Hemi Sync Education music therapy

Information as reported to The Monroe Institute by individuals and/or by professional practitioners about the use of Hemi-Sync® and

IN THE CLASSROOM

A letter from Peter Spiro on the use of Hemi-Sync in his classroom in New York City. Resonating with Remembrance by Peter Spiro

Several of my colleagues and I keep Concentration tape) and Remembrance , (CD) playing constantly all day long in the classroom. We've found a definite improvement in the students' ability to stay on task. The difference is especially noticeable in those who have poor impulse control, which often gets them in trouble. It's rewarding to see the rise in their self esteem that accompanies better performance.

Since I began playing nonverbal Hemi-Sync tapes in my classroom (Concentration tape) and Metamusic) I've observed significant improvement in my attitude as well as in that of my students. The work climate is calmer and more conducive to learning, which has allowed me to pick up the pace of lessons.

A 4th grade teacher reported at the end of the first day of using Hemi-Sync in the classroom. "This day went quite well and at 2:30, my usual time to feel 'done in,' I didn't feel so tired. In fact, I felt great when the day ended. Several days later a student came up to me and said, "Can you turn that stuff on again while we do our math? It makes me feel good!" Another said, "When I came in I felt upright, nothing had gone right. But I feel better now."

A teacher with grade 6, 7, 8 special education students describes her experiences with Hemic-Sync playing as background. "All the students sat down in their seats and began the assigned work much sooner than usual. They were very involved in their assignment. When talking did occur, it concerned the math assignment. Whenever a disruption occurred, they immediately returned to being on task. The students behaved and responded in a more relaxed manner than usual; there was much greater involvement with the academic work. Cooperativeness prevailed!" Of the last class of the day, which is usually rowdy and restless, she said, "The atmosphere was more mellow; the behavior-disordered students were more quiet and calm."

A 3rd grade teacher reports after playing Hemi-Sync in the classroom, "Nine out of 22 students handed in spelling tests with zero or 1 error and all others accomplished As or Bs. This is the best performance of the year!"

A high school physical education teacher reports on the use of Metamusic, "Some of the students were closing their eyes and getting into their weight lifting. At the same time, their technique while lifting was superb. Generally they tend to get sloppy while lifting, and I believe the music helped them concentrate and perform better. Their overall attentiveness greatly improved and the actual rotating went more smoothly than ever before. Students behaved with confidence and didn't need to ask where the next station was."

A college teacher reports on the use of Hemi-Sync in a variety of courses to enhance cognitive learning and mental imagery, to promote creativity, and to allay anxiety. All of these uses, he says, depend upon focusing attention. This is accomplished by Hemi-Sync's auditory stimuli at frequencies which induce the brain into an appropriate state while simultaneously synchronizing the hemispheres to eliminate hemispheric rivalry. Results of a carefully controlled assessment of cognitive learning indicated that students using Hemi-Sync consistently scored an average of 10 points higher on six different tests. Additionally, students volunteered such statements as, "My whole day seems brighter," "I feel good about myself and my studies," "For the first time in my life I really enjoy school," "My mind seems to be clearer and I understand things better."

A teacher of creative writing used Metamusic in a classroom experiment. "Listening to the music helped some who did not normally feel comfortable writing to get going with considerable enthusiasm. There was a great range of images and a keen sense of involvement which expressed itself in metaphor."

I have been teaching perception and the ability to draw realistically for five years. A year ago I began using Metamusic tapes and the Surf tape to help my students achieve a right hemisphere shift. I use two speakers on opposite sides of the art room.
Students report that they `feel' a difference when the Hemi-Sync tapes are played. I hear fewer `sighs' caused by left hemisphere resistance, and I see the children able to focus more easily on their task. They seem to prefer Surf, and ask for it if I neglect to put it on right away. Many students have said, `I draw better with Surf, ,' and a few actually ordered tapes for their use at home.

The culmination of the drawing classes is realistic portraits which use shadow and value. Last year, the first year I used Hemi-Sync, the portraits were more sensitively and accurately rendered than those of previous years. Many faculty members told me, `This year's portraits are better than ever.' Was it Hemi-Sync that made the difference? I'm sure of it!"

Metamusic tapes were used in a creative writing experiment with children from 11 - 16 as follows: a) 15 minutes of listening without writing, during which the students were invited to let their minds range freely; b) 15 minutes of discussion and sharing of ideas and images from the preceding listening period; c) a 30 minute writing session, with the tape playing throughout.
The experiment was well-received by the students, and some who did not normally feel comfortable with creative writing got going with considerable enthusiasm. There was a great range of images with certain recurring themes: sea, flying, falling without fear.

All students described a detachment from the perceived experience, e.g., falling endlessly without anxiety. This detachment was contrasted sharply with a sense of keen involvement in the writing, a sense of involvement which came out in metaphor and transitions built upon each other to a higher degree than usual in creative writing lessons.

