tlp provider certification course · 2019-06-21 · discover the scientific evidence behind tlp...

© Advanced Brain Technologies | All Rights Reserved

TLP Provider Certification Course

Discover the scientific evidence behind TLP & learn hands-on practical

application for addressing essential brain performance areas to improve

outcomes in executive function, auditory processing, communication,

social & emotional, motor coordination, stress response and creative

expression for children and adults with a range of needs.

The Listening Program Provider Certification

• Evidence-based neurotechnology

• Improves multiple functions in the brain

• Structured protocols, yet flexible to

meet individual needs

• Portable between clinic, school, work,

and home

• Train in as little as 15 minutes

• Highly enjoyable experience

• Learning Disorders

• Attention Deficit Hyperactivity Disorder

• Autism Spectrum Disorders

• Sensory Processing Disorder

• Developmental Delays

• Dyslexia & Reading Disorders

• Brain Injury/ Concussion

• Stroke

• Cerebral Palsy

• Down Syndrome

• Post Traumatic Stress Disorder

• Sleep Disorders

• Stress & Anxiety Disorders

• Performance Enhancement

• Brain Health

Who Benefits from TLP?

We are a multi-disciplinary team of

people creating innovative sound and

music products to advance people's

brains for a better life.

Who Are We?

Brief History

• Advanced Brain Technologies founded in 1998

• TLP first offered in 1999

• Multi-disciplinary team

• Evidence-based

• Safe, effective, accessible, and affordable

• Easy-to-use

• Listen anywhere

LEVELONE

Nature

Home Based

Bone

Conduction

iPod

Delivery

The Listening

Program

CD Delivery

Supplemental

CLASSIC

LEVEL ONE

SpatialSurround

HD

DolbyHeadphone

Facility Based

Bone

Conduction

1999 2000 2003 2004 2005 2006 2007 2012

SPECTRUM

ACHIEVE

TLP Online

Beta

WAVES

Timeline

2013

TLP Online

SLEEP

2014

inTime

TAVS

Sleep Genius

Mobile Apps

2015

TLP Mobile Apps

Sleep GeniusSystems

SPECTRUM PLUS

ACHIEVE PLUS

LEVEL TWO

SHIFT60

A practice of listening to

acoustically modified music that

supports improved brain function.

Music Listening Therapy

The Listening Program is practiced on a regular

basis, 5 days per week. The duration of daily

practice and of the overall program depends

upon the needs and goals of the listener.

Ages 2 years through adults

The Method

• Executive Function

• Auditory Processing

• Communication

• Social & Emotional

• Sensory Motor

• Stress Resilience

• Creative Expression

Brain Focus Areas

Fusion of

Art and Science

Our creative and scientific

teams strike the balance of

high art complemented by

sound science

Personalized TrainingPersonalized, adaptive programs

designed to meet each person's

goals, focusing on what matters

most to them.

Listening

is Easy

No learning curve, no task demand, just enjoy

your listening for 15 to 30 minutes per day!

20,000 Hz

20 Hz

Red Middle, High Energized

Orange Middle Focused

Zone Music Frequency Focus Feels

Green Low Grounded

Blue Low, Middle, High Balanced

Zone Training

Modules

How it Helps

The Listening Program is evidence-based. More than

20 independent studies demonstrate it’s efficacy as a

safe, non-invasive intervention to support

improvements in brain function.

Research

Occupational Therapy International, 17 FEB 2016 Online

A Quantitative Summary of The Listening Program (TLP)

Efficacy Studies: What Areas Were Found to Improve by

TLP Intervention?

Sadako Vargus, Jay R. Lucker

International Journal of Therapy and Rehabilitation

September 2013, Vol 20, Issue 11

Effects of ‘The Listening Program’ on Children with

Profound and Multiple Learning Difficulties

Helen Francis

International Journal of Therapy and Rehabilitation

January 2015, Vol 22, No 1

The effectiveness of auditory stimulation in children with

autism spectrum disorders: A case-control study

Bryan M. Gee, Et al.

Occupational Therapy International,16 (1). 25-43.

A case study of a five-year-old child with pervasive

developmental disorder-not otherwise specified using

sound based interventions.

Amy J Nwora, Bryan M Gee

“Following intervention, John no longer demonstrated

poor posture, atypical drive for touch, messy

handwriting or difficulty with organization/structure….

John no longer demonstrated low frustration tolerance,

difficulty making judgments, and generalizing to new

situations, lack of tactfulness or inability to tolerate

stress.”

-Nwora and Gee“A case study of a five-year-old child with

PDD-NOS using sound-based interventions”

Occupational Therapy International, volume 16, issue 1

Occupational Therapy International, 21(1). 12-20.

Efficacy of a Sound-based Intervention with a Child with

and Autism Spectrum Disorder and Auditory Sensory

Over-responsitivity

Bryan M. Gee, Kelly Thompson, Kelly St. John

Occupational Therapy International

Volume 21, Issue 1, pages 12-20, 29 OCT 2013 DOI: 10.1002/oti.1359

http://onlinelibrary.wiley.com/doi/10.1002/oti.1359/full#oti1359-fig-0001

Efficacy of a Sound‐based Intervention with a

Child with an Autism Spectrum Disorder and

Auditory Sensory Over‐responsitivity

http://onlinelibrary.wiley.com/doi/10.1002/oti.v21.1/issuetoc

http://onlinelibrary.wiley.com/doi/10.1002/oti.1359/full#oti1359-fig-0001

European Society for Paediatric Urology (ESPU) Congress

Turkey April 2010

A pilot investigation into the effects of listening to

modified classical music, including bone conduction, in

improving toilet training outcomes for children with

learning difficulties.

