Case Studies: 6 Children from 5 Years to 7 Years using The Tomatis® Method to develop learning and academic skills Date: 15 April 2016. Case study submitted at the International Tomatis® Convention 2016 in Paris.
PROFESSIONAL’S DATA Name: Gisela van Velze (Occupational Therapist) Country: South Africa Job: Occupational Therapist.
CLIENT ’ S DATA Clients designation (no fullname): SI, NA, SD, JL, SM, OC. Age: Ranges from 5 years to 7 years Gender: M / F Issue(s) presentation: Most of the children that attend Secunda Christian Academy (SCA) come from previously disadvantage homes. As a result at home the focus is not always on development. Stimulation in terms of perceptual skills and scholastic abilities are often compromised. The children are often ill-prepared for the demands of school. In general the children in SCA perform well in the lower grades but start to fail from grade 4 onwards because of their unstable developmental foundation. The children struggle to cope with the demands of the higher grades and find it challenging to work independently.
HISTORY (MEDICAL HISTORY, ETC.) All the children that participated in the Tomatis® program were well nourished and in good health. No history of developmental delays, existing emotional problems or any other medical conditions were reported. None of the children have received any form of Occupational therapy or Sound therapy prior to the program
GLOBAL INTERVENTION Copyrights : Tomatis Developpement S.A - 2016
Selected Tomatis ® protocol and programs The 6 children listened to the F program for 13 days, after a break of six weeks they listened to the E1B program. Tomatis ® session goal(s) To ensure the children are better prepared for the demands of school despite none of them indicating any sign of developmental delays. To ensure that their developmental foundational skills are more stable in order to prevent school challenges at a later stage. Observations: The children that participated in the Tomatis® program were overall less emotional, more motivated, more mature and less dependent on the teachers than before the Tomatis® intervention.
QUESTIONNAIRES AND TEST SCORES
See bellow
COMMENTS Relatives: SI’s mother; “She pronounce her words better, she makes less silly word order mistakes.” NA’s mother; “She is more social, more bubbly, before I had to prompt her on how her day was at school, now she tells me out of her own. “ SD’s mother; “He forgets less. He does not leave his school clothes at school anymore, it takes less time for him to do his homework. He remembers what he learns better.” SM’s father; “It feels like she has grown up. She is more mature, does not cry over small things anymore.”
ProfessionalsSCA Headmistress; “We as a SCA were very privileged to expose the children to the Tomatis® program. Learners’ that had smaller developmental challenges, concentration definitely showed an improvement. It was also clearly evident that their balance improved a great deal.”
OTHER IMPORTANT OBSERVATIONS The Children are more focused more relaxed and less anxious then before the Tomatis® intervention.
Copyrights : Tomatis Developpement S.A - 2016
The only child, JL that did not show an improvement in his motor planning abilities is showing severe emotional challenges at school. The teachers and headmistress are extremely worried about him as he unmotivated to participate and lacks endurance. A full evaluation was recommended to establish the reason for his avoidance behaviour and lack of participation.
APPENDIX OCCUPATIONAL THERAPY TEST SCORES
1 1.1 • • • • •
OCCUPATIONAL THERAPY EVALUATION TESTS USED
Developmental Test for Visual Perception 2nd edition Clinical Observation Test Test of Visual Perception Sensory Integration and Praxis Test Visual Motor Integration Test 5th edition
1.2
TEST RESULTS
Name of child:
SI
Date of birth:
30-11-2010
Chronological age:
5 years and 03 months
School:
Secunda Christian Academy, grade 0
Standards scores are given and they can be interpreted as follows: • • • •
Definite dysfunction: standard score of – 1.0 to – 3.0; Mild dysfunction: standard score of – 0.9 to – 0.4; Typical functioning: standard score of – 0.3 to + 0.3; Above average functioning: standard score of + 1.0 to + 2.0.
1st Evaluation
Balance
2nd Evaluation
6
Steps with eyes open
15
Steps with eyes open
1
Steps with eyes closed
2
Steps with eyes closed
Definite dysfunction
Typical function with eyes open,
Age expectations: 15 steps
Definite dysfunction with eyes closed.
