Tomatis Method Research Articles

THE EFFECT OF THE TOMATIS METHOD ON PIANO STUDENT WITH LEARNING DISABILITY

Learning for humans begins at birth. The human baby is always in an act of learning in order to understand its mother, its environment and what is going on. When they reach school age, reading and writing begin. In this new situation, some students have difficulties. This difficulty is defined as “Learning Difficulty”. This difficulty, which is also expressed as dyslexia, is a type of disorder that is diagnosed in considerable numbers today. Music ceases to be a hobby for some individuals, it becomes a profession as a professional. There is an institution where education is given from a young age to make music a profession. Conservatories are the most basic schools that provide various instrument training. Piano is also included in this training. Piano learning is a practice that activates both hemispheres of the brain. For this reason, it is extremely useful in increasing the plasticity of the brain. Piano education is also applied in learning disabilities. The positive effects of music are also revealed by different studies. With the method developed by the French otolaryngologist Alfred Tomatis, a new method has been tried in many ailments including learning difficulties. These studies, called the Method, are carried out with a headset developed in the laboratory that provides conduction through bone and air. Frequency changes to Mozart's works cause stimulation in the inner ear and have a positive effect on people. The aim of this study is to improve the success of the lessons and piano playing by applying the Tomatis Method to a piano student diagnosed with learning disability. In addition, it was observed whether there was a difference before and after the method with the scale applied. As a result of the research, it was determined that the three-course Tomatis Method application with the student gave positive results. In order for the study to be statistically significant, it has been suggested to increase the number of samples.

Zastosowanie metody Tomatisa w terapii dziecka z zespołem Guillaina-Barrégo

Introduction: The Tomatis Method, also known as audio-psycho-phonological stimulation, is a therapeutic method based on auditory system training aimed at developing the skill of active listening (Tomatis 1995), which translates into better auditory processing. Aim: The main aim of the article is presenting the effectiveness of the Tomatis Method based on a case study of a six-year-old boy diagnosed with Guillain–Barre syndrome. Material and method: The article presents patient’s clinical characteristics, therapeutic activities, and an attempt to assess the effectiveness of audio-psycho-phonological stimulation in a combination with other psychoeducational methods. Medical, sensory integration, speech therapy, audiological, and psychological documentation, dating back to the early stages of the diagnosis of Guillain–Barre syndrome, was collected. The article also reviews the literature concerning the mentioned syndrome.Results: The auditory attention test conducted at the third stage of training showed better perception and smaller auditory hypersensitivity in comparison to the first stage.Conclusions: As a result of the therapy involving the Tomatis Method combined with therapeutic activities, a progress in auditory processing, production of phonemes, concentration, and the functioning of vestibular and proprioceptive systems was recorded.

An Integrative Review of the Effectiveness of the Tomatis Method in children with autism spectrum disorder

An Integrative Review of the Effectiveness of the Tomatis Method in children with autism spectrum disorder

Učinki metode Tomatis na glasbeno učenje šolskih otrok

The Effects of the Tomatis Method on Music Learning Among School Children. Global research, carried out among adults and children, has shown the positive effects of TM on individuals with special needs. The purpose of this qualitative study, conducted on a sample of three elementary school pupils, attending music school, was to determine the effects of TM on pupils with deficits in the areas of learning in individual and group lessons in music school. The initial state showed problems with attention, concentration, functional musical literacy, and technical skill in playing an instrument. The triangulation of results showed positive improvements in attention, concentration, internal calmness, and body posture while playing the instrument. In the case of one pupil, a significant progress was noted in musical literacy.

THE TOMATIS METHOD AS A MEANS SUPPORTING THE MUSICAL THERAPY AT TREATMENT OF TEACHERS’ BURNOUT

The article discusses A. Tomatis’ method combined with the music therapy and their influence on teachers’ burnout syndrome. Nowadays, the problem of burnout is quite widespread both globally and in Ukraine, in particular. And although, at the moment, the theoretical aspects of this psychological phenomenon are quite profoundly studied, we are faced with lack of its practical implementation. Our article focuses on psychological influence of the specific methods, entered quite recently in the scientific circle. The music therapy as a kind of psychological therapy is beginning to gain popularity in the market of practical assistance, as well as its rather specific branch - the Tomatis Method. Our goal is to investigate and discuss the results of new method application for emotional burnout correction. According to the research results of the study, the following conclusions can be drawn: The music therapy influences significantly on several measured independent indicators of emotional burnout. At the same time, the stable positive effect for certain indicators is combined with increased negative effects for others. The combination (the Tomatis Method and the music therapy) also influences effectively on the measured emotional burnout indicators, but such effect is less stable than the effect of only music therapy. The proposed methods have different influence on different measured indicators: the musical therapy itself corrects mainly reduction of achievements, but it, combined with the Tomatis Method, alleviates emotional exhaustion. Further research will focus on a deeper study with better controlled side effects of each examined method and their combination as for their influence on emotional burnout.