June Rogers MBE

Music and Medicine

October 2010, Vol. 2 no. 4 208-213

Evaluation of The Listening Program in Assessing

Auditory Processing and Speech Skills in Children with

Down Syndrome

Gwenyth Jeyes, Caroline Newton

Primary Health Care Center of

Kristineberg, Oskarshamn, Sweden

A Pilot Study- Evaluation of

Listening Training in Adults with

Stress-related Symptoms in

Primary Health Care

Runa Lieden-Karlsson

International Education Studies

August 2015, Vol 8, No 8 p 210

Integration of the inTime

Techinique in the Neurodynamic

Program of Assistance to

Children with Learning

Disabilities

Faina Ratner, Victoria Efimova,

Oleg Efimov

Nicoló• 8 year old

• Trisomy 18 Mosaicism

• Protocol: TLP SPECTRUM w/

Waves multisensory audio system

• 2X daily (morning & afternoon) 15

min each

• Concurrent with other therapies;

hyperbaric oxygen, hippotherapy,

and bioenergy work

Nicoló

Results within first four weeks

• Suddenly seemed more aware of his environment

• More inquisitive and more observing

• Asking lots of Why’s? about things

• “Somehow I felt TLP had triggered something in his

brain”

Results after 2 months

• Improved sustained attention

• Less distractible

• Improved communication (initiating)

• Improved morophosyntactic production, more structured

sentences, use of adverbs, and past tense verbs

• Reduced dysfluency

• Global motor skill improvement and coordination

• Improved postural control, for longer periods

Nicoló

The better we process sensory

information, the better we can understand

and engage with our environment.

Listening FS Level One

• Sounds are created when objects vibrate

• Sound waves are fluctuations in air pressure

across time

What is Sound?

Resonance

Psychological study of

human perception of sound

Psychoacoustic Foundation

• Frequency

• Amplitude

• Time

• Space

• Sound determined by the frequency of vibration

• 1 Hertz (Hz) equals the vibration repeating itself once

• 20 Hz- 20,000 Hz human range

• Pitch- perceived frequency of sound

• Infrasonic- below 20 Hz

• Ultrasonic- above 20,000 Hz

• Music – instruments

• Language- phonemes

Frequency

• The magnitude of increase or decrease of a sound wave

• Amplitude is perceived as loudness

• Loudness is measured in decibels (dB)

• Decibel scale is logarithmic

• Louder the sound the higher the decibel, softer the lower

• Less than 75 dB is considered safe

• Exposure of 85 dB+ over time, and 110 dB+ occasionally,

can cause permanent hearing damage

• Listen at comfortable levels

• Most foam or wax earplugs lower loudness by up to 29 dB

Amplitude

• Sound is an event in time

• Chronobiology examines biological rhythms

• Tempo is the pace of movement or beats; the speed

of music

• Rhythm is the organization of movement, or beats,

in time; the pulse of music

• Entrainment is the synchronization of rhythms

• Prosody example “I want another mother”

Time

• Sound localization

• Interaural time difference (ITD)

• Interaural level difference (ILD)

• Where we are in the world

• Critical to survival

• Pinna

• Spatial organization of the system

• Frequency, volume, time

Space

Outer Ear (pinna, ear canal,

tympanic membrane)

Middle Ear(ossicles, muscles,eustachian tube)

Inner Ear (cochlea,

vestibular system)

3 Divisions of the Ear

Auditory Transduction

Source: Coloring Guide to Human Anatomy, Alan J. Twietmeyer

Middle Ear Muscles

Middle Ear Fluid

Source: Neuroscience: An Outline Approach, Anthony Castro

Cochlea

Source: Encyclopedia Britannica, Inc.

Vestibular System

The video will begin

following the narration.

Bone Conduction

• Compressional

• Inertial

• Osseotympanic

• Cerebrospinal fluid

• Skull tissue

• Vibrotactile

More than “Bone”

• Dominant means of intrauterine listening

• Internal and external vibration

• A means of directly influencing the inner ear without

having to involve the middle ear

• A means of stimulating both the auditory and vestibular

apparati with sound at safe listening levels

• More safe and effective than air conduction as a means

of conducting sound as a stimulus for the vestibular

system

Unique Attributes of Bone Conduction

• Activates receptors of both saccule and utricle (Curthoys

2010, Halmagyi 2005)

• Bilateral cochlear stimulation secondary to vibration

(Stenfelt 2002)

• Faster conduction speed than air conduction

• Tunes in from 10 Hz into ultrasonic range (up to 100 kHz),

with best vestibular-based responses within the low

frequency range (Nishimura et all 2002, Hakanssan et al

1996)

Unique Attributes of Bone Conduction

• Classical Auditory Pathway

• Classical Auditory Pathway Offshoots

• Non-Classical Auditory Pathway

• Autonomic Nervous System

• Enteric Nervous System

• Vestibular Pathways

• The Musical Brain

Pathways of Sound’s Influence

Classical Auditory Pathway

• Inner Ear (Cochlea)

• 8th Cranial Nerve (vestibulocochlear nerve)

• Cochlear Nuclei

• Superior Olive

• Lateral Lemniscus

• Inferior Colliculus

• Thalamus- Medial Geniculate Nucleus

• Primary Auditory Cortex

Sources: Neuroscience: An Outline Approach, Anthony Castro | icg.harvard.edu/~psy1-s/ lectures/06sensation/

Tonotopic Map

Offshoots

Reticular Formation

Auditory Association Cortex

Other cortical areas

Non-Classical Auditory Pathway

Limbic System

Cerebellum

Autonomic Nervous System

Second Brain

Enteric Nervous System

Vestibular Pathways

Spinal Cord

Eyes

More???

