Integrated Listening Systems Improving cognitive skills, communication and processing, concentration, memory and organization
	ILS Program| The Science | More Specifics | Psychoacoustic Techniques| Who Can Benefit | iLs Equipment | Research | Contact Us
	The iLs integrated listening system has elevated psychoacoustics to an new level. Building, expanding and refining the work of pioneer Dr. Alfred Tomatis the iLs programs offer an effective group of tools for schools, clinics and the home. iLs programs effectively "re-train" parts of the brain involved in learning, communicating and moving. Combining  an auditory program with specific visual and balance activities, iLs strengthens neurological pathways and improves our ability to learn and process information. The three main systems for organizing sensory input - visual, auditory, and balance (vestibular) - are highly interrelated. Stimulating all three simultaneously is a holistic approach which can help people of any age feel sharper, more focused and self confident.

	ILS Programs
	The design of iLs programs is based around the listening component. Each product has a specific listening schedule, into which the balance and visual activities are included. These “integrating” activities comprise 15-20 minutes of each listening session, and are explained in a Playbook which accompanies each product.
			iLs Program Structure
			iLs professional programs (for the iLs Pro and iLs 1000) are typically 30 sessions in length, with a frequency of 3 or more sessions per week. Each session is 80 minutes long, with 15-20 minutes allotted for the integration activities. The balance of each session is spent doing creative and/or relaxing activities such as drawing, puzzles, fine-motor games, or just relaxing in a comfortable chair. iLs school programs are also 30 sessions in length; however, each listening session is 60 minutes. A school program is typically completed over a 3-month period. iLs home programs are designed to be flexible; listening sessions can be either 30 or 60 minutes in length. The entire program is typically completed over a 3-month period
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	Science - How iLs Works
	At first glance, it appears as if our ears, our eyes and inner ear (balance) work independently – and that they have their own discreet neurological pathways that co-ordinate, or manage, each individual function. This couldn’t be farther from the truth. Each of these three systems talks to and receives information from the other two systems at all times. The elaborate communication system between these three major senses must be coordinated smoothly and efficiently for optimal functioning to occur. This communication is achieved through what is called an integrated system: auditory, visual and vestibular (balance).
	Can we change the functionality of the brain?
	Yes, the ability of the brain to change is known as neuroplasticity (also called brain plasticity, or brain malleability). It is the brain’s ability to reorganize itself by forming new neural connections throughout life. For example, if one hemisphere of the brain is damaged, the intact hemisphere may take over some of its functions. The brain compensates for damage in effect by reorganizing and forming new connections between intact neurons. In order to reconnect, the neurons need to be stimulated through activity. The same is true for parts of the brain compensating for injury or disease.
	Why combine movement, listening, and visual stimulation?
	The 3 systems are vital to our ability to learn, pay attention, process information, and coordinate movement. As these 3 systems are so interrelated, “exercising” them simultaneously is a holistic approach which requires the brain to become better at integrating multi-sensory information. We are essentially re-training the brain to become more efficient and effective, and in the process strengthening neural connections to improve performance.
	Why is the repetition of iLs activities important?
	As newborns we gradually progressed from involuntary reflexive movements to more voluntary coordinated movements which, as we repeated them, became automatic. Research has shown that the cerebellum part of the brain plays an important role in this “automation” process, and when it is not doing its job well we have difficulty building patterns for further development in learning and coordination. The cerebellum (lower back side of the brain, near the brain stem) can be likened to a powerful computer processor, transferring vast amounts of information to the movement, language, reasoning, sensory, and emotion parts of the brain; it’s role is so important that it contains more nerve cells than the rest of the brain combined.  iLs programs stimulate cerebellar activity to strengthen neural connections and, in the process, improve our ability to make skills such as reading, writing, spelling, etc. automatic.
	What is the vestibular system and why is it so important?
	The vestibule, located in the inner ear, has 3 main functions: Balance As the primary organ of equilibrium, it plays a major role in the subjective sensation of motion and spatial orientation Posture Vestibular input to areas of the nervous system elicit adjustments of muscle activity and body posture Eye Movement Vestibular input to the nervous system helps stabilize the eyes during head movements
	Given these 3 functions, one can see how important the vestibular system is to our sense of balance, our posture and muscle development, and the eye tracking ability required for learning.