The Department of Instructional Resources gave a recommended rating to the Pal Package (Progressive Accelerated Learning) for use in its school system. It was deemed suitable for grade levels 9 through 13 and continuing education.

I am an art therapist in a school for children with severe learning disabilities, and have been using the Metamusic tapes. Most students work contentedly and don't comment on the music. An 11-year-old autistic child at first sat with his hand in front of his face. Then his hand gradually came down and he became attentive, with much more eye contact than usual. After 30 minutes he didn't want to leave, and pointed at the tape player. A 15-year-old brain-damaged girl with little speech listened for a few minutes, then said, "What's that?" I turned off the tape player. She said, "More." I turned it back on and she sat quietly and painted for 15 minutes - a long time for her.

My students are learning disabled, socially and emotionally maladjusted, including multiple impairments (speech and sight), inner-city Latino with very limited use of English. In spite of these conditions, they responded very well to the Hemi-Sync tapes Relax and Attention, (CD) through an entire school year. I alternated between the tapes, playing them first thing in the morning on a daily basis, listening to both the Prep and Function sides initially, then using only the function reinforcement. We had a designated listening area with the children laying on the floor on an area rug. They positioned themselves between the detachable speakers of my portable tape player to facilitate the hemispheric synchronization process. As the children became familiar with the tapes, they had the option of requesting individual listening time using headphones. Although this was not a controlled experimental environment, the results have been noticeable.
a) The children acquired a marked increase in self-control, initiating the necessary Functions with the situation so required, most of the time on their own initiative. This became more and more firmly established as the year progressed.

b) They gravitated to self-initiated reinforcements, requesting individual use of the tapes, whenever they perceived the need in order to avoid disruptions and/or to release tensions or stress.

c) Their learning capabilities were enhanced in as much as they could progressively engage more of their attention in a more focused way to the tasks at hand.

d) The social interactions markedly improved simply because they now had an available mechanism to deactivate hostile or reactive behavior. It seems that the tapes gave them that critical time or gap, an instant of suspension of the previously learned reaction to a given situation that under other circumstances would have created disruption. Instead, they would take a deep breath, trigger the relaxation response, and more on to more productive activity. In summary, the learning environment improved dramatically and the children now own a skill that will be theirs for life.

The results of introducing Hemi-Sync to children in a special education setting were incredible. Hemi-Sync seemed to stimulate cortical integration and whole-brain learning. One autistic child was able to sleep at night for the first time, with the Surf, tape, which also improved the ability of an emotionally-impaired six-year-old to relate interpersonally.

During lecture and discussion in an evening college class, the Concentration tape, tape was played over stereo speakers separated by approximately 16 feet. Results: marked attention to the subject, excellent rapport between speaker and class and among class members, minimal body movements, good eye contact, relaxed postures and voice tones, warm interactions as class members lingered excessively (30 minutes) after class. Several class members first noticed art works which had been in the room for more than a year.

A teacher reports: I began using Hemi-Sync played through stereo speakers for my split level first/second grade class, and was soon enjoying the benefits of a highly functional and creative classroom. The following year, Hemi-Sync was introduced into three other classrooms. All the teachers experienced immediate benefits of a quieter environment, increased productivity, and fewer disruptions.

My colleague who teaches learning disabled kids was delighted with the calming effect of Sleeping Through the Rain, (CD) and Inner Journey, on her class. She said that they didn't seem to be noticing it at all until it ended, when they looked a bit surprised and not sure what had happened.

A preschool teacher says, "School hours were especially trying with a difficult group of hyperactive children. The classroom was always chaotic, and I hadn't been able to get the children down for a nap all year. I was totally frustrated, unable to do what I was trained to do. The first time I played a tape from Sandman Suites at nap-time the children settled down almost immediately. It was like a miracle. I play different Metamusic tapes now as background for various activities, and find a completely different level of comfort in the room. Obviously, it's good for the children. And I know it's great for me."

An important element in the exploration of learning is the use of sound and music to facilitate a calm, focused learning environment and enhance sensory organization and processing. As quiet music containing Hemi-Sync sounds is played in the background at home and during therapy sessions, many children become more focused in their attention. They frequently are more open to exploring new sensory experiences and movement possibilities.

Can I use Hemi-Sync if a Child has a Hearing Impairment, or is Missing a Part of the Brain?

Hemi Sync and ADHD/Hyperactivity

Information as reported to The Monroe Institute by individuals and/or by professional practitioners about the use of Hemi-Sync® and

ATTENTION DEFICIT DISORDER (A.D.H.D.)/ Hyperactivity

An investigation into the relevance of Hemi-Sync binaural beat signals for use with ADHD populations supported the conclusion that the audio signals facilitate the ability to attend and persevere at routine motor tasks and facilitate improved attention.

I played Cloudscapes , for my grandson with ADD every night when he went to bed during the entire summer. When school started in the fall, teachers couldn't believe how much his reading skills had improved. They assumed he had spent the summer reading (which he didn't).

