involved in the Fellowship of Christian Athletes. Every summer he swims competitively on a team. He will be graduating from high school with a 3.0 GPA. Jimmy plans on attending college to become a sports broadcaster.
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Ricky is a 10-year-old boy with a diagnosis of ADHD, Asperger’s syndrome, anxiety and fine motor delay. Starting as early as its 3rd session Ricky already was making significant progress. He started sleeping through the night; his handwriting improved significantly, his attention span increased immensely. His biggest gain was that his homework was getting done faster and correctly. He became a more confident boy. “IM is so cool and it really really helped me!”
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Ash, a 9-year-old boy diagnosed with Autism Spectrum Disorder, didn’t typically struggle with his academics but had the tendency to speak out of turn, chew on his clothing or other items he found around him, and had trouble keeping his hands to himself which was often reflected in on his daily report card. After trying other modalities with no improvement, IM was introduced. Ash struggled getting used to the headphones and the rhythm but was excited to try this “new computer game with clapping”. Being a perfectionist, Ash refused to give up and wanted to do better. After months of IM training, he was able to meet his IM goal and it showed not only on his report card but with his abilities to stay on task in class and even lead his gym class in their warm-up exercises.
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Maddy is a 10-year-old girl who has been diagnosed with Autism. Her mother expressed concerns about Maddy’s overall speech and language skills; she did not say “Mama” or “Dada” until approximately three years old. Maddy’s family and therapists decided upon a course of Interactive Metronome® (IM). During Maddy’s IM treatment, several strategies were tried in order to reflect natural environment conditions. After her IM treatment, Maddy showed gains in phonological skills, language processing, auditory comprehension, and auditory reasoning based on pre and post data. But what test scores can’t show is that Maddy’s parents also report that she has made significant improvement on daily function and communication!
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Molly, a 10-year-old 5th grader, had a recent diagnosis that included ADHD, and she was said to be showing signs of High Functioning Autism. Molly’s mother noticed that her daughter would regularly forget things at home and school, and was unable to keep her belongings organized. When Molly’s mother saw the Interactive Metronome (IM) website, she read the content with a certain level of suspicion and doubt, but as a parent who wanted to do whatever she could to help Molly and lessen her frustrations, she decided to give IM a try. When Molly was asked what had changed for her since taking the IM training, she replied, “Everything is much easier for me now. It’s much easier to do my homework than it was before.”
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Tyler acquired better focus, as well as improved attention, memory and sense of responsibility. He also beat his brother in a game of Wii. After three weeks, his mother said, “I was blown away. I asked him to pick some things up, and he said, ‘Sure, Mom, I’ll get it in a few minutes.’…He had never done that before!” Tyler completed the program with above average scores. Four months later, his gains, including his newly-developed reciprocal communication skills, remained intact and are growing.
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IM was instrumental in helping Mizuki communicate more normally and hold eye contact. After his second session, his fine motor skills showed improvement. Mizuki’s handwriting is becoming legible and he is now doing math at grade level. In addition, His balance has improved, and he runs more smoothly than before. He can even ride his bicycle. Mizuki’s development has brought him from being classified as autistic to “a slow developer” or having a “learning disability.” Today, Mizuki is a much more relaxed boy and a totally different person than he used to be.
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Marcus is a 12-year-old boy with high functioning autism who returned to occupational therapy after a break of several years. The IM program was paramount on the development of Marcus’s neurological and motor skills and produced incredible gains that improved his physical, mental, and social development.
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Ryan is an 8 year old boy with an energetic, all-encompassing, endearing personality paired with a diagnosis of Autism Spectrum Disorder (ASD). Ryan had been going to conventional Occupational Therapy sessions for several years. As he progressed with the [IM] program, it became clear – Ryan was learning to reference the auditory beat and identify when he was too fast or too slow in his response speed, he was learning from the ‘inside-out’ what it meant when someone told him to ‘slow down’. This program enabled Ryan to access Interactive Metronome® interventions at home for short bursts before test taking, for longer periods when transitioning to newer challenges required for maturation (consider the stressors involved in Middle School!) and even to wind down and ‘reboot his brain’.
