HOW iLs WORKS- PDF Download
iLs Case Study - PDF Download
What is iLs?
ILS is a multi-sensory program for improving brain function. It is an enjoyable activity, or “exercise,” which can be customized for all ages and skill levels for implementation in clinic, school or home.
Based on clinically proven outcomes, iLs programs strengthen existing pathways and create new neural connections/pathways in the brain (“neuroplasticity”). As these neurological connections grow stronger, language skills and emotional/psychological functions, such as self-confidence and regulation, also tend to improve.
The improvements in brain function are based on the premise that our higher brain functions – the “cortical functions” such as language, cognitive skills, socialization – rely and depend upon how well sensory input is received and processed as it enters the central nervous system and is relayed to the upper brain. iLs improves processing at both the sub-cortical and cortical levels.
For more detail on how iLs works, take a look at the short video interviews below and visit the Science page.
Who Can Benefit:
iLs has a global effect on the brain and central nervous system, influencing the following systems: balance, visual, auditory, motor, coordination, behaviour and emotional regulation. As a result, it is successfully implemented for a wide variety of conditions:
- Learning difficulties such as reading, spelling, math, auditory processing and attention
- Sensory processing and integration
- Stress, sleep, emotional regulation and mood problems
- Those with autism and neuro-developmental difficulties
iLs is designed with a flexibility that allows it to be implemented for varied program lengths and locations, such as clinics, hospitals, schools and home. The 3 components of iLs – auditory, motor and interactive language – can be used together or independently, depending upon the situation and the needs of the individual. Most programs involve 20-60 sessions, with each session being 30-60 minutes in length.
INTEGRATED LISTENING PROGRAM REPORT
Name: UNGER, Isabelle
Birth Date: Jan 07/1999
Child Age: 14 years
Date of report: April 2013.
Isabelle is a lovely young woman. She lives with her biological parents and two older siblings. Isabelle has been diagnoses with Asperger’s Syndrome in January of 2011. Isabelle has participated in a homeschool based educational program for the past 3 years. Testing done by Dara Shore in February 2013 for Language Evaluation revealed that Isabelle’s vocabulary is developing within age expectations. Language Processing testing revealed some difficulty with specific areas of language such as multiple meanings of words and conversation skills. Isabelle does not currently see an occupational therapist or receive other therapies. Isabelle participates in a Social Skills Program working with a small group on interactions and problem –solving with a coach.
Isabelle’s iLs Intake Package was completed by her mother on March 17, 2012. Her mother reports the pregnancy was a positive experience. Mom was prescribed medication for gestational diabetes and severe morning sickness. Mom also reports that delivery and labour were typical. Isabelle was breast fed for 6 weeks then went to a bottle with no transitional issues. She was bottle fed until 12 months. Isabelle enjoyed a soother until 2 years of age. Isabelle experienced high fevers after her immunizations and had ear infections around 9 months old. There is no history of accident or injury although Isabelle has been diagnosed with a heart murmer. At this time Isabelle has periodic sleep and dietary upset issues. Mom reports that they are using melatonin before bed when required.
Mom reports several events that have had an impact on Isabelle’s development. Isabelle lost her maternal grandmother to terminal illness in 2008 (9 years of age), she lost a close friend due to family circumstances in 2009 (10 years old), oldest sibling experienced a trauma in 2010 (11 years old) and Mom lost her job in 2011 (12 years old). In addition to that Isabelle moved from her private school to homeschool for her 2010-2011 school year. Mom reports that the move to homeschool was a positive one for Isabelle and resulted in a reduction of stress for her around academics.
Isabelle’s developmental history shows sensitivity with textures and being touched. Mom reports that Isabelle’s co-ordination and balance are good. Mom also reports that Isabelle is sensitive to sounds and smells. At this time Isabelle wears glasses for reading. There were no concerns about Isabelle’s vision at this time. Although Isabelle experienced ear infections at age 9 months, 2 years and 4 years there are no concerns about her auditory development at this time. Mom describes Isabelle’s speech and language development as delayed. She began babbling at 12 months but did not develop speech until 3 years old. Mom reports that sign language was a successful strategy for Isabelle from age 2-3.
Academically Isabelle’s performance has been highly scaffolded and stressful for her until she moved into a homeschool environment. Mom describes Isabelle as sensitive, eager to understand others, artistic, helpful, a good friend. Some areas of concern were with empathy, inflexibility, “sassy”, emotional regulation (tantruming in the past). Isabelle is tentative with peers and is quiet around adults.
Isabelle’s program followed the protocols for a child over the age of 7 diagnosed on the Autism Spectrum. Isabelle was given a 40 session Sensory & Sensory Motor focus Program protocol to be done with her tutor 4 days a week in one hour sessions for the duration as per Kids Matter Inc protocols for iLs. Bone Conduction was set at 1 for the duration. The tutor followed the Playbook exercises as outlined in the manual with adaptations made when necessary. Sessions were conducted in the family home.
Based on the Intake Package completed and Intake Interview with mom it was determined that much of what looked like behaviour for Isabelle could be understood as a sensory or sensory motor issue. In particular Mom’s concerns were around sleep/pattern of sleep, emotional regulation as well as low academic performance.
Symptoms Summary Table
|Sensory & Sensory Motor||
Discussion of Clinical Findings
Isabelle experienced very robust outcomes from her iLs program. Residual issues for Isabelle are minimal and are as follows:
Sensory & Sensory Motor
- RARELY- Has poor endurance, is weak and gets tired easily, avoids physical activity.
- RARELY- misuses or confuses words and sounds
- RARELY- difficulty with spelling
- RARELY- does not sleep well, can’t get enough rest
- RARELY- lacks confidence with new environments and new tasks
- OFTEN- is not affectionate, not touching or hugging
- No residual items to report.
Discussion of Clinical Findings and Recommendations
Isabelle’s Integrated Listening Program was highly successful for her and her family. Her mom reports a higher level of functioning in all areas of life. The Integrated Listening Program was enjoyable for Isabelle and she participated fully in her sessions. On-going programming to assist Isabelle in dealing with the emotional events during her pre-teen developmental years and in similar situations should they occur could be considered by the family. It is also recommended that Isabelle’s family consider the iLs pillow to address her sporadic issues with sleep.
Please feel free to contact Jodi Tucker RDI® Program Certified Consultant should you have any questions or concerns with this document.