Our teenager has processing deficits and a short attention span. We're not sure if it is ADD or the effects of institutionalization (she was adopted from an orphanage). "They work, these tapes are good," she says, and she puts on a Hemi-Sync tape to go to sleep with.

The 14-year-old with ADHD loved to listen to the Prep Side of any H+ tape, saying, "It calms me and helps me focus." He browsed the Hemi-Sync Catalog to choose other tapes for himself, and selected Buy the Numbers. His math grades improved. The family started playing Remembrance , (CD) in the car for him and his brother, and reported that it was very effective in keeping the friction down.

A psychiatrist called to report her great appreciation for Remembrance , (CD). "I've always been like a grasshopper in my personal life," she said, "always jumping from one thing to another. This tape has an amazing effect in helping me sustain my attention."

My eight year old daughter was having a very hard time both at home and at school. In terms of her ability to deal with sensory stimuli, she tested at a four year old level, and was constantly interacting with her environment. It was exhausting for her and for us. Since we learned about Hemi-Sync at an Autism Society Conference, we've been playing Surf, and Remembrance , (CD) for her during the day and Sandman Suites at night. The improvement is remarkable.

An orphanage in Rumania was home for our daughter's first 2 1/2 years. When we first saw her she was in a "cage," penned up with other children who were never held, never bathed, only given bottles. In the five years since we adopted her, we've made the rounds of every possible treatment and facility from sensory training to neuropsychiatric wards. Her behavior constantly shifted between super passive and super aggressive and back again. After learning about Hemi-Sync through a support group for parents of post-institutional children we bought Surf , Midsummer Night, (CD), and Remembrance , (CD)
and kept one of the tapes playing all the time. We saw immediate results and, over time, her behavior has evened out. It feels like a miracle.

Some hyperactive children have a range of socially unacceptable habits and behaviors. To build rapport with these clients as quickly as possible, we suggest trying some relaxation to help them feel more comfortable. This is where Hemi-Sync comes in. Hemi-Sync with music or surf is played while we use guided imagery (i.e., a walk on the beach, etc.) to produce a relaxed state that then enables us to reach the clients on a subconscious level to make the fastest changes. When dealing with hyperactive children, this is the most effective way I have found to calm them and gain their attention.

Hemi-Sync tapes were used in a study conducted by the International Biomedical Center in the Netherlands. The Director reports that children with Attention Deficit Disorder were treated with Hemi-Sync combined with amino acid therapy. The children, aged from five to thirteen years, all had attention and learning disorders accompanied by hyperactivity. The findings, which were confirmed by standard psychological tests, showed patients to be less tired and hyperactive at school and at home. Behavior usually improved within two to three weeks. The Center describes Hemi-Sync tapes as a "help to improve cerebral function in both children and adults."

Listening to Hemi-Sync has had a positive impact on my son, who has been hyperactive with numerous behavioral problems.

When Hemi-Sync tapes were first recommended for my hyperactive son, I was extremely skeptical. In desperation, I finally decided to try, and I can now say that Hemi-Sync dramatically improved my son's life. Right away I noticed the calming effect while the tape was playing. Even better: my son can now usually recreate that calm state whenever he chooses to do so. It's as if his brain learned how to experience calmness while he listened to the tape, and now he can move into that mental state by himself.

I recommend your tapes for the treatment of ADHD as well as for dealing with the emotional problems that are a result of the ADHD effect. We use De-Hab , to return some useful self-esteem to the patient and to remove those thought programs which have highlighted their apparent mental ineptitude. Watching the twisted, angry face of a past ADHD child turn into a sunny smiling face has a value beyond description.

My ADHD kid started out listening to Remembrance, (CD) daily, and now plays it voluntarily on his own once or twice a week. He seems to be happier at home - much less angry.

A psychologist reports excellent results from using Super Sleep , for children with learning disabilities and/or attention deficits. With Super Sleep playing all night, parents and teachers observe better concentration and less irritability during the day.

Hemi-Sync is an excellent example of the sensory integrative process of the brain. Two independent auditory signals are integrated in a way that produces a whole (i.e., Hemi-Sync) which is different from each of the separate parts. Initial processing and integration occurs in the brain stem. In addition, the tendency toward synchronization of the right and left hemispheres appears to enhance attention, sensory and extrasensory awareness, and intuitive processing, and to increase successful adaptation to personal experiences.

Remembrance , (CD) has made a big difference for our son, who has been diagnosed with ADD. He puts on earphones and sits drawing happily for the whole tape, something he could not have sustained before.

Since 1981 I have been using Hemi-Sync with young children who experience sensory motor and sensory integrative disabilities. Both clinical experience and preliminary research indicate that the addition of Hemi-Sync signals (containing frequencies which produce more theta patterns in the brain) to background music increases the child's focus of attention, calms the emotions, and creates a mental set of open receptivity. Hemi-Sync signals enhance the child's ability to organize and integrate sensory information. This results in an increased ability to focus attention, to discriminate specific sensory properties, and to filter unwanted sensory input.