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Kyle is a 10-year-old boy who was diagnosed with Autism Spectrum Disorder and Hypotonia at 3 years of age. He was later diagnosed with Sensory Processing Disorder at 8 years of age. After 3 months of IM treatment 3 times per week, Kyle made significant improvements. When his parents gave him the Sensory Profile test again, Kyle had made improvements in multisensory and oral sensory processing, emotional/social responses, and behavioral outcomes of sensory processing. These gains helped Kyle function better in social interactions, academic tasks, self-care tasks, and play in his daily life.
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Joseph is 18 years old. He has been diagnosed with Asperger’s Syndrome, which causes difficulty functioning in social situations and struggles in academic performance. Joseph is involved in several extra-curricular, which include running Varsity Cross Country and working a part-time job at a Retirement Center where he hopes to begin pursuing his ambitions of becoming a chef. Before training began, Joseph scored in the extreme deficiency range on the fourteen assessment exercises. After completing 15 sessions of IM training, he scored in the exceptional range. Joseph’s parents also report that he has found success across the board, noting improvement in 13 of 16 statements about daily function and communication tasks rated on the Parent Survey.
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John’s mother reports that he has improved in overall motor coordination, self regulation, focus, organization, and academic performance. He is also demonstrating improved coordination and motor planning while playing soccer and participating in tae-kwon-do. John has more confidence in himself and continues to show areas of improvement.
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Ricky is a 10-year-old boy with a diagnosis of ADHD, Asperger’s syndrome, anxiety and fine motor delay. Starting as early as its 3rd session Ricky already was making significant progress. He started sleeping through the night; his handwriting improved significantly, his attention span increased immensely. His
biggest gain was that his homework was getting done faster and correctly. He became a more confident boy. “IM is so cool and it really really helped me!”
Read More

Colin’s parents and teachers noted improvements in attention, focus, and behavior. Colin argues less with his siblings and parents at home and with his teachers at school. Colin appears more on-task during lectures, with less fidgety behavior and fewer outbursts. Homework is also less of a battle. Colin’s parents were also very pleased with the outcome and concluded that the Interactive Metronome® was quite successful in addressing many of their concerns. Colin is now less frustrated, more attentive, and more focused both in school and at home.
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Erin had a diagnosis of PDD/Autism. She was verbal, but unable to have a purposeful conversation. After just a few sessions of IM Erin began to chatter less, and listen more…Erin ended up having her best school year ever!
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Following IM treatment, reports showed Anna’s increased attention and improved concentration. Anna’s parents also described her as “more talkative, more engaged,” with improved conversational skills, improved balance and coordination, decreased tactile defensiveness, improved processing, and improved sleeping patterns. Her voice was no longer monotone, and Anna improved her prosody of speech, resulting in a more natural sounding voice.
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Sean was adopted at nine months old, now 11 years old, lives with his mother, father, and two sisters. For much of his life, Sean has suffered from mood swings, severe behavioral problems, and difficulty sleeping. He’s been diagnosed with several different disorders, including Cognitive Deficits, Attention Deficit Hyperactive Disorder (ADHD), Obsessive-Compulsive Disorder (OCD), Post-traumatic Stress Disorder (PTSD), Pervasive Development Disorder (PDD), and possible Ring 21 Syndrome. He takes several medications to manage these conditions. When Sean first started IM, his performance measured in the extreme deficiency range. His speech-language, listening, and comprehension skills were also far below average. He also struggled with low self-confidence. During the course of the IM, Sean showed marked gains. Sean’s mother reports a fantastic improvement in his behavior at home, as well as his attitude toward education and social skills. She credits the IM program with restoring hope for her little boy, where medication and traditional therapy had failed.
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Aiden’s therapist noted marked improvement in Aiden’s ability to understand directions. Aiden is less impulsive, more patient with himself, and more tolerant of the many challenges of the program. He no longer tries to negotiate rewards for good behavior. Aiden has better focus, improved visual and auditory processing speed. His rhythm, coordination, and motor skills have also improved, and there is less “random” talk. Aiden demonstrated more of self-awareness of his accomplishments and bolstered self-esteem.
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Chris has made tremendous progress in his sensory processing skills as measured on the Short Sensory Profile, which has translated into improved functional visual motor skills. Both Chris’s family and all his service providers have been pleasantly surprised by the changes wrought by the Interactive Metronome®.