1

23

4

5

Prefrontal cortex

Visual

cortex

Motor cortex Sensory

cortexAuditory cortex

Source: D.J. Levitin and A.K. Tirovolas/Annals of the New York Academy of Sciences 2009; Image: Charles Floyd.

The Musical Brain

98 7 6

Cerebellum

Hippocampus

Amygdala

Nucleusaccumbens

Source: D.J. Levitin and A.K. Tirovolas/Annals of the New York Academy of Sciences 2009; Image: Charles Floyd.

The Musical Brain

Listening is ActiveYou listen with your brain

Auditory ProcessingWhat your brain does with what it hears

Hearing is passiveYou hear with your ears

Adapted from Jay Lucker, EdD, CCC-A/SLP, FAAA

Six Integrated Systems

• Self regulation

• Auditory system

• Emotion

• Memory

• Language

• Cognitive decision making

The Listening Program Music

• World-class team

• Founding Music Director- Richard Lawrence

• Arcangelos Chamber Ensemble

• New musicians

• Music for a purpose

• Intentionality

• Evidence-based

• Concept

• Team

• Background research

• Compose/arrange

• Artists

• Technology

• Record

• Edit

Production Flow

• Sequence

• Neuroacoustics

• Review

• Test

• Amend

• Clinical tests

• Amend

• Release

Mozart

Haydn

Vivaldi

Danzi

High Definition

depth

detail

dimension

emotion

20,000 Hz

20 Hz

Red Middle, High Energized

Orange Middle Focused

Zone Music Frequency Focus Feels

Green Low Grounded

Blue Low, Middle, High Balanced

Zone Training

Neuroacoustic Signal Processing Abbreviation

Spatial Surround® SS

Spatial Surround® Dynamic SSD

Dolby Headphone® DH

Active Listening Training™ ALT

Active Listening Training Sweeps™ ALT-S1, ALT-S3

Filtration FT

Audio Bursting AB

Blends BL

Type Rating

ALT 1

ALT-S1 2

ALT-S3 3

Mild 4

Medium 5

Medium II 6

Advanced 7

Advanced II 8

Module Types and Rating

Spatial Surround &

Spatial Surround Dynamic

• Spatial Surround®/ Multi-channel sound in five channels

• Spatial Surround Dynamic/moving instruments

• One instrument per channel for clear discrimination

• 360 degree sound field

• Frequency, volume, timing, and spatial location

• Dynamic only within A & C phases

Stereo

Spatial Surround

Dolby Headphone

• Spatial Surround® and


on headphones

• Technology encoded into the

music not headphones

• Exclusive to TLP

Active Listening Training

• Audio filters screen/remove selected frequencies

from full spectrum music

• Direct attention to frequencies that are not filtered

• Improves discrimination

• Stimulates auditory neurons

• Music induced auditory plasticity

• Auditory tonotopicity

• Used in all zones except blue

Filtration

Filters

Green Zone, Low-pass filter (LPF)

Orange Zone, Band-pass filter (BPF)

Red Zone, High-pass filter (HPF)

Blue Zone

Green Zone Filtration, Low-Pass

Orange Zone Filtration, Band-pass

Red Zone Filtration, High-pass

• Rapid, novel, volume increases

• B phase only

• Improves listening

• Attune to soft sounds - discriminate speech/vocal control

• Attenuate loud sounds - protect the inner ear

• Reduce sound sensitivities

• Improve Social Engagement

• Music induced auditory plasticity

• Auditory tonotopicity

Audio Bursting

Blue Zone Audio Bursting

Orange Zone Audio Bursting

Listening SI Album 3

Learning –

Support for attention, scholastic and study skills.

Communication –

Support for listening, language, voice, speech, and communication skills.

Intervention –

Support for therapeutic, rehabilitative, neurodevelopmental, and sensory

needs.

Wellness –

Support for a healthy life balance of mind, body, emotion, and spirit.

Performance –

Support for achieving higher states of physical, mental, musical,

and creative ability.

Listener Groups

Brain Focus Areas

Executive Function

Communication

Auditory Processing

Social & Emotional Function

Stress Response

Motor Coordination

Creativity

Cycle

25 hour listening progression

ranging from five to twenty weeks

Listener Group

Learning

Communication

Intervention

Wellness

Performance

Cycle Minimum

2

2

4

2

2

Cycles

Schedules Intensity Modules Per Day Notes

Extended Low 1 (15 min. x 1)

Base Moderate 2 (15 min. x 2) Minimum 30 minute break

between modules

Condensed Moderate 2 (30 min. x 1) No break between modules

Advanced High 4 (30 min. x 2) Minimum 30 minute break

between sessions

Schedules

Programs

Foundational training

with a focus in the

green zone

Groups: Intervention & Wellness

Brain Focus: Social & Emotional, Motor Coordination, Stress Response

Training Progression:

Module Types: ALT, ALT-S1, ALT-S3, Mild, Medium, Medium II

Spatial Treatments: SS-DH, SSD-DH, ALT-DH, ALT-S-DH

Rating Levels: 1-6

Schedules: Extended, Base, Condensed

Formats: iPod

Cycles 1 & 2 Cycles 3 & 4

Zone Modules Zone Modules

Blue 001-020 Green/Red 200-151

Green 021-060 Green/Orange 150-061

Green/Orange 061-150 Green 060-021

Green/Red 151-200 Blue 020-001

1. SPECTRUM section of website

2. Provider Study Kit SPECTRUM

• SPECTRUM Provider Reference Document

• SPECTRUM Announcement Teleseminar

• SPECTRUM Introduction Teleseminar

Case Study-Mark• 5 years old

• Autism spectrum disorder; diagnosed at age 3• Typical development up until 2 years of age

• Communication and other developmental milestones stopped

• Difficulty with loud sounds and lots of additional auditory and visual input in the environment

• Difficulty with transitions

• Sensory processing disorder—mixed regulation

• Goals:

• Tolerate auditory and visual stimulation within his environment-remove

from flight/fight

• Beginning stages of appropriate play and self-care skills (feeding,

dressing, bathing, etc.)

• Use words and/or other forms of communication to express wants and

needs to caregivers

• Listener group: Intervention

• Goals are therapeutic, neurodevelopmental and sensory based

• Brain focus areas: Social and Emotional, Stress Response, Motor Coordination,

Communication

• Difficulty with tolerating auditory and visual input in the environment

• Fight/flight responses

• Coordination for self-care skills

• Using functional means of communication

SPECTRUM

• Waves

• Multi-sensory presentation of the program

• Enhanced focus of the green zone, low frequency,

grounding music to take Mark out of “flight/fight”

• Minimum of 4 cycles

• Recommended number of cycles based on

Mark’s listener group

• Extended-Base schedule

• Age and ability to tolerate

sensory input

• iPod

• Best choice for the family

• How was progress measured? What was Mark’s experience?

• Qualitative measures- Listening Checklist, Observations Checklists every time there was a zone change

• Mark transitioned from Extended to Base schedule…Why?

• Enjoyed the music and tolerated the extra training

• No modifications needed during first 4 cycles of listening

• Decided to modify SPECTRUM for continued listening—Zone specific

• Green zone for social emotional and stress response

• Orange for improved language/communication, attention and focus

• Red for higher executive functioning skills

• Goals and Results:

• Goal: Tolerate auditory and visual stimulation within his environment-remove from flight/fight

• Result: Improved positive response to new situations. Including tolerating transitions better and lowered stress response. Less anxious and happier

• Goal: Beginning stages of appropriate play and self-care skills (feeding, dressing, bathing, etc.)

• Result: More appropriate play with toys and interest in self-care skills with assistance and/or cues

• Goal: Use words and/or other forms of communication to express wants and needs to caregivers

• Result: Better expressive listening and language—use of more functional words to express wants and needs

Outcomes for Mark

• 72 year old female

• Stroke• Right-sided weakness (dominant side)

• Balance and coordination concerns—walker and cane

• Accommodations for activities of daily living—dressing, bathing, cooking,light house work

• Headaches and overwhelmed by various lights and sounds

• Easily agitated and “somewhat forgetful” as described by her children

• Some minor word finding challenges as well

• Goals:• Improved balance and coordination

• More independence

• Better memory and word finding

Case Study - Ruth

• Intervention group• Rehabilitative goals

• Social and Emotional, Stress Response, Motor Coordination, Communication• Social/emotional/stress response to deal with the healing process of a stroke

• Motor coordination given that she has experienced right-sided weakness and movement challenges

• Communication to address her word-finding deficits

• iPod• A familiar device for Ruth

• Waves• Enhanced, progressive listening experience

• Wanted to get the most of the program and quickly

• Base-Condensed schedule• Ruth could tolerate either one of these schedules based on her age, time commitments and overall exposure

and experience with music…particularly classical music

• 4 cycles minimum• Recommended minimum number of cycles for an Intervention listener

SPECTRUM

• How was progress measured? What did Ruth experience?

• Qualitative measures- Listening Log, Listening Journal, Listening Checklist,

Observations Checklist• Fluctuations between Base and Condensed schedule• No additional listening modifications• Completed 4 cycles of listening• Advanced to LEVEL ONE

• Enhancement of word finding skills and executive functioning abilities• Felt comfortable managing online component

• Goals and Results:• Goal: Improved balance and coordination• Result: Better motor control and coordination—less reliance on walker and cane• Goal: Better memory and word finding• Result: Improvements with memory• Expressing herself better…improved word finding• Other observations: Less emotional and more energy

Outcomes for Ruth

Intermediate to

experienced training

with a focus in the

orange zone

Groups: Learning, Communication, Performance

Brain Focus: Executive Function, Communication, Auditory Processing, Creative


Module Types: ALT, ALT-S1, ALT-S3, Mild, Medium, Medium II

Spatial Treatments: SS-DH, SSD-DH, ALT-DH, ALT-S-DH

Rating Levels: 1-6

Schedules: Extended, Base, Condensed, Advanced

Formats: iPod

Cycles 1 & 2 Cycles 3 & 4

Zone Modules Zone Modules

Blue 001-020 Orange/Red 200-101

Green 021-040 Orange 100-041

Orange 041-100 Green 040-021

Orange/Red 101-200 Blue 020-001

1. ACHIEVE section of website

2. Provider Study Kit ACHIEVE

• ACHIEVE Provider Reference Document

• ACHIEVE Introduction Teleseminar

• 15 year old in high school• “B/C” grade student; struggles with reading and listening comprehension