Homework time meant a daily struggle with my easily distracted seven-year-old until I introduced her to the Concentration , (CD) . Now she goes into her room on her own, puts on either Concentration or Surf,
, and contentedly gets to work. I'm grateful for the improved grades, of course, and even more for the improved atmosphere.

A special education director reports: " Remembrance , (CD) is very effective in facilitating enhanced attention for students of high school and college age. The tape is appropriate for use at home while during homework. A student with ADHD may also benefit from listening to the tape on a portable cassette player with headphones in a classroom setting. Youngsters with neurological delays, problems with cortical function, and developmental lags may be helped by Hemi-Sync tapes. The sleep tapes for children ease them into sleep comfortably and happily-a boon for parents. After listening to Hemi-Sync over time, youngsters seem to develop a greater neurological capacity to integrate. It seems they no longer need the external stimulus of Hemi-Sync to access certain brainwave states."

A three-year-old boy I'd been treating in play therapy for several months had finally been asked to leave his daycare, because of his sporadic, violent behavior. In our regular session, after asking him if he'd like to hear some special music, I gave him headphones and played Remembrance, (CD). While listening, he became very calm, his eyes widened and he smiled vibrantly. He turned to his mother and said, "Listen, Mommy-it's the angels!"

A fourteen-year-old client was in a foster home and having problems adjusting. She was always in motion during our sessions and had great difficulty focusing for more than a couple of minutes on any topic. Since she began using Hemi-Sync tapes she is able to stay focused on the internal work we are doing with guided imagery. We have used Winds Over the World, Cloudscapes , Remembrance , (CD), and Surf, with wonderful results. She can be completely still and relaxed now, and does not need to constantly check on me or her surroundings.

For the past twenty-five years I have worked professionally with children whose lives were influenced by a sensorimotor disability. The specific diagnoses of these youngsters varied, including labels such as cerebral palsy, autism, mental retardation, attention deficit disorder, and specific learning disability. One characteristic was common for the majority--a difficulty perceiving, organizing, or integrating sensory information, and a reduced ability to focus attention for effective learning.

These children have been my teachers who have allowed me to learn a great deal about my own ability to process information and to be attentive and focused when I desired to be. They have taught me much about learning environments that reduce or enhance the ability to process information efficiently. I have learned from them because they constantly remind me that all of life is a continuum. What the world labels a disability is simply a behavior at the far end of the continuum that tends to interfere with full participation in life. As I understand the issues and challenges in their lives, I gain greater insight into my own.

Sensory input plays a critical role in brain function. Sensations from hearing, vision, taste, smell, touch, pressure, and movement provide the input to the brain that is organized for movement, cognition, and learning. The richness of the sensory environment and the interactive experience of the individual with the environment contribute to the growth of intelligence.

Sensory integration is a term used to describe the way in which the brain sorts out and organizes for our use the many sensations we receive. It enables us to focus attention selectively and reduce awareness of sensory input that is temporarily unimportant. It allows us to "put together" parts to create a whole. It attaches meaning to sensations through comparing them with past experiences. It enables high levels of motor coordination. It is the basis of perception.

There is a continuum of skill in sensory processing and integration. Individuals experience varying degrees of sensory organization and integration. None of us organizes sensations perfectly or consistently. A high level of sensory integration may enable an individual to be a skilled gymnast, an artist, or a business entrepreneur. Most of us have average abilities in this area. The normally functioning person with low normal sensory integration may be physically clumsy or dislike being in a noisy environment.

Variations are also present within the same individual. A high level of sensorimotor skill and sensory integration can be reflected in sports performance in the individual who also has a low level of sensory integration for reading skills.

Each of us has a range of internal variability in the skill with which we organize and respond to our sensory world. Our language contains expressions which reflect this range of personal experience. Comments such as "I just couldn't get it all together," "I felt especially touchy about that," or "I feel as if I'm on overload" reflect our experience with the lower ranges of sensory processing and integration. For most of us this is a transient state triggered by fatigue, overwork, or a situation which places high demands on the ability to focus attention and reduce distractions. The threshold for moving into sensory overload with reduced sensory integrative skills varies greatly among individuals. One person may experience a high level of energy and a normal ability to focus the attention at a complex business meeting or a convention. Another person in the same environment may experience fatigue and confusion.

When children or adults experience sensory integrative difficulties, the brain does not process or organize the flow of sensory impulses in a way that gives them precise information about themselves and the world. Learning is difficult and individuals often feel uncomfortable with themselves and have difficulty coping with stress and demands. This often results in additional emotional or behavioral difficulties. If this is a temporary situation, the individual may feel frustrated, discouraged, or antisocial. If these experiences recur frequently or in specific situations, situations that are associated with reduced functioning, they may be consciously avoided.