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Thea is a young girl that just wants to dance. She has the energy, there is no doubt about it, but she has dyspraxia and she suffered a traumatic brain injury when she was younger. Additionally, she is diagnosed with ADHD and is medicated for hyperactivity and impulsivity. After just a few weeks with IM, Thea is paying closer attention and learning her dance routines with much less practice. Her coordination is better and she is staying on task. Her handwriting has also improved and she is finishing homework assignments faster, which has freed up the extra time. After all, she wants the extra practice now that she made the advanced dance squad!
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When she was just 15, Meg was involved in a devastating car accident where she sustained a traumatic brain injury. With shortened school days and impaired performance defining her new reality, Meg felt desperate to find a way to reclaim the life she once knew and to help others in her situation, leading her to begin a career as a physical therapy assistant at the very same clinic she completed her rehabilitation. After just a week of treatment her movements developed fluidity and by the second week her ability to concentrate on the tone dramatically improved. Meg’s sense of balance and physical coordination returned to her by her sixth session. At 21 years old, Meg has done more than simply achieve her goal of regaining the life she thought she lost in her car accident- she’s been able to create a fuller, more satisfying life, one in which she helps others achieve the freedom of thought and movement she feared she lost forever.
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Adam is able to demonstrate higher-level skills and do math and science at his age level. He can communicate with a spell board and Vanguard. Through it all, Adam has maintained his great sense of humor. Ultimately Adam has become more motivated and independent, and gained self-confidence. Adam was awarded the Chair Scholar Scholarship, a prepaid four-year college tuition for students with significant disabilities seeking a regular diploma.
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Micah is a young boy who attends a school for gifted students. He has auditory processing and SI concerns. Additionally, while he hasn’t been diagnosed with ADHD, it does run in his family and he has been having trouble maintaining focus in school. Micah’s mother immediately reported fantastic results; Micah regained focus, his penmanship improved and he began completing his classroom task. At home, Micah’s mother reported the same impressive results. Micah was experiencing less intense emotional meltdowns, and less often.
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Catrina is a 10-year-old girl with a diagnosis of ADHD, combined type, and she demonstrated multiple characteristics of Central Auditory Processing Disorder. Catrina’s mother was concerned with how difficult it was for Catrina to communicate, due to the fact that she omitted salient words during conversation. Catrina’s family began to lose faith in the school system. Catrina’s family contacted a clinic regarding information on Interactive Metronome® (IM). IM assisted in improving Catrina’s overall attention in order to complete the V and V program. Catrina is now in the later phases of the V and V program, and her mother continues to see growth.
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At the time Tara started with Interactive Metronome®, she was a 14-year-old girl who faced motor coordination challenges, and also had problems with memory, recall, and environmental auditory and motor processing. It affected her independence, as her inability to take directions and follow routines affected her ability to care for herself. After only a few Interactive Metronome® sessions, Tara was able to complete a movement sequence independently, and adjust her rate of response to reflect the tempo of each exercise more accurately, while using her upper and lower extremities independently. Tara’s parents are also delighted with how much she improved. She can complete self-care tasks more efficiently, and needs fewer cues to accomplish her tasks. Even her strength and endurance has improved while carrying out motor coordination tasks. And she can now complete multiple -step tasks more accurately at home – and is now able to follow a recipe!
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Mom came to me one afternoon, and in telling her story her eye’s teared up. She had phoned home from work one afternoon, and her daughter Joanne answered the phone! This was the first time that this had EVER happened! Mom was thrilled as she was able to ask her daughter questions and have them answered. She also noticed that her daughter was much more interested in going to school and church functions. She actually asked to invite a classmate over for a play date.
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Kate made excellent progress. She showed even more progress in her ability to follow multiple-step commands, her use of morphological markers, and giving better details in a logical manner for storytelling. Kate’s articulation skills improved so dramatically that direct articulation therapy was not even necessary.
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Miranda has become an outgoing, communicative, sweet little girl. She has always had a flair for dressing with style, and now she is communicating with style, too!
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Eileen’s handwriting and schoolwork improved greatly as she learned to focus and process information delivered orally. Eileen now loves arts and crafts activities and did well selling Girl Scout cookies this year. She was ready to move on to more community-based physical activities and expressed an interest in swimming and dance class. Eileen is a much happier little girl who can now process, attend to, and interact with her environment.