• Struggles with background noise in the classroom

• Auditory processing disorder suspect but never diagnosed

• Difficulty with verbal and written expression

• Tolerates stress well and positive, despite academic struggles

• Physically active in dance and cheerleading and very social

• Goals:

• Improved verbal and written expression

• Better reading and listening comprehension

• Focus when background noise is present

• Improve her grades for college entrance

Case Study - Sarah

• Listener Group: Learning

• Many academic goals

• Brain Focus areas:

• Executive Function for various academic areas and to increase her grades

• Communication given her verbal and written communication challenges

• Auditory Processing for listening and focusing when background noise is present in her

environment

ACHIEVE

• iPod

• Very familiar with technology and has

an iPhone

• Waves

• Multi-sensory presentation of the music

• Accelerated progress and results

• Base-Condensed schedule

• Age and schedule demands

• 2 cycles completed

• Learning group recommendation is 2 cycles

• 2 More cycles of listening after her initial

first 2 cycles…Why?

• Loved the results she was seeing

• How was Sarah’s progress measured? What did she experience?

• Qualitative measures:

• Listening Checklist-pre and post listening

• Base and Condensed Schedule based on Sarah’s school and extra curricular schedule

• Completed 2 cycles of listening

• Minimum number of cycles for the Learning group

• Continued on to more advanced listening with LEVEL ONE…Why?

• Advance academic skills, communication abilities and auditory processing skills

• Advanced listening experience


• Goal: Improved verbal and written expression

• Result: More expressive in verbal and written content…better grades on written assignments

• Goal: Better reading and listening comprehension

• Result: Improved listening and reading comprehension

• Goal: Focus when background noise is present

• Result: Less distracted by background noise

• Goal: Improve her grades for college entrance

• Result: Grades improved in core subjects and she reported being more organized and able to complete

tasks in a timely manner

Outcomes for Sarah

Balanced training

adaptable for all

listeners

Groups: All

Brain Focus: All


Module Types: Advanced, Advanced II

Spatial Treatments: SS-DH, SSD-DH

Rating Levels: 7-8

Schedules: Extended, Base, Condensed, Advanced

Options: Music only or music combined with nature sounds

Formats: iPod, Online

Cycle 1 Cycle 2

Zone Albums Zone Albums

Blue 1 and 2 Red 10,9,8,7,

Green 3 and 4 Orange 6,5

Orange 5 and 6 Green 4,3

Red 7,8,9,10 Blue 2,1

1. LEVEL ONE section of website

2. LEVEL ONE Provider Reference Document

• 35 year old male• Computer programmer

• Married and father of two boys, 8yrs and 3yrs

• Active with boys and family—soccer coach, karate, etc.

• 8 year old recently diagnosed with a learning disability

• Decrease patience and easily frustrated

• Decreased attention and “focus is off”

• Difficulty with remembering directions

• Loss of creativity and motivation

• Goals:

• Improved patience with family

• More energy, focus and attention

• Improved memory for directions

• More creativity at work

Case Study - Zach

• Listener Group: Wellness

• Brain Focus Areas:• Stress Response in reacting to personal and professional stressors

• Social and Emotional in managing personal and professional stressors at home and at work

• Executive Function skills for learning new information and work tasks

• Creative expression for work tasks and work demands

• iPod LEVEL ONE PREMIUM• Wanted the option of LEVEL ONE with and without Nature sounds

LEVEL ONE

• Waves

• A more immersive listening experience

• Accelerate results and get the most out of the listening experience

• Base-Condensed schedule

• Able to tolerate these schedules

• Fit into Zach’s routine

• 2 cycles completed

• Minimum recommended with encouragement for continue listening

• LEVEL ONE modifications; zone specific

• Orange and red zone for attention, focus, expression, imagination, inspiration and creativity

• How was progress Measured? What did Zach experience?

• Qualitative Measures

• Listening Log with daily/weekly notes

• Listening Checklist pre and post test measures

• Observations Checklists periodically

• Utilized a Condensed schedule for listening

• More compliant with this schedule than with a Base schedule

• No modifications necessary. Make-up listening for missed listening sessions.

• Completed 2 cycles of listening with a combination of LEVEL ONE with and without Nature based on preference for the

listening session

• Zach decided to complete 2 more cycles of listening with zone specific training

• Zone specific modifications

• Orange and red zone focus for attention, focus, expression, imagination, inspiration and creativity


• Goal: Improved patience with family

• Result: Stress response and patience increased

• Goal: More energy, focus and attention.

• Results: Better sleep, more energy and more motivation

• Goal: Better work improvements

• Results: Improved memory for directions at work and more creativity with work projects

• Results: Better able to follow directions and conversations at work, more productive with higher creativity

Outcomes for Zach

Supplemental

inTime is an organic compilation

of original compositions, based

on a blend of world music with

diverse instrumentation, which

accents the power of rhythm and

sound frequencies.

• Personalized listening training

• Activities using body, drum, and voice

• inTime Drum & Guidebook

Sample of inTime SL6

Improving reading and academic

performance one move at a time…

The cost of TMP for individuals is

just $4 per session, with total

program cost equivalent to the

cost of 5 tutoring sessions.