Sensory integration occurs at all levels of the central nervous system. However, the brain stem (including the midbrain, pons, and medulla oblongata) appears to play the most significant role in sensory processing. The brain stem and the thalamus receive sensory information from every sensory modality. Information passing through these structures is modified, integrated with other sensory information, and directed to the brain's cortex.

As multiple sensory information impinges upon the brain, a finely tuned filter system comes into play. Sensory input pertinent to the individual's inner needs and goals reaches a level of consciousness. Input which is less important or distracting is dampened down centrally. The reticular formation in the brain stem (which plays the central role in this filter system) is often considered the master control mechanism of the central nervous system. It helps the brain to focus on one type of sensory input by inhibiting other types of input. This allows the individual to focus attention, and reduces the level of distraction.

Children who have been labeled hyperactive or individuals temporarily on sensory overload are unsuccessful in filtering out irrelevant information. They are pulled from one experience to the next and are unable to maintain the focus of attention needed for successful learning. If the overloading situation is sustained or occurs frequently, the individual usually discovers ways of reducing or deadening the sensory input. An autistic child may retreat to an inner world through organizing or hypnotic activities such as rocking, rhythmical spinning of objects or flapping fingers, avoiding eye contact, or hyperventilating breathing patterns. A normal adult, experiencing a reduction in the ability to filter sensory input and poor sensory integration may use variations of the same strategies. They may find eye contact more difficult, move to an inattentive world of daydreaming, or use alcohol or drugs to deaden the senses and find greater internal calmness.

HEMI-SYNC AND SENSORY INTEGRATION
Hemi-Sync is an excellent example of the sensory integrative process of the brain. Two independent auditory signals are integrated in a way that produces a whole (i.e., Hemi-Sync) which is different from each of the separate parts. Initial processing and integration occurs in the brain stem. In addition, the tendency toward synchronization of the right and left hemispheres appears to enhance attention, sensory and extrasensory awareness, and intuitive processing, and to increase successful adaptation to personal experiences.

Since 1981 I have been using Hemi-Sync with young children who experience sensorimotor and sensory integrative disabilities. Both clinical experience and preliminary research indicate that the addition of Hemi-Sync signals (containing frequencies which produce more theta patterns in the brain) to background music increases the child's focus of attention, calms the emotions, and creates a mental set of open receptivity. These responses are consistent with those reported by adults using Hemi-Sync tapes during their Gateway Voyage experience.

However, an unexpected response was seen in children who, prior to Hemi-Sync therapy, experienced severe difficulties with sensory organization and integration. These children showed major difficulties accepting touch to their bodies. Gentle hugs, light calming strokes or pats, or accidental touching usually elicited strong aversive reactions. The child would push the touching person away, screech or cry, hit the person, or withdraw and begin a series of stereotyped self-stimulatory behaviors. They did not like to get their hands messy, have their hair washed or combed, or sit outside in the wind and grass. Many of the children became frightened and disoriented with movement or changes of position. They tended to increase these behaviors in complex sensory environments. A busy household, a school classroom or cafeteria, or a trip to the grocery store would reduce the child's ability to function and would increase the frequency and strength of the behaviors used to cope. Because of the intensity of their reactions to their environment, most of these children were labeled autistic, profoundly retarded, or emotionally disturbed.

When Hemi-Sync was added to therapy and classroom environments, these children responded in a totally different way. Eye contact increased. They accepted touch and became curious and interested in the sensory input. They were no longer startling and putting their hands over their ears to sounds that were previously upsetting. The amount of frustrated screeching and crying was reduced, and more functional communication emerged. There was a reduction in behaviors previously used by the child to cope with sensory overload. The children stopped rocking, spinning, and flapping and began to pay attention.

A new set of questions emerged from these experiences. It appeared that the Hemi-Sync signals enhanced the child's ability to organize and integrate sensory information. This resulted in an increase in the ability to focus attention, to discriminate specific sensory properties, and to filter unwanted sensory input. What were these children telling us about the use of Hemi-Sync in our own lives?

For most of my life I have experienced sharp swings in my ability to organize the sensory environment. I have always functioned best in quiet spaces. When sensory complexity is reduced, I am able to think more clearly, and to be more creative. It is as if a reduction in external stimulation allows inner connections to be stronger, and increases my awareness of inner messages and intuitive insights. Many noisy and complex experiences caused fatigue and internal frustration as I was growing up. The noise and natural exuberance of a football game, the chatter of a party, the external complexity of a business meeting or convention triggered an intense experience of overload. I was painfully aware of inner confusion, of misunderstanding what people said, of poor memory, of reduced eye contact, of being physically and emotionally touchy, and of the body-aching fatigue that usually resulted from such encounters. The fatigue and a desire to go to sleep were always present, and as they became stronger, I was aware of even poorer abilities to cope with the situation. I participated in a limited way in these activities, but was always the first to go home, or the one who fell asleep in the middle of a party. I was painfully shy, and very much of an introvert. Some people described me as antisocial. In quieter situations I was comfortable and outgoing. The world seemed to make more sense, and relationships with other people were easy and pleasurable.