-1.5
+0.3
Definite dysfunction
Typical function
Tactile
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-0.3
+0.9
Mild dysfunction
Above average functioning
+0.1
+1.5
Typical function
Very high functioning
-0.3
+0.3
Mild dysfunction
Typical Function
Age level: 4 years 04 months
Age level: 5 years 07 months
+0.6
+0.6
High functioning
High functioning
Age level: 6 years 00 months
Age level: 6 years 03 months
5 years 06 months
6 years 02 months
High functioning
Above average functioning
-2.1
-0.6
Definite dysfunction
Mild dysfunction
Age level: <4 years 00 months
Age level: 4 years 07 months
Bilateral integration
Postural Praxis
Eye hand coordination
Copying
Visual Motor integration
Visual Memory
Name of child:
NA
Date of birth:
01-07-2009
Chronological age:
6 years and 09 months
School:
Secunda Christian Academy, grade 1
Standards scores are given and they can be interpreted as follows: • • • •
Definite dysfunction: standard score of – 1.0 to – 3.0; Mild dysfunction: standard score of – 0.9 to – 0.4; Typical functioning: standard score of – 0.3 to + 0.3; Above average functioning: standard score of + 1.0 to + 2.0.
1st Evaluation
2nd Evaluation
0
Steps with eyes open
8
Steps with eyes open
0
Steps with eyes closed
8
Steps with eyes closed
Balance Definite dysfunction Copyrights : Tomatis Developpement S.A - 2016
Mild dysfunction
Age expectations: 15 steps
Age expectations: 15 steps
-0.6
+0.5
Mild dysfunction
High functioning
-1.3
-0.5
Definite dysfunction
Mild dysfunction
+0.4
+0.7
High functioning
Above average functioning
+0.0
+0.9
Typical function
Above average functioning
Age level: 6 years 00 months
Age level: 9 years 02 month
+0.6
+0.6
High functioning
High functioning
Age level: 7 years 05 months
Age level: 8 years 01 months
5 years 02 months
6 years 06 months
Mild dysfunction
Typical function
+0.0
+0.9
Typical function
Above average functioning
Age level: 6 years 02 months
Age level: 8 years 02 months
Tactile perception
Bilateral integration
Postural Praxis
Eye hand coordination
Copying
Visual Motor integration
Visual Memory
Name of child:
SD
Date of birth:
06-11-2008
Chronological age:
7 years and 04 months
School:
Secunda Christian Academy, grade 2
Standards scores are given and they can be interpreted as follows: • • • •
Definite dysfunction: standard score of – 1.0 to – 3.0; Mild dysfunction: standard score of – 0.9 to – 0.4; Typical functioning: standard score of – 0.3 to + 0.3; Above average functioning: standard score of + 1.0 to + 2.0.
Copyrights : Tomatis Developpement S.A - 2016
1st Evaluation
Balance
2nd Evaluation
15
Steps with eyes open
15
Steps with eyes open
8
Steps with eyes closed
8
Steps with eyes closed
Typical function Age expectations: 15 steps
Typical function Age expectations: 15 steps
-0.5
+0.6
Mild dysfunction
High functioning
+0.4
+1.1
Typical function
High functioning
+0.6
+2.0
High functioning
Very high functioning
-1.8
-0.6
Definite dysfunction
Mild dysfunction
Age level: 4 years 02 months
Age level: 6 years 01 month
+0.3
+0.6
Typical function
High functioning
Age level: 8 years 01 months
Age level: 8 years 07 months
5 years 06 months
8 years 01 month
Definite dysfunction
High functioning
-0.3
+0.6
Typical function
High functioning
Age level: 6 years 02 months
Age level: 8 years 02 months
Tactile perception
Bilateral integration
Motor Planning
Eye hand coordination
Copying
Visual Motor integration
Visual Memory
Copyrights : Tomatis Developpement S.A - 2016
Name of child:
JL
Date of birth:
22-11-2008
Chronological age:
7 years and 04 months
School:
Secunda Christian Academy, grade 2
Standards scores are given and they can be interpreted as follows: • • • •
Definite dysfunction: standard score of – 1.0 to – 3.0; Mild dysfunction: standard score of – 0.9 to – 0.4; Typical functioning: standard score of – 0.3 to + 0.3; Above average functioning: standard score of + 1.0 to + 2.0.
1st Evaluation
Balance
2nd Evaluation
5
Steps with eyes open
15
Steps with eyes open
1
Steps with eyes closed
3
Steps with eyes closed
Definite dysfunction
Typical function with eyes open,
Age expectations: 15 steps
Definite dysfunction with eyes closed.