TMP costs significantly less per

student in schools.

Easy, fast, and fun, TMP fits

easily into any home or

school schedule.

Research has shown that

reading improvements are

double that of regular

classroom instruction alone.

The TMP Difference

TMP Provider Affiliate Program

TMP Provider Training Course

The TMP Provider Training Course is a free 3-hour

online course which provides an overview of The

Movement Program. Upon successful completion of the

course you will be able to explain The Movement

Program, understand who are the best candidates to

benefit, and how to implement TMP. You will then

receive your provider affiliate ID, and then can start

recommending TMP to others.Get Started Today!

movementprogram.com

Recommend Learn Earn

Why become

an affiliate?

Overview

HeadphonesWaves iPod

The multi-sensory

audio system

optimized for The

Listening Program

• High quality stereo headphones – Lightweight with self-

adjusting headband

• Exclusive high output bone conduction transducer with

floating head mount

• Single, tri-core flex headphone cable

• Pocket headphone amplifier with audio processor and

dual mode amplification (BC and AC amplifiers within)

• Membrane keypad and LCD display

• USB rechargeable batteries with LED indicator light

1. Connect the 6” cable

from the headphone

port on your device

to the IN port on the

headphone amplifier.

2. Connect the headphone cable to the AC & BC port FRONT forward on side of amp with the screen.

Waves™ Operation

3. Power amplifier ON/ OFF

by pressing and holding

power button until you

see

“powering on” or

“powering

off” on the display.

Waves™ Operation

5. Control AC volume and BC power using keypad.

Waves™ Operation

4. Plug in USB cable to charge.

Low battery = flashing red

LED

Charging = flashing green

LED

Full Charge = steady green

LED

Waves™ Operation

Open

• Tune-in to surroundings

• Learn to filter background noise

Closed

• Good for sound isolation-

focused listening

• Group listening

No “in ear”, on ear, or noise cancelling headphones

Approved Headphones

NOW FEATURING

CUSTOM PLAYLISTS

TLP Custom Playlists

The Listening Program® with custom playlists is a

progressive neurodynamic music listening therapy

system personalized for listeners of all ages and

skill levels to meet individual needs as functions

and skills develop. This custom system can be

tailored to meet the needs of one person, an entire

family, or a group in a school or clinic setting.

With the added convenience of one iPod touch

listening device, TLP with custom playlists is

designed to support improved brain performance

for better communication, executive function,

auditory processing, social skills, emotional

regulation, stress response, motor coordination

and creative expression.

CUSTOMIZATION OPTIONS

Core Programs

SPECTRUM

ACHIEVE

LEVEL ONE

inTIME

Supportive Programs

TLP SPECIALIZED

SLEEP GENIUS

SOUND HEALTH

MUSIC FOR BABIES

What You Get

iPod touch

W / USB Charging Cable

Waves™ Multi-Sensory Bone Conduction Audio System

Headphones w/bone & air conduction, Dual Mode

Headphone Amplifier, Connection Cable, USB Charging

Cable (also available without the Waves system)

Your Choice of One Core Program

SPECTRUM ACHIEVE

LEVEL ONE inTIME

with the option to add additional core and supportive programs

Custom Playlist Programming

Each listening system comes preloaded and ready to use

with your selection of core and supportive music programs

from the entire ABT music library

Core Listening Programs

Supplemental

Sound Health Series

Music For Babies

The world’s most scientifically

advanced sleep program

Neurosensory

Algorithms

Activates your vestibular system which triggers a

motion induced sensation, like a baby being rocked

to sleep.

Multi-Band

Binaural Beats

Engages multiple regions of your brain to entrain

and maintain sleep by matching the waveforms that

characterize all four stages of sleep.

Pink Noise

Originally Produced

Creates a sonic wall which blocks out distracting

noises as well as lowering activity in your brain’s

arousal centers.

Psychoacoustic

Music

Originally Composed

Originally and scientifically composed music with

low frequency, tone and tempo to induce and

maintain sleep.

Proprietary Technology

Sleep Genius

TLP Sleep entrains the brain to improve sleep regulation. Embedded

within these beautiful recordings are proprietary neurosensory

algorithms that produce sleepiness. The result is a sleep that's

natural, easy, restful, and refreshing.

Fall asleep faster, stay asleep longer, naturally. Drug free!

Block out distracting background noise

Beat insomnia

TLP Custom Playlists w/ Waves™

WHY USE THE WAVES MULTI-SENSORY

BONE-CONDUCTION AUDIO SYSTEM?

Waves enhances the delivery of The Listening

Program® by using the two natural modes of

hearing—through your ears (air conduction)

and through your head (bone conduction)—

offering a deeper, more immersive listening

experience than conventional headphones can

provide. Not only does the Waves system

make your daily listening more enjoyable, it

accelerates and expands the benefits of your

listening practice!

ABT Providers have unique needs.

Some work with multiple clients daily.

Others offer free demonstrations for their

clients before getting them onboard with

The Listening Program® or one of the

other specialized programs. Still others

use our programs as a therapy adjunct,

offer short-term evaluations, and in-

practice implementation of listening

programs. For these unique use cases,

TLP PRO is the ideal all-in-one listening

solution for in-clinic professional use.