My initial participation in the Gateway Voyage in the spring of 1981 facilitated a different set of responses to my normal environment. I first noticed it during the plane trip home. I generally experienced airports as extremely stressful places. The bustle of people, the overwhelming smells from snack bars, and the random announcements of plane departures, required a good bit of conscious focusing and sorting out to get me to my destination. I arrived home from that trip in a calm and peaceful state of mind and body. I noticed this change with interest, but thought little about it.

I was working in a hospital clinic for children with cerebral palsy at the time. On clinic days my ability to function efficiently was pushed to the maximum. In a five-hour period, I might see six children for evaluations. There was no real schedule, and a therapist would just pick up the next child who was ready. Thus, there was no way of preparing for a specific child. This was followed by a staffing session in which five or six different professionals would discuss findings on each child and decide upon a set of recommendations. This meeting was usually chaotic, and interspersed with ringing telephones and a general sense of impatience. At the end of the meeting I was expected to type a brief report for each child while sitting in an office with two other persons who were writing reports or talking on the telephone. I was exhausted and constantly frustrated with what I had agreed to do. After my Gateway program, I had some new tools. I listened to a Metamusic tape through my Walkman® as I prepared for the clinic day. I found a quiet therapy room during lunchtime and listened to the Catnapper tape before the staff meeting. I wore headphones and was supported by the Concentration tape while writing reports.

As I included at least an hour of Hemi-Sync listening a day, I found myself able to deal easily with most parties, sports events, and shopping trips without specific preparation. My life and perspective expanded. The ease with which I communicated during professional workshops and responded to questions from a large group increased perceptibly. My personal and professional life changed and I was happier and much more effective and efficient. I didn't think much about why Hemi-Sync helped me this way until last fall.

I was invited to present a three-hour Short Course at the annual convention of the American Speech-Hearing-Language Association in St. Louis, Missouri, in November of 1989. In the past, ASHA conventions have represented the outer limits of my ability to cope. The meeting is usually attended by 7,000 to 10,000 persons. Sessions are held in three or four different hotels in a city, and rooms often fill quickly for the more popular lectures or topics, leaving many people unable to get into the sessions they desire. An exhibit hall the size of two to three football fields with hundreds of exhibitors provides an additional auditory and visual feast. I accepted the invitation and was informed that my Short Course sold out immediately, and I could expect to teach a group of 500 persons! I had not attended an ASHA convention for ten years and had no experience with meetings of this size since my introduction to Hemi-Sync. I assumed that since my overall response to busy meetings and conferences had improved, I would have no problem with the environment of the ASHA convention. I was discouraged and disappointed to discover all of the old patterns emerging by the afternoon of the first day. The fatigue was intense, and I was aware of my distractibility and feelings of impatience, and lack of desire to socialize with old friends with whom I had anticipated spending time. I blamed it on a late arrival the night before due to airport delays and a lack of sleep. I was sure that I'd be better the next day.

The next morning, I began my day with the Morning Exercise tape and created the images for an easy and relaxed day of learning. Suddenly one of the children with severe sensory integration dysfunction entered by image. There was an instant knowing that the problems I had been experiencing the day before were caused by sensory overload and a reduction in sensory integrative abilities. For the first time I saw the connection between my own difficulties and those of the children with whom I had been working. The child in my image presented me with headphones and a Hemi-Sync tape, and I saw myself wearing the headphones as I attended the rest of the convention. The remaining three days of the convention were blissful. I stuck my Walkman in my suit jacket, put on the headphones and listened to the Concentration tape during all lecture sessions. This provided the narrow focus of attention that was conducive to learning. While roaming the halls, visiting the exhibits, and moving between meetings, I changed to my favorite Metamusic tape, Midsummer Night, which created a more open focus for my awareness. I was immediately aware of the increase in my ability to concentrate and remember what I learned in the various lectures and courses I attended. What was even more impressive were the feelings that accompanied the day. I was happy and calm. Friends I hadn't seen for some time emerged effortlessly. Even in the midst of a crowd, the person stood out among the others and seemed to drift my way. I had looked forward to a minicourse on a topic of particular interest. When I arrived, the room was filled and I was not able to attend. I was aware of a brief sense of disappointment, but the inner sense that something more important would happen. I left the room and immediately ran into a colleague whose presentation I had attended that morning. We sat down for tea and explored some of her ideas and experience in greater depth. I was immediately glad that the full room had given me this opportunity. My energy level was unusually high throughout the remainder of the convention and I enjoyed my time there without fatigue.