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Colin’s parents and teachers noted improvements in attention, focus, and behavior. Colin argues less with his siblings and parents at home and with his teachers at school. Colin appears more on-task during lectures, with less fidgety behavior and fewer outbursts. Homework is also less of a battle. Colin’s parents were also very pleased with the outcome and concluded that the Interactive Metronome® was quite successful in addressing many of their concerns. Colin is now less frustrated, more attentive, and more focused both in school and at home.
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Following IM treatment, reports showed Anna’s increased attention and improved concentration. Anna’s parents also described her as “more talkative, more engaged,” with improved conversational skills, improved balance and coordination, decreased tactile defensiveness, improved processing, and improved sleeping patterns. Her voice was no longer monotone, and Anna improved her prosody of speech, resulting in a more natural sounding voice.
Read More

Pam’s family reported a decline in temper tantrums as she progressed through IM treatment, with no occurrences in the last week of the treatment. She became more pleasant in her social interactions, both in the clinic and with peers at the community pool. Pam also asked to receive tutoring in math and wished to continue IM through the fall season.
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Jorden is a 13 year-old boy with Cerebral Palsy, agenesis of the Corpus Callosum, seizures, developmental delays and cortical blindness. When Jorden was born, doctors told his parents that he wouldn’t live very long and they should just enjoy the time they had with him. That wasn’t the answer they wanted…and Jorden was too strong to let that happen either. He has been receiving therapeutic services for a few years, but IM training really pushed him over the top. He is now dressing himself, bathing, going to the barber and singing along at church. As it turns out, Jorden loves classical music and puzzles!
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Today, Amanda stands without her walker or crutches for support. She no longer falls, even when distractions are present. She can swim easily, and her handwriting has dramatically improved. Amanda performs ADLs such as self-feeding, showering, getting into a vehicle, and buckling herself in a car independently. Her mother noted that Amanda was helping put groceries away and performing light clean-up tasks around the house. Interactive Metronome® has helped Amanda become a more functionally independent little girl.
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Beth is a 17-year-old girl with Cerebral Palsy. She is active in school events. Beth also travels to sporting events to report for the school newspaper. Her goal is to be able to drive and participate in driver’s education next school year. Beth’s occupational therapist recommended she go through the
Interactive Metronome® (IM) Program to meet her goals. Beth participated in driver’s education class at her school and then was ready to take her driver’s test. Her mother brought her to a “tune-up” IM session beforehand. Beth and her mother wanted to make sure she didn’t need any further treatment with IM. Beth went on to pass her driver’s test. She is now a licensed driver. Traditional therapy and other therapists had given up on her. However, with the use of the Interactive Metronome®, Beth was able to succeed and accomplish her goal.
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Recently Valeri, for the first time, went to the refrigerator to pour herself a glass of juice without any assistance. She started to talk, not just a little, but all the time. At the first teacher conference, the teacher remarked that Valeri was participating and raising her hand to give answers. Her grades dramatically improved from her usual C-level work, up to A and B+ levels. Her personality kept flourishing and Valeri was full of never-before-revealed information. Her confidence is now very evident and she has even worn her first pair of blue jeans like all the rest of the kids, managing them independently.
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Jorden is a 13 year-old boy with Cerebral Palsy, agenesis of the Corpus Callosum, seizures, developmental delays and cortical blindness. When Jorden was born, doctors told his parents that he wouldn’t live very long and they should just enjoy the time they had with him. That wasn’t the answer they wanted…and Jorden was too strong to let that happen either. He has been receiving therapeutic services for a few years, but IM training really pushed him over the top. He is now dressing himself, bathing, going to the barber and singing along at church. As it turns out, Jorden loves classical music and puzzles!
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Michael is following 1-step commands that are given to him. He is pointing at and identifying simple shapes. He is focusing on a fine motor activity for up to 15 minutes in duration without exiting the activity.Michael’s family is thrilled with the progress he has made with IM. He loves to go to music class
and has started singing Baa Baa Black Sheep, Row, Row Your Boat and Itsy Bitsy Spider. When they go to lunch, he grabs his tray and moves it along the lunch line. He’s also opened up to his classmates, and is thoroughly enjoying their company!