	More Specifics on the iLs Method
	The Origin
	Dr. Alfred Tomatis (1919-2001) was an ear-nose-throat doctor who pioneered the innovative audio techniques that are used throughout the world today to help those with learning challenges. Many of these techniques were first developed to help clients who were musicians and singers with vocal problems. As Dr. Tomatis used these techniques on the musicians’ children, he observed improvements in their academic performance (including improved memory, focus and attention span) as well as in their posture, co-ordination and balance.
	Plasticity
	At a time when the idea of plasticity of the brain was in its infancy, Dr. Tomatis discovered that it was possible to retrain and improve the processing of sound by the brain stem and cortex using filtered music (i.e. music with certain frequency ranges removed or enhanced) and the sudden and random alteration to the pitch or tone of the music (‘gating’).
	Ears + Eyes
	Your ears collect sounds, which provide critically important stimulation for the brain. They also integrate sensory information from muscle movement. An example of this is when your eyes automatically move towards an unexpected sound.
	Electrical Stimulation
	Sound waves entering the outer ear are transformed into electrical impulses in the inner ear and sent to the brain; those impulses provide energy to the brain and influence our ability to focus and sustain attention. (Brain scans show, for example, that children with AD/HD lack ‘energy’ in key parts of the brain for attention and focus.)
	Relay stations to the brain
	The vestibular and cochlear systems, located in the inner ear, work together to relay sensory input to the brain. They play a key role in our ability to integrate our senses, and their successful interaction is essential for language development, sensory processing and motor function.   More specifically, once sound arrives at the brain stem from the cochlea, the special centre in the inner ear where sound is transduced to nerve impulses, it passes upwards towards the speech center in the cortex via a number of relay stations or nuclei. The specially treated music has been designed by iLS to influence the function of the ear drum and adjacent bone, as well as improve the processing that occurs at these relay stations. So, for instance, there is an improvement in the ability to perceive where sound is coming from, thereby making it possible to perform tasks requiring convergence of information from both ears (the cochlea nucleus).
	Pitch discrimination (“selectivity”)
	Further on, (in the colliculus), processing influences the ability to recognize the relationship between high and lower tones and the integration of sound with other sensory information (e.g that coming from the eyes). This ability to differentiate a higher from a lower tone is critical to distinguishing between a question and statement, and determining the tone of speech. Those with poor selectivity often can not hear the tone and therefore the meaning.  Selectivity is also important to help us distinguish between letters that sound alike. Those who struggle with the difference between a “p” and “b”, or a “t” and “d” are at a disadvantage in reading, spelling and writing. We read with our eyes and ears. Reading requires the ears and eyes to work together synchronously. As your eyes move from letter to letter your ear (cochlea) translates each letter into a sound. The vestibular system coordinates the eye movements and aids the synchronicity of the eyes and ears.
	Automaticity
	The cerebellum, which lies immediately above the brain stem, has long been known to control the rhythm and timing of movement. The vestibular system and the cerebellum constantly interact to give expression to the rhythm and timing of complex movements. More recently, much research has been carried out on the cerebellum’s role in learning. It plays a large role in making things become automatic (an ability known as “automaticity”). When properly integrating inputs from the vestibular, auditory and visual systems, as well as the executive centers in the frontal cortex, the cerebellum allows us to practice activities until they become automatic. When the cerebellum is not functioning properly, our ability to learn is inhibited. Learning to read, for example, becomes impossibly difficult and frustrating. Imagine having to start all over again every time you tried to learn the alphabet, or ride a bike, or spell…
	Movement + filtered music
	Movement, through the interaction of the vestibular system and cerebellum, maximizes the consolidation and integration of gains achieved in auditory retraining.

	Psychoacoustic Techniques
	The following notes explain our music processing techniques, all of which are safe and have been tested over many years of application to both children and adults.
	Bone Conduction
	Most of us are not aware of it, but we hear sounds in 2 ways – through air conduction and bone conduction. The odd sensation of hearing our own voice on a recording and not recognizing it is because on the recording we only hear the air conducted sound of our voice. When we speak, we hear our voice through both air and bone conduction (which is why when we go to an audiologist to have our hearing checked, a vibrator is placed on the mastoid bone right behind the ear to test our bone conduction response). Lower frequencies in particular lend themselves to conduction by bone. These frequencies seem to have a very positive effect on our vestibular function. The process is as natural and safe as listening to a church choir or talented baritone voice, yet yields significant results with iLs protocols.
	Frequency Filtration
	Based partly on the theory that those who can hear more of the auditory spectrum have an advantage in learning, iLs programs employ gradually increasing filtration levels. By filtering, or letting only certain frequencies through, we are able to selectively train parts of a client’s auditory spectrum, improving learning-related abilities such as pitch discrimination (selectivity), sound decoding, and auditory memory.
	Gating
	The muscles of the inner ear have as one of their functions the job of screening out unwanted sounds. iLs gating separates music into 2 channels, alternating (or “gating”) them, with one channel boosting high frequencies and the other channel boosting low frequencies as the music volume increases and decreases. This causes the muscles in the middle ear to continuously tighten and relax, a process that strengthens them. As the muscles become stronger so does our ability for focused listening and paying attention.
	Expressive Language Training
	Audio/Vocal training is incorporated into the latter part of iLs programs once the auditory foundation is in place to train our speaking voices. The training involves reading aloud and repeating phrases into a microphone, and then listening to the play-back. This develops the auditory/vocal feedback loop: Is what I am saying matching what I intended to say? Am I speaking clearly? A rich speaking voice has the natural effect of continually energizing and stimulating the brain. The audio/vocal training is also used as a means of helping those who are left-ear dominant strengthen their right ear listening capability.