In August of 1990 I attended an intermediate hammered dulcimer workshop at the Augusta Heritage Center in Elkins, West Virginia. I have always been a closet dulcimer player and the prospect of expanding my skills and learning to play in a group was both exciting and terrifying. The class provided a challenge to my sensory integrative abilities that I had not expected. New playing skills were taught primarily by learning a tune by ear, and then developing the ability to hear specific chords, embellishments, or rhythmic styles. I was expected to play what I had heard. Learning by ear has never been a strength, and situations that depended on it have usually led to frustration, and a reduction in my ability to play. In addition, we were encouraged to practice what we were learning during class. At intervals, sixteen hammered dulcimers would begin to practice a tune or technique. These were not times of playing together, and the resulting cacophony was overwhelming. I found it impossible to hear my own instrument and get any feedback in the din that resulted. I wondered if Hemi-Sync would help and decided to experiment.

The next day I wore my headphones and listened to the Concentration tape softly throughout the day. I listened to the new patterns with greater ease. I was aware that even though I could not play the pattern smoothly, or even remember the tune with ease, there was not the emotional overlay I had experienced before. Rather than feeling that I would never be able to do this, I simply knew that I was learning and would be able to produce what I had learned at a later time. I don't know whether the Hemi-Sync increased my ability to learn, but I know that it prevented me from unconsciously interfering with my own learning by eliminating negative messages and scenarios. The most noticeable difference was my ability to hear my own instrument and to concentrate during the group practice times. Even when I did not wear the headphones, there was a carryover, and the sound of my own dulcimer came to the foreground of my awareness.

I was interested in exploring differences between open focus and narrow focus of attention during the dulcimer class. The Concentration tape provided excellent support for the narrow focus of attention. In the past, I have achieved the wider, open focus by listening to a Metamusic tape. This, however, was not an alternative when the desired open focus was on a broader awareness of another piece of music or playing style. One day I listened to the Free Flow 12 tape during class. I found my consciousness flowing with the music, but flowing right out of the room--with a clear feeling of having missed most of what was being taught! I listened to the Surf tape and felt an intense desire to close my eyes and nap! I ended up moving to a relaxed, open Focus 10 or Focus 12 state without the tape and my awareness of the total feel of a piece of music increased.

I now often listen to Hemi-Sync tapes or meditate just before practicing my dulcimer. When I do this, there is an automaticity and flow to my playing. It almost feels as though there is a road map on the dulcimer and my hammers know just where to go.

I have experimented with different types of earphones during the past year. Ideally, I would like for my Hemi-Sync backup to be unobtrusive. I do not wish to give the impression that I am not paying attention or am listening to something unrelated. As an alternative to headphones, I have tried the small, in-the-ear buttons. These have not worked well for me because in order to stay easily in the ear, they must fit tightly. This puts the Hemi-Sync into the foreground rather than the background, and detracts from listening to a speaker. Although headphones are larger and are obvious to others, they allow sound to come in around them, enabling an easier mix of the Hemi-Sync and room sounds.

Hemi-Sync enhances the sensory integrative abilities of the brain. The responses to Hemi-Sync signals are most dramatic in children and adults with severe sensory integrative dysfunction. However, a similar improvement in processing and focusing abilities is seen in individuals with normal sensory integrative abilities. Each of us varies in the ability to organize and integrate internal and external sensory information for learning. We are aware of situations in which our abilities emerge with ease, and other situations in which a sense of overload and disorganization predominates. Hemi-Sync can help each of us learn and function in the easy and effortless way that is associated with high levels of sensory organization and integration.

Suzanne Evans Morris, a speech-language pathologist and educator in private practice near Charlottesville, Virginia, is nationally and internationally known for her work with children with developmental disabilities. Dr. Morris maintains a practice which includes direct clinical work, continuing education workshops, development of clinical materials, and clinical research. She is the director of New Visions, which sponsors innovative professional workshops and provides family oriented clinical services. She has been a Professional Division member since 1984 and is a member of the TMI Board of Advisors.

Open Ear, 2, pp. 14-17, 1996

The role of music and Hemi-Sync has been explored in the rehabilitation of 20 developmentally disabled children. The children ranged in age from 5 months to 8 years with an average age of 2 years. Within the broad category of developmental disability the children had received specific diagnoses of cerebral palsy (16), mental retardation (10 ), autism (5 ), and uncontrolled seizure disorder (4 ). The children were referred for therapy because of severe feeding and pre-speech problems. Eighteen of the children were non-verbal and non-ambulatory because of the motor incoordination of cerebral palsy or an overall delay in development.

Music was included in the child's program as a way of creating an auditory environment to make learning easier. Music with a regular rhythm and a tempo of 60 beats-per-minute was selected to provide a quieting background and a regular rhythm and rate which was similar to the tempo of the heartbeat, sucking and walking rhythms. This structure of music has also been shown to increase the learning of verbal materials and enhance their retention. It is also probable that the regular rhythm and specific tempo of this music contributes to a greater symmetry of function of the two hemispheres of the brain. Largo and adagio movements from baroque composers such as Vivaldi, Bach, Albinoni and Correlli were selected for the therapy program. Modem compositions by Halpern (Comfort Zone) and Hoffman (Mind-Body Tempo) which contain the same structural elements were also used.