The possibilities of the improvement language competencies in children with dyslexia. The evaluation of the Tomatis therapy in children aged 6–10 years of age

Audio psycho–phonological stimulation training is a method based on listening to various musical sounds by way of a special device called electronic ear. The goal of this therapy is to enhance damaged hearing and consequently facilitate greater stimulation of central nervous system and improve cognitive functions i.e. attention and learning abilities. The second goal was to evaluate the effectiveness of the Tomatis method in the treatment of cognitive functions in children with developmental dyslexia. Data were collected from forty children (age range 6–10 all of whom had various lexical impairments and diagnosed as dyslexia. All children IQ ranged 78–110. All subjects underwent therapy based on the Tomatis method. The relevance group constituted, by healthy ones. Further assessment included reaction time, over sensitivity of hearing sense, verbal fluency, attention, abilities of verbal learning and learning memory–immediate and long term. The effects of the therapy were measured after 9 months of stimulation. Statistically relevant improvement of most evaluated functioning parameters, including shorter time of adequate reaction to presented stimuli was observed. Not only did the patients have lower threshold of sensitivity of hearing sense, ability to localize sources of sound significantly improved (P 0.05) also. Subjects’ verbal fluency, attention and immediate verbal memory were enhanced. The phonological abilities improved. Tomatis training significantly improved subjects’ cognitive functioning. We could demonstrate its efficiency in relation to such parameters as reaction time, localization of sources of sound and over sensitivity to audio stimuli. The Tomatis method is a useful way of the speech treatment impediments.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The role of tomatis sound therapy in the treatment of difficulties in reading in children with developmental dyslexia.

Introduction: Music may be used as therapeutic interventions or educational practices. Tomatis method is used in treatment of children with learning disorders, autism, attention deficits disorders, developmental delays, brain injury, multiple sensory system dysfunctions. The aim of the study was to investigate which reading skills may improve thanks to treatment based on Tomatis method. The study was conducted among 78 participants (25 girls and 53 boys). Methods: The '?atysz' non-word reading test was used to assess phonological aspect of language processing and the influence of Tomatis Listening Training to ability of reading. Results: There was the relationship between proper read to all read words and visual perception (p=-0,04). We detected the correlation between short - term phonological memory and auditory memory (p=0,04). Conclusion: The smallest the ratio between proper read words to general read word the better is visual perception. The better short - term phonological memory means the higher especially auditory memory.

아동 양육 시설의 난독증 고위험군 중·고등학생에 대한 중재 효과: 청각정보처리 개선 중재프로그램 적용

본 연구에서는 난독증 고위험군으로 판별된 중 고등학생들에 대하여 난독증의 신경학적 요인 중 청각 정보 처리 개선 중재 후에 읽기 능력과 청지각 능력에 변화가 있는지를 알아보고 난독증 학생들에게 체계적인 중재 프로그램을 수립하고자 하는데 목적이 있다. 본 연구의 대상은 경기도의 취약 계층의 학생들이 밀집되어 있는 아동 양육 시설의 중 고등학생을 중심으로 선별 검사를 통해 난독증 고위험군으로 판별된 총 168명의 학생을 대상으로 읽기 능력 및 청지각 능력에 대한 심화 검사를 통해 최종 24명을 선정하였고, 언어 정보를 실어 나르는 청각 시스템을 강화시켜 읽기 능력을 향상시키기 위해 TOMATIS Method에 의한 청지각 자극 훈련과 읽기 유창성 훈련을 20회기를 실시하고 사후 검사를 실시하였다. 연구 결과, 읽기능력과 해독 능력 그리고 청각 정보 처리 능력에서 사전 사후 점수 차이가 통계적으로 유의하게 나타나 중재 효과가 있었음을 알 수 있었으며, 본 연구를 통해 난독증의 진단과 중재 방법의 모색에 있어 신경과학적 접근의 필요성이 있음을 알 수 있다. The study researches regarding changing in reading and auditory perception ability after intervening dyslexia high-risk group of middle and high school students for improvement on auditory processing of neurological factors, and then aims to make a systematic intervention program for dyslexia students in verifying efficacy. The target of study is dyslexia high-risk group of 168 middle and high school students after a preliminary screening test in Childcare Facilities which are vulnerable social group in Gyeonggi province. They are tested deeply by reading and auditory perception ability, and then 24 students are selected. They are tested 20 times by auditory perception simulation and fluent reading train in TOMATIS Method for improving auditory system which transmits language information, and then are taken by post tests. In conclusion intervention efficacy is sure because reading, understanding, and auditory processing ability are in significant change of statistical analysis after preliminary and post tests. It is an important achievement to show necessity of neurological science access in diagnosis and intervention method of dyslexia through the research.