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Adam is able to demonstrate higher-level skills and do math and science at his age level. He can communicate with a spell board and Vanguard. Through it all, Adam has maintained his great sense of humor. Ultimately Adam has become more motivated and independent, and gained self-confidence. Adam was awarded the Chair Scholar Scholarship, a prepaid four-year college tuition for students with significant disabilities seeking a regular diploma.
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At home, Kandyce’s mom noticed improvements too; she did her homework without being told, and even started reading in her free time. She stayed in school and proudly passed the ninth grade and is now in tenth grade. Kandyce is noticeably more self-assured and confident. With her improved coordination and increased confidence, she plans to try out for the soccer team in the spring!
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His mother saw changes not only in his self-esteem but by the time Smith finished IM he was reading more fluently, his grades had improved and he was enjoying life in general. Both Smith and his mother could not express in words how thankful they were for the IM program. As for his goal to play a sport, he’s very excited to be on the basketball team this semester!
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My little 10-year-old friend was struggling. No one wanted to play with him on the play ground, he really didn’t have any friends and he was just getting by in school. He struggled in Boy Scouts with the different crafts and knot tying. After several months of traditional OT, his therapist decided that it was time for some IM to help with his foundational skills for coordination and timing.
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Ann reported that she had begun freshman lacrosse camp at her high school with surprising adeptness in her ability to play the game. She also noted a dramatic improvement in her ability to catch the ball after it bounced off the wall with 100% accuracy, an improvement over her previous performance accuracy of 40-45%. By the last session, Ann also made the Varsity cheerleading squad and the competitive cheerleading squad at her high school. This was quite a feat for an incoming freshmen student. Her self-esteem was obviously boosted by her newfound performance ability.
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Thea is a young girl that just wants to dance. She has the energy, there is no doubt about it, but she has dyspraxia and she suffered a traumatic brain injury when she was younger. Additionally, she is diagnosed with ADHD and is medicated for hyperactivity and impulsivity. Sometimes, coordinating movement for ADLs (activities of daily living) was difficult, even moreso while dancing. After a few weeks with IM, Thea was paying closer attention and learning her dance routines with much less practice. Her coordination is better and she is staying on task. Her handwriting has also improved and she is finishing homework assignments faster, which has freed up the extra time. After all, she wants the extra practice now that she made the advanced dance squad!
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Layla has begun using sign language in 2-3 word combinations to increase her ability in being understood and expressing herself. She is using her eyes to track objects in her immediate environment, and she has begun to develop fine motor manipulative skills to further aid her in proper motor skills development. Layla’s mother reports that her utterances have increased drastically and now she makes sounds such as “ba,” “da,” “ma,” and “pa,” which are all clear indications of speech babble prior to beginning purposeful speaking. It’s music to her mother’s ears!
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Emma now makes and maintains eye contact, smiles, and shows emotion. Her startle reflex is greatly reduced, and she is totally non-defensive when her feet or hands are touched. After spending two days at home with Emma, Emma’s father said “For the first time ever, she knows who I am. She recognizes me when she sees me.” Everyone in Emma’s life can testify to the global improvements she made as a result of IM.
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Miranda has become an outgoing, communicative, sweet little girl. She has always had a flair for dressing with style, and now she is communicating with style, too!
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Andrew was a 16-year-old, junior in high school, who was diagnosed with learning disabilities at age three, he underwent numerous therapies, which helped him make it this far in the public school system. On the surface, his life seemed normal, but he struggled with relationships, learning skills, and his communication abilities. He would often experience trouble with friends at school or get upset with teachers and complain to his mother about these events. After Andrew completed his IM training his mother noticed the small things didn’t easily anger him any more. Interactive Metronome® has really impacted Andrew’s life in a big way, and both he and his parents are so thankful he completed IM training.
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Jorden is a 13 year-old boy with Cerebral Palsy, agenesis of the Corpus Callosum, seizures, developmental delays and cortical blindness. When Jorden was born, doctors told his parents that he wouldn’t live very long and they should just enjoy the time they had with him. That wasn’t the answer they wanted…and Jorden was too strong to let that happen either. He has been receiving therapeutic services for a few years, but IM training really pushed him over the top. He is now dressing himself, bathing, going to the barber and singing along at church. As it turns out, Jorden loves classical music and puzzles!
