Frick, S.., Young, S., Huecker, G. (2007). Therapeutic Listening: listening with the whole body. S.I. Focus Magazine, Autumn, 6-7, 14-18.
This article presents a case study on a 4 ½ year old girl, who had recently been adopted from Russia. Upon referral to occupational therapy, parental primary concerns included poor safety awareness and lack of impulse control. Sara also demonstrated increased activity level, difficulty regulating sleep patterns, postural insecurity, and difficulty with interpersonal interactions. She exhibited adverse responses to light touch, noise, bright lights, and environmental smells. Sara became easily frustrated and had difficulty coping with transitions. In the clinic, Sara presented with poor trunk strength and quickly fatigued while sitting or standing. To compensate for poor trunk strength, Sara would quickly move through all gross-motor activities.
Sara participated in bi-weekly occupational therapy for duration of 60 minutes, for a total of 15 direct treatment sessions over seven months. Sara participated in a Therapeutic Listening program and a sensory diet home program including the TheraPressure Program, How Does your Engine Run?, and postural and muscle coordination activities.
Sara presented with significant behavioral changes within the first few weeks of Therapeutic Listening. She began to tolerate and seek out touch (i.e. hugging her grandmother), and started to notice sounds for the first time (i.e. birds chirping). In the final weeks of Therapeutic Listening, Sara’s teachers reported improvements in overall attention and visual-spatial skills. Parental report indicated that Sara more frequently engaged in a quiet alert state, demonstrated improved eating, and is now able to fall asleep independently. Sara also displayed significant improvements in four sub-scales on the Sensory Profile. This case study supports the use of Therapeutic Listening with individuals with modulation and self-regulation difficulties in conjunction with other sensory integrative techniques.
Frick, S., Young, Sally. (2009). Listening with the Whole Body: clinical concepts and treatment guidelines for Therapeutic Listening. Vital Links; Madison, WI.
This book includes a compilation of case studies of individuals who participated in the Therapeutic Listening
program. Case study subjects range in age from 10 months to 59 years of age, with a variety of diagnoses, and levels of sensory dysfunction. Individual case studies provide specific detail that pertains to each individual’s detailed occupational therapy program and progression through Therapeutic Listening
. While participating in Therapeutic Listening
, many individuals also received ongoing occupational therapy services based on a sensory integration treatment perspective and recommendations for home program activities.
Participants in the Therapeutic Listening program demonstrated a range of positive results and improvements in everyday activities. Individuals displayed improvements in overall self-regulation, ability to fall asleep and stay asleep, enhanced ability to engage in social interactions, improvements in ability to perceive and explore space, and increased ability to engage in movement. Younger participants demonstrated improvements in communication, ability to tolerate transitions, enhanced safety awareness, ability to function in noisy environments, and advanced fine- and gross-motor skills. Improvements related to Therapeutic Listening were observed at home as well as in school environments. Participants demonstrated improved academic performance, enhanced attention, and ability to focus on homework. The results of these case studies substantiate the use of Therapeutic Listening, used within a sensory integrative treatment context, with a broad range of individuals, ages, and sensory integration dysfunction.
Over, K. (2011). Effect of Therapeutic Listening on the occupation of play. Unpublished case report.
The purpose of this case report is to describe the impact of Therapeutic Listening
on the play skills of a four and half-year old boy (“Andrew”) diagnosed with autism. Prior to implementation of Therapeutic Listening
intervention, Andrew previously participated in two years of traditional occupational therapy with a sensory integrative treatment approach. However, both Andrew’s parents and occupational therapist felt as though he had not made any progress in his play skills and still did not tolerate change well. Subsequently, his therapist suggested augmenting his current occupational therapy treatment plan with Therapeutic Listening
Andrew’s play skills were evaluated, using the Revised Knox Preschool Play Scale, prior to and following a 10-week long Therapeutic Listening intervention. Andrew’s play was videotaped over a one-week baseline period at a familiar clinic setting and at a novel playground setting. Following the intervention, play was again videotaped at the clinic and at another novel playground. Videotapes were reviewed by Andrew’s occupational therapist and another occupational therapist blind to the study.
Andrew listened to five albums during his 10-week Therapeutic Listening intervention period. All albums were selected based upon anecdotal evidence that supports their use for self-regulation.
Following the 10-week intervention, Andrew demonstrated 32 additional play skills according to the Revised Knox Preschool Play Scale. Andrew displayed progress with visual-motor skills, increased attention, awareness and exploration of his environment, began sleeping through the night, and overall improvements in self-regulation and behavior. The results of this case report substantiate the use of Therapeutic Listening, used in conjunction with sensory integration, for young children with autism.