The Effects of the Tomatis Method on the Artistic Voice

In the theory of the French Ear, Nose and Throat (ENT) doctor Alfred Tomatis, the voice emits the frequencies the ear can perceive. The auditory stimulation, through the treatment elaborated by Tomatis, can determine the stabilization or the improvement of some vocal parameters, as well as the effect on the formants of voice. A group of N = 19 subjects, singers and actors, were assessed by complete clinical ENT evaluations including fibrolaryngoscopy, otoscopy, and clinical audiometry. The voice analysis was carried out with the Multi-Dimensional Voice Program (MDVP) and with the Praat software. The results demonstrate that after the treatment entails an increase in the mean of energy density on the third formant of voice (F3). An improvement in the ability to maintain a constant intensity of the vocal emission resulted from MDVP analysis with a reduction on the standard deviation of the voice amplitude. The improvement in the auditory perception, particularly for 3 kHz, determines a better intelligibility and articulation of the words. The better auditory perception in the zone of 3 kHz reduces the phenomenon of nasalization and gives expressive power to the artistic voice. The decrease of Peak-Amplitude Variation (vAm) lead to a stable voice emission with a better control.

Project “Equalizing opportunities – raising competence of children with disabilities”

The project will enable the use of the Tomatis therapy for children with central auditory processing disorders and the introduction of a proprietary curriculum preparing children to learn English in primary school – based on the method that streamlines the auditory analysis, on the proprietary language integration CDs used in the Tomatis method and on individual educational and therapeutic lessons with the teacher. The curriculum will be developed in the course of research under the guidance of prof. UM dr hab. Ewa Mojs from the Poznan University of Medical Sciences. The leader of the consortium implementing the project is the Foundation for Local Activity. The innovation has a high potential for implementation. Applicants to begin with estimate ultimately the ability to implement the program in the first year in 350 schools with the right equipment.

Mozart's music in children with drug-refractory epileptic encephalopathies

Mozart's sonata for two pianos in D major, K448, has been shown to decrease interictal EEG discharges and recurrence of clinical seizures in both adults and young patients. In this prospective, open-label study, we evaluated the effect of listening to a set of Mozart's compositions, according to the Tomatis method, on sleep quality and behavioral disorders, including auto-/hetero-aggression, irritability, and hyperactivity, in a group of children and adolescents with drug-resistant epilepsy. The study group was composed of 11 outpatients (7 males and 4 females), between 1.5years and 21years of age (mean age: 11.9years), all suffering from drug-resistant epileptic encephalopathy (n=11). All of them had a severe/profound intellectual disability associated with cerebral palsy. During the study period, each patient had to listen to a set of Mozart's compositions 2h per day for fifteen days for a total of 30h, which could be distributed over the day depending on the habits and compliance of each patient. The music was filtered by a device preferably delivering higher sound frequencies (>3000Hz) according to the Tomatis principles. The antiepileptic drug therapy remained unchanged throughout the study period. During the 15-day music therapy, 2 out of 11 patients had a reduction of 50-75% in seizure recurrence, and 3 out of 12 patients had a reduction of 75-89%. Overall, 5 (45.4%) out of 11 patients had a ≥50% reduction in the total number of seizures, while the percentage decrease of the total seizure number (11/11) compared with baseline was -51.5% during the 15-day music therapy and -20.7% in the two weeks after the end of treatment. All responders also had an improvement in nighttime sleep and daytime behavior.

