Research and results
In addition to the positive results achieved with our clients and which have made our reputation, our method has also proven its effectiveness scientifically. The research continues to grow as the areas of application of the method are extended. Indeed, the
acoustic sensory message plays a key role in the development of the individual and as a result connects to a broad range of disorders. The scientific partners with whom we work include several public bodies (ministries, research institutes, hospitals) as well as universities, specialized associations and foundations. Their involvement ensures the objectivity and reliability of the results presented for you in a non-exhaustive overview in the following tables.
| Gilmor Meta-Analysis | Field | N | Average progression (%) |
|---|---|---|---|
| Gilmor’s meta-analysis is based on a study of 225 children with learning and communication difficulties. This analysis shows that the TOMATIS listening sessions have a significant impact in the following areas: language, cognitive and psychomotor development, social and personal behavior. | Linguistics | 225 | 41 |
| Psychomotor | 153 | 32 | |
| Personal and social behavior | 225 | 31 | |
| Cognitive | 152 | 30 | |
| Hearing | 77 | 4 |
| Etude Wilson (Hôpital universitaire de North Shore - Université de Cornell, New-York) | Test | TOMATIS / Control (% Change) |
|---|---|---|
| Wilson studied 26 children suffering from a language disorder. Eighteen (18) children received TOMATIS listening sessions and 8 were assigned to the control group. The results show progress for the TOMATIS group in the following areas: communication, openness of hearing and ability to reproduce sound. | N | 18 / 8 |
| WIG Communication Score (test designed for the study) | ||
| Parent evaluation | 22 / 12 | |
| Teacher evaluation | 34 / 27 | |
| Language Domain (non-specified test) | ||
| Sound reproduction | 86 / -9,s | |
| Openness of hearing | 38 / 3 |
| Study 1 and 2 Brickwall House Institute (East Sussex, England) | Test | TOMATIS / Control (% Change) |
|---|---|---|
| Brickwall studied 47 dyslexic children suffering from a delay in reading of 4/5 years. Twenty-four (24) of these children underwent TOMATIS listening sessions. The remaining 23 children were assigned to the control group. The results show a significant difference in favor of the TOMATIS group, in reading ability and expression. | N | 12 / 12 or 24 /24 depending on the test |
| Receptive Vocabulary (BPVS) | 19 / 4,s | |
| WRAT Reading (raw scores) - Lecture | 51,s / 19, s | |
| WRAT Spelling (Raw scores) - expression | 53 / 20,s | |
| Verbal Fluency (raw scores) | 52 / 39,s | |
| Neal Reading (accuracy) | 21 / 11 | |
| Neale Reading (comprehension) | 19 / 7 |
| Study of the Nordiska TOMATIS Centre (Sweden) | Domaine | Pre / Post ( % Change ) |
|---|---|---|
| The TOMATIS centre of Sweden evaluated the impact of TOMATIS listening sessions on 56 people. Significant progress was recorded in terms of attention and energy as well as on motor performance and adaptability. | N = 56 | |
| Attention | 20 | |
| Motor ability | 12 | |
| Expression | 10 | |
| Energy | 11 | |
| Behaviorand adaptability | 12 |