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Shay is an 11 year old girl with ADHD and LD. Shay’s troubles in school have greatly impacted her self confidence; she has become embarrassed around other children and withdrew from most activities. The teasing turned to bullying and Shay had begun to miss assignments and time at school. After just 15 sessions with IM, Shay fine motor control and coordination had improved, which greatly improved her writing and ability to finish assignments. For the first time Shay was passing her classes in school and reporting less frustration and time constraints. She has stopped missing school and her self esteem has skyrocketed.
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At home, Kandyce’s mom noticed improvements too; she did her homework without being told, and even started reading in her free time. stayed in school and proudly passed the ninth grade and is now in tenth grade. She is noticeably more self-assured and confident. With her improved coordination and increased confidence, she plans to try out for the soccer team in the spring!
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His mother saw changes not only in his self-esteem but by the time Smith finished IM he was reading more fluently, his grades had improved and he was enjoying life in general. Both Smith and his mother could not express in words how thankful they were for the IM program. As for his goal to play a sport, he’s very excited to be on the basketball team this semester!
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It happened to be the time of year when his mom went in for a parent teacher conference and the teacher wanted to know what was different about her student! Mom was so excited as she listened to a good report about her son who was now raising his hand in class and participating in class discussions. He was making friends on the playground, even friends who were not in his special needs class! Developmental delay covers a wide spectrum of abilities – but maybe your child could benefit from trying IM. You just never know what changes may occur.
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Matthew is now reading more fluently and not skipping as many words. As a bonus, his handwriting skills also improved. His mother is extremely happy with his results after doing IM and so is Matthew.
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Elyssa is reading more fluently and enjoys it more. Her teacher reported that she responds to questions in a timelier manner and is now able to complete 2 or 3 part commands. She is also more confident and now participates in classroom discussions. Elyssa was even able to test out of 2 of her Special Education classes! Elyssa’s mom attributes her successes to IM and couldn’t be happier.
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Conner’s attention span has increased in the academic setting, making it easier for him to complete assignments on time. His teacher report that he has begun taking more responsibility for his assignments, including his independent reading log, which had been a problem prior to IM training. She also reported that Conner is able to successfully complete math work in the classroom.
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Samantha’s scores are in the 30 millisecond range. Her parents say thatIM-Home has been one of the main reasons why Samantha is doing the best she has ever done in school all year. Her motor coordination has significantly improved, and her ability to attend has made a difference across all aspects of her life.
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Today, Finn has begun to interact more with the other children at school. His willingness to participate in school activities has also improved. Crying episodes are now rare. Finn now engages in play activities with his siblings. Finn’s family is extremely happy with the progress he has made with Interactive Metronome®. His father feels that it is because of IM that Finn has grown so much in the last few months. His father’s face lights up every time he reports a new addition to Finn’s vocabulary.
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Jorden is a 13 year-old boy with Cerebral Palsy, agenesis of the Corpus Callosum, seizures, developmental delays and cortical blindness. When Jorden was born, doctors told his parents that he wouldn’t live very long and they should just enjoy the time they had with him. That wasn’t the answer they wanted…and Jorden was too strong to let that happen either. He has been receiving therapeutic services for a few years, but IM training really pushed him over the top. He is now dressing himself, bathing, going to the barber and singing along at church. As it turns out, Jorden loves classical music and puzzles!
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Emily is now able to maintain and match the rhythm of the horse during her riding lessons. She can solve mental math calculations that she was not able to do before. Emily spends more time thinking and working through things mentally. She now chooses to write during play, makes her own bed, and wants to plan her day in the morning. These improvements over the course of the year can be attributed to the integration of IM with other best practices.
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Layla has begun using sign language in 2-3 word combinations to increase her ability in being understood and expressing herself. She is using her eyes to track objects in her immediate environment, and she has begun to develop fine motor manipulative skills to further aid her in proper motor skills development. Layla’s mother reports that her utterances have increased drastically and now she makes sounds such as “ba,” “da,” “ma,” and “pa,” which are all clear indications of speech babble prior to beginning purposeful speaking. It’s music to her mother’s ears!