Sound Therapy: An Experimental Study with Autistic Children

ObjectiveThe effect of the Tomatis sound therapy method on the reduction of autistic symptoms in children with autism was studied. Method34 autistic children (aged 4-8 years) were selected from a rehabilitation centre in Tehran and then assigned randomly to two equal-sized experimental and control groups. The experimental group received sound therapy for 30 sessions of 120minutes. The GARS was administered as the pre- and post-test, before and after the treatment. Meanwhile, the sound therapy profile was used as a basic tool for the remediation plan. ResultsANCOVA analysis showed that there were significant differences among mean scores of autistic symptoms in the 2 groups. Conclusionthis research showed that the Tomatis method can reduce autistic symptoms, increase social interaction, communication, and reduce stereotypical movements, and can be used as an effective treatment for autistic children.

THE USE OF TOMATIS METHOD TO IMPROVE STUDENTS’ LISTENING SKILL

This research aimed to know the effectiveness of using Tomatis Method to improve the students’ listening skill and to know the student activeness toward teaching-learning process through Tomatis Method of the tenth-grade students of SMK Negeri 2 Makassar. The method of this research consisted of two cycles. One cycle consisted of four meetings. It means that there were eight meetings for two cycles. As a subject in this research was class X in the 2012-2013 academic year with students’ number as about 36 students, 23 of the students are men and 13 students are women. The instruments of this research were observation sheet and listening test or evaluation. The findings of the research were students’ improvement in listening was 64.55 in cycle I and then it became 73.93 in cycle II. The students’ participation in learning the listening process in the first meeting of the cycle I was 59.02% then it became 81.25% in the fourth meeting of cycle II.Keywords: Tomatis Method, Listening, Improve.

Auditory integration training and other sound therapies for autism spectrum disorders (ASD)

Auditory integration therapy was developed as a technique for improving abnormal sound sensitivity in individuals with behavioural disorders including autism spectrum disorders. Other sound therapies bearing similarities to auditory integration therapy include the Tomatis Method and Samonas Sound Therapy. To determine the effectiveness of auditory integration therapy or other methods of sound therapy in individuals with autism spectrum disorders. For this update, we searched the following databases in September 2010: CENTRAL (2010, Issue 2), MEDLINE (1950 to September week 2, 2010), EMBASE (1980 to Week 38, 2010), CINAHL (1937 to current), PsycINFO (1887 to current), ERIC (1966 to current), LILACS (September 2010) and the reference lists of published papers. One new study was found for inclusion. Randomised controlled trials involving adults or children with autism spectrum disorders. Treatment was auditory integration therapy or other sound therapies involving listening to music modified by filtering and modulation. Control groups could involve no treatment, a waiting list, usual therapy or a placebo equivalent. The outcomes were changes in core and associated features of autism spectrum disorders, auditory processing, quality of life and adverse events. Two independent review authors performed data extraction. All outcome data in the included papers were continuous. We calculated point estimates and standard errors from t-test scores and post-intervention means. Meta-analysis was inappropriate for the available data. We identified six randomised comtrolled trials of auditory integration therapy and one of Tomatis therapy, involving a total of 182 individuals aged three to 39 years. Two were cross-over trials. Five trials had fewer than 20 participants. Allocation concealment was inadequate for all studies. Twenty different outcome measures were used and only two outcomes were used by three or more studies. Meta-analysis was not possible due to very high heterogeneity or the presentation of data in unusable forms. Three studies (Bettison 1996; Zollweg 1997; Mudford 2000) did not demonstrate any benefit of auditory integration therapy over control conditions. Three studies (Veale 1993; Rimland 1995; Edelson 1999) reported improvements at three months for the auditory integration therapy group based on the Aberrant Behaviour Checklist, but they used a total score rather than subgroup scores, which is of questionable validity, and Veale's results did not reach statistical significance. Rimland 1995 also reported improvements at three months in the auditory integration therapy group for the Aberrant Behaviour Checklist subgroup scores. The study addressing Tomatis therapy (Corbett 2008) described an improvement in language with no difference between treatment and control conditions and did not report on the behavioural outcomes that were used in the auditory integration therapy trials. There is no evidence that auditory integration therapy or other sound therapies are effective as treatments for autism spectrum disorders. As synthesis of existing data has been limited by the disparate outcome measures used between studies, there is not sufficient evidence to prove that this treatment is not effective. However, of the seven studies including 182 participants that have been reported to date, only two (with an author in common), involving a total of 35 participants, report statistically significant improvements in the auditory intergration therapy group and for only two outcome measures (Aberrant Behaviour Checklist and Fisher's Auditory Problems Checklist). As such, there is no evidence to support the use of auditory integration therapy at this time.