	Who Can Benefit To our knowledge, there are no “silver bullets” providing a solution for everyone faced with the challenges of learning, attention, and/or processing difficulties. There are many pieces to each of these puzzles, and iLs addresses a number of them through our multi-sensory approach. The following points describe some of the areas in which iLs programs can be most effective. Please visit the Research section of this web site for more information on iLs results.
	attention difficulties: A well-modulated vestibular system is important for controlling the nervous system’s level of arousal. iLs bone conduction headphones and frequency filtration stimulate the vestibular system in specific ways that improve our ability to maintain a calm and alert state. A iLs process called “gating” strengthens muscles within the middle ear responsible for filtering out unwanted noise, thus improving our ability to discriminate and process sounds. Additionally, the gradual introduction and focus on higher frequencies in a iLs program provides the stimulus craved by the under-attentive brain.
	auditory processing: The vestibular and cochlear systems are 2 of our 3 main systems for organizing sensory input (vision being the 3rd). Together they form an interdependent system which allows us to detect and analyze sound, control balance and movement (including eye movement), and integrate our touch, hearing, and vision. iLs programs apply controlled stimulation of the vestibule and cochlea, thereby improving the integration and efficiency of sensory input to the brain.
	reading difficulty: Reading requires the ears and eyes to work together synchronously. As your eyes move from letter to letter your ear (cochlea) translates each letter into a sound. The vestibular system coordinates the eye movements and aids the synchronicity of the eyes and ears. iLs programs improve the neurological timing and vestibular function, reducing processing delay and improving this synchronization. iLs ear/voice conditioning (“Expressive Phase”) also plays a significant role in improving synchronicity.
	learning difficulties: Sound enters the ear as a myriad of frequencies and intensities. The cochlea, within the inner ear is in charge of discerning the various frequencies. If the cochlea is not functioning well, we have poor “selectivity” and have a hard time telling the difference between a “P” and “B”, or “T” and “D”. iLs programs are proven to increase selectivity ability, resulting in better classroom performance and increased confidence.
	self-esteem: One of the greatest areas of improvement we see with iLs clients is their self-esteem. When we are processing information better, performing better in school and at work, we naturally feel better about ourselves. On a physiological level, it is worth noting that sound stimulation is received by more parts of the brain than any other sensory input. This includes the limbic system, which plays a major role in our emotional well-being.
	alertness, focus, energy: Research has shown that if we deprive ourselves of sensory stimuli we are unable to function effectively. A majority of our sensory stimulation is received via the vestibular/cochlear system. If that system is hindered, the results can be seen in our brain’s ability to function well. Sound is, literally speaking, nutrition for the brain. On an anatomical level, the feeling of alertness resulting from a “healthy ear” occurs when sensory input coming through the vestibular-cochlear system is channeled to a system at the base of the brain known as the ascending reticular activating system (ARAS). From the ARAS, the stimuli are relayed to the cerebral cortex. With good auditory and vestibular input, the ARAS stimulates much of the cortex, having a profound effect on levels of “consciousness” and on one’s sense of feeling sharp versus hazy.

	iLs Equipment
	iLs equipment takes listening therapy to a new level of efficacy by combining advanced psychoacoustics with visual and balance activities that are performed while listening. The result is a patent-pending multi-sensory program available to clinicians, educators and non-professionals. Each iLs system includes an audio component, visual/balance integration equipment and guidebook. Training Requirements per System iLs 1000 and iLs Pro (iPod-based) are professional systems which require completion of the 3.5-day Professional Certification course. iLs Focus is an iPod-based, clinic-level system which can be used in either professional, school or home environments.  Clinicians and educators are required to complete the one-day Practitioner Certification course (or the distance training course) before using the Focus. Parents interested in using the Focus at home may contact iLs directly (tel: 303-741-4544) to find a clinician from whom they can purchase the system. iLs Kick Start is a home system sold by therapists to their clients as a follow-up to clinic programs.  It is delivered via an Apple Nano, includes a User Manual and, like all iLs systems, includes equipment for balance and visual tracking activities. iLs Expressive Language Program is designed to help children and adults with various aspects of auditory processing.  The program involves listening to one’s own voice through headphones while doing exercises that develop expressive language abilities (scroll down to see photos).  Expressive training is incorporated into the latter part of iLs programs. Both the 1-day and the 3.5-day Certification courses cover the Expressive Program.