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Michael is following 1-step commands that are given to him. He is pointing at and identifying simple shapes. He is focusing on a fine motor activity for up to 15 minutes in duration without exiting the activity.Michael’s family is thrilled with the progress he has made with IM. He loves to go to music class
and has started singing Baa Baa Black Sheep, Row, Row Your Boat and Itsy Bitsy Spider. When they go to lunch, he grabs his tray and moves it along the lunch line. He’s also opened up to his classmates, and is thoroughly enjoying their company!
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AJ’s teacher reported “great improvement in handwriting.” For the first time, AJ is able to ride a pogo stick and can do a front flip on his trampoline. He is joining more sports at school and participated in a community basketball league. AJ is also demonstrating improved coordination. He can dribble a ball and has increased attentiveness during games.
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Sean was adopted at nine months old, now 11 years old, lives with his mother, father, and two sisters. For much of his life, Sean has suffered from mood swings, severe behavioral problems, and difficulty sleeping. He’s been diagnosed with several different disorders, including Cognitive Deficits, Attention Deficit Hyperactive Disorder (ADHD), Obsessive-Compulsive Disorder (OCD), Post-traumatic Stress Disorder (PTSD), Pervasive Development Disorder (PDD), and possible Ring 21 Syndrome. He takes several medications to manage these conditions. When Sean first started IM, his performance measured in the extreme deficiency range. His speech-language, listening, and comprehension skills were also far below average. He also struggled with low self-confidence. During the course of the IM, Sean showed marked gains. Sean’s mother reports a fantastic improvement in his behavior at home, as well as his attitude toward education and social skills. She credits the IM program with restoring hope for her little boy, where medication and traditional therapy had failed.
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Sean was adopted at nine months old, now 11 years old, lives with his mother, father, and two sisters. For much of his life, Sean has suffered from mood swings, severe behavioral problems, and difficulty sleeping. He’s been diagnosed with several different disorders, including Cognitive Deficits, Attention Deficit Hyperactive Disorder (ADHD), Obsessive-Compulsive Disorder (OCD), Post-traumatic Stress Disorder (PTSD), Pervasive Development Disorder(PDD), and possible Ring 21 Syndrome. He takes several medications to manage these conditions. When Sean first started IM, his performance measured in the extreme deficiency range. His speech-language, listening, and comprehension skills were also far below average. He also struggled with low self-confidence. During the course of the IM, Sean showed marked gains. Sean’s mother reports a fantastic improvement in his behavior at home, as well as his attitude toward education and social skills. She credits the IM program with restoring hope for her little boy, where medication and traditional therapy had failed.
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Sawyer is special little boy who was having problems with sensory processing disorder (SPD). His nervous system was over-responsive and it was especially affecting his feeding. He would reject any food that wasn’t the consistency of baby food, even vomiting in response to different textures; this trait was shared with an uncle who only had been able to eat five foods during his life. IM training was initially done to expose Sawyer and his parents to IM; no real treatment plan was developed and he was not doing full sessions of IM exercises. The results were amazing! One week after the sessions, I received a video from Sawyer’s parents…he was not only eating a peanut cracker, but willingly feeding his self! His family reports that he seems to be blossoming and they have decided to keep up training with IM-Home.
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Jorden is a 13 year-old boy with Cerebral Palsy, agenesis of the Corpus Callosum, seizures, developmental delays and cortical blindness. When Jorden was born, doctors told his parents that he wouldn’t live very long and they should just enjoy the time they had with him. That wasn’t the answer they wanted…and Jorden was too strong to let that happen either. He has been receiving therapeutic services for a few years, but IM training really pushed him over the top. He is now dressing himself, bathing, going to the barber and singing along at church. As it turns out, Jorden loves classical music and puzzles!
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Micah is a young boy who attends a school for gifted students. He has auditory processing and SI concerns. Additionally, while he hasn’t been diagnosed with ADHD, it does run in his family and he has been having trouble maintaining focus in school. Micah’s mother immediately reported fantastic results; Micah regained focus, his penmanship improved and he began completing his classroom task. At home, Micah’s mother reported the same impressive results. Micah was experiencing less intense emotional meltdowns, and less often.