Tomatis Method Stimulation: Effects on Student Educational Interpreters

This study explored the impact of the Tomatis Method of sound stimulation on student interpreters at a merged higher education institution in South Africa. Interpreters were randomly allocated to a pre-post, experimental (n=9) and non-intervention control group (n=9) (age range =19–36; ethnicity = 17 white, 1 coloured). The experimental group received sound stimulation via the Tomatis Method. Interpreting performance, personality functioning, attention/concentration and mood states were assessed. Non-parametric, statistical analysis indicated significantly enhanced interpreting technique and psychological well-being in the experimental group. Openness to feelings was enhanced in the control group but attention, concentration and memory was reduced. Replication and extension of educational interpreting across multicultural tertiary contexts and the impact of Tomatis stimulation in improving performance necessitate further study.

Learning disabilities: Different theoretical approaches and ways of treatment

The article examines some methodological problems of research and treatment of learning disabilities. Analytic and holistic approaches to learning disabilities are introduced. Mainstream academic psychology is currently dominated by the analytic approach, which seeks to reduce complex phenomena to its parts in order to study and understand existing interactions between them. A review of literature reveals, that generally learning disabilities are defined in terms of deficits of various cognitive and language abilities and skills necessary for learning. Most often offered treatment procedures are based on programs that focus on improving deficient skills through repetition of various cognitive exercises. We put special emphasis on holistic approach which is presented through theorizing and the treatment of learning disabilities by French audio-psycho-phonologist Alfred Tomatis. According to A. Tomatis, neither normal nor abnormal behaviour can be understood without relating it to 1) the functioning of the whole organism, and 2) the historical and individual developmental processes. From his point of view, language, as a tool for communication, plays a very important role in the humanization of an individual. Individual personal development also confirms that the need for communication emerges already in the prenatal stage, when the link between foetus and mother is maintained, as the foetus hears from the 5th month of intrauterine life. The desire to communicate is implicit in the realization of human consciousness. Considering learning difficulties which are related with written language A. Tomatis claims that it is communication — primarily listening — disorder. The treatment, proposed by A. Tomatis, consists in teaching a person to use his ear as an apparatus capable of listening. He developed an electronic device called Electronic Ear designed to modify the way in which a subject listened and to help him improve language, learning and communication skills. Practitioners using A. Tomatis method confirm its effectiveness. However, it would be very difficult to evaluate his method through analitical experiments that would satisfy academic psychology, which remains skeptical. To contribute to the progress in understanding and treatment of learning disabilities academic psychology should pay more attention to the ideas approved in practice and to find more flexible ways of detection and evaluation of personal change.

The Effect of Tomatis Therapy on Children with Autism: Eleven Case Studies

This article presents a reanalysis of a previously reported study on the impact of the Tomatis Method of auditory stimulation on subjects with autism. When analyzed as individual case studies, the data showed that six of the 11 subjects with autism demonstrated significant improvement from 90 hours of Tomatis Therapy. Five subjects did not benefit significantly, at least not on the measures used in this research. The results of this study support previous findings reported in peer-reviewed research. The benefits from the Tomatis Therapy varied from subject to subject. In this study, one subject transitioned from nonverbal to verbal, one began to spontaneously repeat words, and others increased their receptive and expressive vocabulary. Additional findings included improvements in skills of daily living, motor skills, socialization, and overall communication skills. The findings of this study also indicated reductions in hyperactivity, atypical behavior, and inattention.