TLP Pro Provider Only in-Clinic

The full line of ABT Programs, including

the flagship The Listening Program®,

can benefit most anyone for:

Rehabilitation

Learning

Wellness

Peak Performance

Applicable for schools, hospitals, therapy

clinics, assisted living facilities, companies,

athletic and music programs, in homes and

on military bases.

Everything’s Included

• TLP Spectrum

• TLP Achieve

• TLP Level One

• TLP Level One Nature

• TLP Specialized

• inTime

• Sleep Genius

• Music to De-Stress

• Music to Relax

• Music for Thinking

• Music for Learning

• Music for Productivity

• Music for Inspiration

• Music for Motivation

• Music for Concentration

• Maximum Focus

• Peak Performance

• Cheerful Baby

• Sleepy Baby

• Peaceful Baby

• Playful Baby

iPod in your

choice of 5 colors

A little time invested in training your

clients will make for successful listeners!

How Does the Provider Help?

• Being the go to resource for The Listening Program

• Understanding listener needs and clarifying goals

• Making suitable recommendations

• Offering support and instruction

• Monitoring progress with frequent communication

• Helping clients stay on track

• Answering questions

• Providing suggestions to improve results

• Understanding and anticipating potential obstacles

Educate

Intake

Programming

Training

Monitoring

5 Areas of Responsibility

Educate

• Website - advancedbrain.com

• Video - What is The Listening Program?

• Marketing materials

• Research and case studies

• Articles

• Blog

• TLP Radio and Webinars

Intake/Baseline Information

• Client History

• Listener Group

• Brain Focus

• TLP Listening Checklist

• Listening Screening Tool

• Listening Goals & Results

• TAVS

• Functional Observations

• Consultation

Client History Form

• Identifying information

• Developmental, medical/health, dietary

• Behavior

• Physical/motor development

• Speech, language, reading, writing and math

• Cognition and education

• Current lifestyle

• TLP Listening Checklist

• ABT Rhythm Checklist

• TLP Observations Checklist

• The Listening Questionnaire for Children (school age)

• The Listening Questionnaire for Adults

• Autism Treatment Evaluation Checklist

• Sensory Profile

• All examples, use what you like.

Checklists

Listening Goals & Results

• Concentration, attention & memory

• Speech, language, communication & voice

• Listening & auditory processing

• Mood, behavior & emotional regulation

• Physical & motor

• Social

• Sleep

• Energy level

• Education & career

• Creativity, music & artistic

The Test of Auditory and Visual Skills (TAVS)

A screening tool to assess auditory processing

skills including

Temporal processing

Auditory pattern processing

Auditory discrimination

Sound localization

Auditory and visual processing

TAVS

The Test of Auditory and Visual Skills

• Objective measure for pre/post listening

• Low level auditory and visual processing

• Assesses areas concerned with timing,

intensity, sequencing and frequency

• Quick and easy

• Suitable for ages 5 upwards

Functional Observation

• Live observation

• Video

• Self-regulation

• Activity preferences

• Behaviour

• Relationships

• Handwriting, drawing, art

• Organizational ability

• Academic or career performance

• Ability to handle multi-sensory input

Lifestyle Considerations

• School/work schedule

• Leisure time

• Other activities

• Family routine

• Organization

• Time management

• Upcoming vacations

Special Considerations

• ENT or audiologist referral

• Hearing loss

• Seizures

• Medication

• Bipolar disorder

• Schizophrenia

• Craniotomy

• Acquired brain injury-acute stage

• Medically stable

Foundational training with a focus in the green zone

Intermediate to experienced training with a focus in the

orange zone

Balanced training adaptable for all listeners

PRO Programs- iPod Systems

Supplemental

Schedules Intensity Modules Per Day Notes

Extended Low 1 (15 min. x 1)

Base Moderate 2 (15 min. x 2) Minimum 30 minute break

between modules

Condensed Moderate 2 (30 min. x 1) No break between modules

Advanced High 4 (30 min. x 2) Minimum 30 minute break

between sessions

Schedules

Listener Group

Learning

Communication

Intervention

Wellness

Performance

Cycle Minimum

2

2

4

2

2

Cycles

Program Duration

• Listening is like physical exercise

• Healthy lifestyle

• Core training

• Refinement

• Achieve goals, set new ones

• Wellness or performance group

Listening Environment

• Safe

• Comfortable

• Minimal distractions

• Listening activities

• Listening in the car

Listening Activities

• Listening is the primary activity

• No logic based activities

• More is not necessarily better

• Zone & brain focus support

• Quiet

• Creative

• Fine motor

• Movement?

Equipment Training

Refer to listening equipment session

Waves Operation Guide

Headphone tips

Headphone Introduction

• Young children

• Older adults

• Limited headphone experience

• Sensory sensitive

• Attention

• Behaviour

Medical Disclaimer & Consent Form

The Listening Program is not intended to treat,

cure, or mitigate any disease or disorder.

Child & adult consent forms

No medical claims

Results not guaranteed

Observations Checklist

• Social/Emotional

• Language

• Physical/Motor

• Attention

Consultations

• Adjustment symptoms

• Questions, concerns

• Consistency, compliance

• Lifestyle changes

• Listening environment

• Listening activities

• Modifications

Adjustment Symptoms

• Positive or negative

• Brain is reorganizing

• Severity and duration

• External stressors

• Listening stressors

External Stressors

• Health

• Diet

• Sleep

• Lifestyle

• Screen time

• Exercise

• Noise exposure

• Too much going on

• Other interventions

Listening Stressors

• Headphones

• Volume

• Time of listening

• Activities

• Frequency, intensity, duration

Modifications

F - Frequency

I - Intensity

D - Duration

• One or two modules – no change

• Three or more in a week – listen to the last

module & missed modules

• One to three weeks – repeat last week &

missed weeks

• Four+ weeks – Generally start program over

Missed Listening Sessions

• 2 – 4 cycles

• 50 to 100 hours

• Post listening, etc.