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Kyle is a 10-year-old boy who was diagnosed with Autism Spectrum Disorder and Hypotonia at 3 years of age. He was later diagnosed with Sensory Processing Disorder at 8 years of age. After 3 months of IM treatment 3 times per week, Kyle made significant improvements. When his parents gave him the Sensory Profile test again, Kyle had made improvements in multisensory and oral sensory processing, emotional/social responses, and behavioral outcomes of sensory processing. These gains helped Kyle function better in social interactions, academic tasks, self-care tasks, and play in his daily life.
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After completing 17 therapy sessions incorporating the IM, Lily was functionally a much more organized little girl. At school, she attends better during classroom activities and comples her work on time. At Girl Scouts she has earned new badges which requires memorization and following directions. Her mother noted that at a party she was able to participate in the party games, and even won a game! All of these things added up to a much more self-confident little girl.
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Following IM treatment, reports showed Anna’s increased attention and improved concentration. Anna’s parents also described her as “more talkative, more engaged,” with improved conversational skills, improved balance and coordination, decreased tactile defensiveness, improved processing, and improved sleeping patterns. Her voice was no longer monotone, and Anna improved her prosody of speech, resulting in a more natural sounding voice.
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Kaitlin improved her articulation and decreased mumbling during challenging activities. She also increased her confidence in novel motor play, such as using “Heelies” (her own personal best!). Kaitlyn decreased sensory defensiveness to noxious stimuli. Meanwhile at school, Kaitlyn’s teachers report that improve postural control during class and increased participation in homework activities. She even earned “Star of the Week” for good behavior. During horseback riding lessons, Kaitlyn successfully and competently “posts.” Her family reports that a whole new Kaitlyn is emerging, thanks to the IM.
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Aaron has been seen playing on the playground with his peers, chasing girls, climbing on the high equipment. His teacher report that he writes with less difficulty and is less stressed with schedule changes. His mom reports that Aaron was first in his tae kwon do class (he was usually last) in running activities, and his instructor was excited about the improvement in his kicks and coordination when he was learning new movement patterns. IM has had a huge impact on his life and success at school.
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Jorden is a 13 year-old boy with Cerebral Palsy, agenesis of the Corpus Callosum, seizures, developmental delays and cortical blindness. When Jorden was born, doctors told his parents that he wouldn’t live very long and they should just enjoy the time they had with him. That wasn’t the answer they wanted…and Jorden was too strong to let that happen either. He has been receiving therapeutic services for a few years, but IM training really pushed him over the top. He is now dressing himself, bathing, going to the barber and singing along at church. As it turns out, Jorden loves classical music and puzzles!
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Sean was adopted at nine months old, now 11 years old, lives with his mother, father, and two sisters. For much of his life, Sean has suffered from mood swings, severe behavioral problems, and difficulty sleeping. He’s been diagnosed with several different disorders, including Cognitive Deficits, Attention Deficit Hyperactive Disorder (ADHD), Obsessive-Compulsive Disorder (OCD), Post-traumatic Stress Disorder (PTSD), Pervasive Development Disorder (PDD), and possible Ring 21 Syndrome. He takes several medications to manage these conditions. When Sean first started IM, his performance measured in the extreme deficiency range. His speech-language, listening, and comprehension skills were also far below average. He also struggled with low self-confidence. During the course of the IM, Sean showed marked gains. Sean’s mother reports a fantastic improvement in his behavior at home, as well as his attitude toward education and social skills. She credits the IM program with restoring hope for her little boy, where medication and traditional therapy had failed.
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Kate showed significant progress in her ability to follow multiple-step commands, use of morphological markers, and giving better details in a logical manner for storytelling. Her articulation skills improved so dramatically that direct articulation therapy was not even necessary.
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Miranda has become an outgoing, communicative, sweet little girl. She has always had a flair for dressing with style, and now she is communicating with style, too!
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William no longer presents with what is clinically defined as stuttering. While no one is 100% fluent, stuttering is defined as three SLDs per 100 words. Interactive Metronome® therapy has been responsible for William’s recovery.
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Kate showed significant progress in her ability to follow multiple-step commands, use of morphological markers, and giving better details in a logical manner for storytelling. Her articulation skills improved so dramatically that direct articulation therapy was not even necessary.
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