The Parent's Guide to Speech and Language Problems

The Parent's Guide to Speech and Language Problems by Debbie Feit and Heidi Feldman, MD, PhD. New York, NY, McGraw-Hill, 2007, 276 pp, Softcover, $16.95. The Parent's Guide to Speech and Language Problems provides an excellent manual not only for parents but also for pediatricians and family practitioners. Interestingly, it is coauthored by a parent of 2 children with developmental verbal dyspraxia (DVD), Debbie Feit, and a developmental behavioral pediatrician, Heidi Feldman, MD, PhD. This book takes the reader through the process of referral, evaluation, diagnosis, and treatment of speech and language problems. This 257-page book is well organized and written in a conversant, engaging tone. It includes a substantial bibliography. Authors include information on identifying children with speech-language delays up to 7 years of age. From a language perspective, the information reads better up to 5 years and best between 2 and 4 years of age. The book charts early linguistic development well and can serve as a quick reference to answer questions and spot difficulty by disorder and topic. Topics are presented in overview, inviting quick reference. Diagnostic information under headings better describes benign or mild to moderate speech and language disorders better than more severe forms. Most chapters deserve specific mention. Delayed speech onset is a presenting symptom well covered in Chapter 2: “WAIT Is A Four-Letter Word.” Discussion includes issues relating to delayed speech and language referrals, including problem of diagnosis (e.g., how to test speech in nontalking toddler), differential diagnoses (e.g., maturational or atypical), concern not to (further) alarm parents, and uncertainty about local resources for families. Chapter 2 also contains a chart of Troubling Speech and Language Development (pp 24–29) that may help clinicians recognize speech and language delays and encourage referrals. On the other hand, toddlers showing delayed speech onset in connection with multifactorial conditions, i.e., autism spectrum disorders and bilingualism, are conditions not sufficiently described, as these issues are too complex to be meaningfully addressed in such a format. In Chapter 4, 9 types of speech and language disorders, followed by a cluster of coexisting conditions, e.g., ADHD, are listed in alphabetic order: “Learning the Lingo.” Chapter 5 summarizes therapeutic interventions by disorder: “How They Do It.” This discussion of interventions may be useful as a rough guide, but in reality, speech and language therapy tends to be less disorder-driven and more targeted to individual needs and characteristics of each child. Author (Ms. Feit) shares her experiences in the search to find a good speech therapist match for Max, her son, in Chapter 6: “Getting the Right Help,” with a commentary that is interesting to read. A chapter on nontraditional therapies follows in Chapter 7: “Eating Fish, Riding Horses, and Other Help …” with a survey of fish oil, hippotherapy, and even the mention of the Tomatis method, an auditory listening therapy. These therapies are presented with historical context and discussion of available scientific evidence. Chapters 8 and 9 cover psychosocial issues, e.g., the impact of raising and rearing a child with limited communication skills on family, marriage, and friends. Two informative chapters cover provision of services, Chapter 9 “School Daze” and Chapter 10 “Are You Covered?” Topics addressed include special education laws, insurance issues, accessing, and advocating for services. These chapters include helpful tips for parents as they navigate these complicated systems. The authors' real-world advice on the practical issues of raising a child with speech and language problems is a good addition to the libraries of parents as well as pediatricians. Kathleen Borgeson, MS, CCC-SLP Catherine Davis, MD Center for Children with Special Needs Floating Hospital for Children at Tufts Medical Center Boston, MA

The Effects of Auditory Stimulation on Auditory Processing Disorder: A Summary of the Findings

The study's purpose is to determine the efficacy of the Tomatis Method of auditory stimulation as a therapeutic intervention for Auditory Processing Disorders (APD). Forty-one subjects (18 females, 23 males; 4.3–19.8 years old) were evaluated for APD. Performance on standardized tests indicated weaknesses with auditory processing skills. Each subject participated in a 90-hour Tomatis Method protocol and, once completed, each subject was re-evaluated to measure improvement. All subjects demonstrated improvement with skills of immediate auditory memory, auditory sequencing, interpretation of directions, auditory discrimination, and auditory cohesion. Pre- and post-treatment comparison indicated statistically significant differences in the aforementioned skills. These findings suggest that the Tomatis Method of auditory stimulation can be effective as an intervention strategy for APD.

Brief Report: The Effects of Tomatis Sound Therapy on Language in Children with Autism

Due to the myriad of problems associated with autism, parents often consider alternative treatments. The investigation was undertaken to determine the effects of the Tomatis Method on language skills in children with autism utilizing a randomized, double-blind, placebo-controlled, crossover design. The results indicated that although the majority of the children demonstrated general improvement in language over the course of the study, it did not appear to be related to the treatment condition. The percent change for Group 1 (Placebo/Treatment) for treatment was 17.41%, and placebo was 24.84%. Group 2 (Treatment/Placebo) showed -3.98% change for treatment and 14.15% change for placebo. The results reflect a lack of improvement in language using the Tomatis Method for children with autism.