• Continued listening practice

• Annual boost

• Zone focus

Program Completion

Case Studies/Listener Programs

R.J.

• 9 year old male

• Diagnosis of Cerebral Palsy

• Significant fine and gross motor delays

• Sensory sensitivities

• Verbal Apraxia; some sounds but no words

• Minor hearing loss in the high frequencies in

the left ear

• Very specific food preferences/diet

• Sleep is good per mum’s report

R.J.

• Tolerate stressor better and less tantrums with transitions

• Better movement patterns and more movement

coordination with activities of daily living

• More functional, purposeful communication attempts

Listener Goals

• Intervention Group

• Brain Focus Areas Prioritized

• Stress Response

• Social and Emotional

• Motor Coordination

• Communication

• Auditory Processing

• Executive Function

• Creative Expression

Listener Group/Brain Focus Areas

Progress Report on R.J.

SOCIAL EMOTIONAL:

• Eye contact

• Motivation

• Self confidence

• Independence

• Frustration tolerance

• Flexibility

• Relationships with peers and adults

• Affection, touching or hugging

• More healthy emotions expressed

• More awareness of voice tone, facial

or body messages

ATTENTION/ORGANIZATION:

• Visual attention

• Auditory attention

• On-task performance

LANGUAGE/COMMUNICATION:

• Increases in:

• Talking/communication-

more vocalizations

• Phonological awareness

• Recognition of phonemes

• Initiating verbal

participation

• Vocal quality

• Speaking quality

More Progress for R.J.

PHYSICAL/MOTOR:

• Increases in:

• Upright posture

• Physical coordination

• Sense of rhythm

• Decrease in touch sensitivity

And R.J. Now?

Listening continues

So…

Progress continues

Daniel

Video footage was completed with Daniel

Speech recording was also completed whilst playing with some toys

Parent & Teacher completed listening checklist

• Video footage was

completed with Raymond

• Speech recording was also

completed whilst playing

with some toys

• Parent & Teacher

completed listening

checklist

Easy to email and store

files

PRE PROGRAM FUNCTIONAL

ASSESSMENT

This video shows

before TLP and 6

months after TLP

was introduced

❖Good at Sport

❖Loves Bike Riding

❖Struggling with reading

❖ Inattentive in class

❖Forgetful

❖Struggles writing

❖Very short fuse

❖Dislikes loud places

❖Spelling is

challenging

❖Poor Social Skills

❖Poor Comprehension

SIMON

AGE 8

Using Level 1 TLP with Bone Conduction System

X 1 Week FS1

X 1 Week FS2

X 1 Week SI 3

X 1 Week SI 4

X 3 weeks SL KIDS H’PH

X 3 Weeks S&L 5&6

X 1 Week HS 7,8,9,10

Then reverse to conclude on FS1 doing just 1 week on each

Total Listening Schedule

28 weeks with reviews every 6-8 weeks

Visual –

pre test 320

milliseconds

post test 38

milliseconds

Auditory –

pre test 200

milliseconds

post test 65

milliseconds

BRIGHT HAPPY GIRL

DESPITE HER

DIFFICULTIES, LOVES TO

PLEASE❖ CLUMSY

❖ DISLIKES LOUD PLACES

❖ RESISTS PLAYING

SPORT

❖ CAN’T RIDE HER BIKE

❖ STRUGGLING READING

❖ SPELLING CHALLENGING

❖ POOR SOCIAL SKILLS

❖ POOR COMPREHENSION

❖ HAPPY TO PLAY ALONEANNABELLA

AGE 8

MARY MCKILLOP SCHOOL

Zali’s Progress 2013 - 2016

“I CAN HEAR YOU….BUT I DON’T

KNOW WHAT YOU ARE SAYING”

Baby James

Young Beautiful and Cheeky

Car Accident 18/2/2012

Overwhelming Reality

April 2012 to June 2012

August 2012 Started TLP Spectrum

They said she would NEVER talk?

- 5 months after introducing TLP

Spectrum

inTime Introduced 18 mths later

August 2014

3 mths later November 2014

And they said she would NEVER

eat

And they said she would NEVER

walk

Party Program

NEVER

has a friend, that friend is

NEUROPLASTICITY

I

have a friend, that friend is

Charmaine

Listener

Programs

Listening SL Album 6

Listening SI KIDS

Pricing

Support

Marketing

Resources

Ordering

Provider Resale

Listener Direct

Site Licensing

• Personal use and demonstration

• Order from Links To Learning

• Provider discounts

Provider Resale

Site Licenses

Applies to schools and other institutions

iPods

Consultation with program consultant

Support

• Program Consultant

• Technical support

• Online resources

• Professional development

• Marketing

Marketing Materials

Please Submit via email

Contact form

Provider Agreement

Feedback form

Quiz

Order form

After the Course

Course certificate will be emailed

Any requested orders will be sent

Mentoring available with Tracey Butler

Start working with your clients!



CONGRATULATIONS!

tlp provider certification course · 2019-06-21 · discover the scientific evidence behind tlp...

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