+0.6
+1.4
High functioning
Very high functioning
-0.5
+0.0
Mild dysfunction
Typical function
-0.5
-1.4
Mild dysfunction
Definite dysfunction
-1.2
+0.3
Definite dysfunction
Typical Function
Age level: 5 years 02 months
Age level: 8 years 01 month
-0.6
-0.3
Mild dysfunction
Typical Function
Age level: 6 years 00 months
Age level: 6 years 09 months
5 years 02 months
6 years 02 months
Tactile perception
Bilateral integration
Motor Planning
Eye hand coordination
Copying
Visual Motor integration
Copyrights : Tomatis Developpement S.A - 2016
Visual Memory
Definite dysfunction
Definite dysfunction
+0.3
+0.9
Typical function
Above average functioning
Age level: 7 years 06 months
Age level: 8 years 11 months
Name of child: SM Date of birth:
09-10-2010
Chronological age:
5 years and 05 months
School:
Secunda Christian Academy, grade 0
Standards scores are given and they can be interpreted as follows: • • • •
Definite dysfunction: standard score of – 1.0 to – 3.0; Mild dysfunction: standard score of – 0.9 to – 0.4; Typical functioning: standard score of – 0.3 to + 0.3; Above average functioning: standard score of + 1.0 to + 2.0.
1st Evaluation
Balance
2nd Evaluation
3
Steps with eyes open
13
Steps with eyes open
1
Step with eyes closed
10
Steps with eyes closed
Definite dysfunction
Typical Function
Age expectations: 15 steps
Age expectations: 15 steps
+0.6
+0.9
High functioning
Above average functioning
-0.4
+0.2
Mild dysfunction
Typical function
+1.9
+2.0
Very high functioning
Very high functioning
-0.3
+0.3
Typical function
Typical function
Age level: 4 years 05 months
Age level: 6 years 00 months
Tactile
Bilateral integration
Postural Praxis
Eye hand coordination
Copyrights : Tomatis Developpement S.A - 2016
+0.3
+0.9
Typical functioning
Above average functioning
Age level: 6 years 00 months
Age level: 6 years 11 months
5 years 10 months
7 years 00 months
High functioning
Very high functioning
-2.4
+1.2
Definite Dysfunction
Very high functioning
Age level: 4 years 00 months
Age level:7 years 06 months
Copying
Visual Motor integration
Visual Memory
Name of child: OC Date of birth:
09-03-2010
Chronological age:
6 years and 00 month
School:
Secunda Christian Academy, grade 0
Standards scores are given and they can be interpreted as follows: • • • •
Definite dysfunction: standard score of – 1.0 to – 3.0; Mild dysfunction: standard score of – 0.9 to – 0.4; Typical functioning: standard score of – 0.3 to + 0.3; Above average functioning: standard score of + 1.0 to + 2.0.
1st Evaluation
Balance
2nd Evaluation
10
Steps with eyes open
13
Steps with eyes open
3
Steps with eyes closed
9
Steps with eyes closed
Mild dysfunction
Typical function
Age expectations: 15 steps
Age expectations: 15 steps
-1.2
+0.6
Definite dysfunction
High functioning
-0.2
+0.3
Typical function
Typical function
-0.5
-0.3
Mild dysfunction
Typical function
Tactile
Bilateral integration
Postural Praxis Copyrights : Tomatis Developpement S.A - 2016
+0.0
+0.0
Typical function
Typical function
Age level: 5 years 07 months
Age level: 6 years 00 months
+0.3
+0.3
Typical function
Typical function
Age level: 6 years 09months
Age level: 6 years 09 months
4 years 10 month
6 years 02 months
Definite dysfunction
Typical function
+0.3
+0.9
Typical function
Above average functioning
Age level: 6 years 02months
7 years 06 months
Eye hand coordination
Copying
Visual Motor integration
Visual Memory
Terminology Balance reactions and vestibular processing The vestibular system is responsible for feedback of movement (which direction) and gravity (am I upright). It can influence postural control as well as balance reactions. It plays an important role in the childâ&#x20AC;&#x2122;s awareness of his/her body in space as well as the ability to stabilize the eyes.
Tactile Perception Sensory discrimination is the awareness of where the child has been touched as well as the ability to discriminate between different tactile sensations. Sensory modulation refers to the ability to regulate, organize and prioritize sensory information so that the child can focus on relevant and important information and to ignore irrelevant information.
Bilateral Integration Bilateral coordination is the ability to use both sides of the body in a coordinated manner. It indicates how good the two halves of the brain can communicate with each other. It plays an important role in reading and spelling.
Motor planning (Praxis) This is the ability to plan a movement pattern, to execute the movement pattern correctly and to receive feedback re quality of movement pattern. Insufficient motor planning abilities can influence speed of work as well as the ability to be organized.
Visual perception It is the brainâ&#x20AC;&#x2122;s ability to interpret information that the child has seen with the eyes.
Eye hand coordination Refers to the ability to manipulate the pencil with the sufficient control. Copyrights : Tomatis Developpement S.A - 2016
Copying The ability to reproduce a drawing. This skill is important when learning to write letters, to plan how to write a number or letter on a line.
Visual motor integration This is the integration of a childâ&#x20AC;&#x2122;s perceptual as well as sensory-motor skills.
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