The response to this "superleaming music" was very positive. Most children become calmer and less distractible during the therapy sessions. Several showed a more normal response to touch and an increased ability to organize sensory information. The improved reactions were noted during the therapy period. There appeared to be minimal carryover of the improved sensory organization.

Because of the positive response to this type of nonverbal auditory facilitation of learning, a comparison of the child's response to music alone and music containing Hemi-Sync signals was begun. In the initial phases of the program, the Metamusic series had not yet been produced. Robert Monroe imbedded a special tape of Halpern's Comfort Zone with Hemi-Sync signals. This enabled a comparison of the child's response to therapy under three conditions:

When the child showed a neutral or positive response to the Hemi-Sync version of Comfort Zone, other music containing the Hemi-Sync signals was introduced into the program. This included Metamusic Blue, Metamusic Green, Soft and Still and a wide variety of quiet background music combined with the Hemi-Sync synthesizer.

The child's non-verbal responses to therapy were carefully documented. Each change of expression, body movement, shift of attention etc., was interpreted as a means of communicating like or dislike, comfort or discomfort with what was occurring at that moment. These non-verbal reactions became the clearest clues indicating whether a musical or Hemi-Sync background was acceptable to the child's system. Non-verbal responses were positive in 18 of the 20 children. Two children showed negative responses. One older boy became more distractible and hyperirritable; a five-month-old girl screamed with the Hemi-Sync music. Both children tended to become irritable with high frequency sounds and responded negatively to any music containing higher pitches. It is possible that the high frequency tones which are often used in creating the Hemi-Sync signal may have been the interfering factors for these children.

The frequency with which Hemi-Sync was used and the total length of time in a program with a Hemi-Sync environment varied. The 18 children who continued to receive therapy combined with Hemi-Sync music were exposed to the signals primarily during their therapy periods. These varied from one to eight 45 minute therapy sessions per month. Hemi-Sync tapes were provided to the families of 11 children for use during one play-learning session at home and while falling asleep at night. The total length of time spent using Hemi-Sync tape varied from one month to three years. The majority of the children were involved with the tapes for approximately 4-6 months.

The purpose of the observations was to obtain a clinical impression of the role which Hemi-Sync in a musical format could play in the feeding and pre-speech rehabilitation of the child. The study was explorational in nature and formal data collection was not included. Clinical records were maintained which described the activities worked on, the child's response and the type of auditory background which was used.

Fifteen of the 18 children who continued to receive the music containing Hemi-Sync showed positive changes in behaviors worked on in therapy. During treatment sessions which did not utilize a musical or Hemi-Sync background, these changes were not evident. In several instances behavioral changes were noted with the "superlearning music" background; however the degree of change and permanence of change was more pronounced when Hemi-Sync was combined with the music. Three of the 18 children showed minimal or inconsistent changes in their behaviors with Hemi-Sync.

Five behavioral areas showed the greatest change as a result of treatment provided with a Hemi-Sync background:

Disorganized Sensory Input may be described as difficulty processing and integrating multiple sensory information. The child is unable to filter, discriminate and organize sensory input. The world becomes an over stimulating, chaotic environment. Reactions such as tactile hypersensitivity, irritability, disorganized movement patterns and distractibility are common. In response the child shows a variety of characteristics which may be interpreted as an attempt to cope or survive. These include withdrawal with poor eye contact, and rhythmical stereotypes such as rocking, flapping and spinning. Because of a lack of interactive response to the environment, these children are often diagnosed as severely retarded or autistic.

Five of the seven children whose behavior was characterized by disorganized sensory input showed major improvement as a result of the Hemi-Sync environment. Changes included:

Two children with uncontrolled seizures showed a marked reduction in seizures as their ability to organize sensory input increased. The two children who had negative reactions to Hemi-Sync showed severe problems with sensory organization. It is hypothesized that the signal added to their overall sensory processing problems.

Distractibility can be defined as a less-severe manifestation of sensory disorganization. Children with this behavioral characteristic typically had difficulty sustaining a focus of attention to a task. Shifts of attention occurred with tactile, auditory and visual distractions. Several children were described as being hyperactive. A mild degree of tactile defensiveness was also seen. This correlation between tactile defensiveness and a hyperactive attention has been previously described in the literature. As a result of the poor focus of attention these children showed difficulty learning or retaining information and poor sustaining of coordinated muscle contraction. Increases in abnormal muscle tone and abnormal movement patterns were associated with attentional shifts in two children with severe athetoid cerebral palsy.

Four of the seven children whose learning was affected by poor focus of attention showed clinically measurable gains when treatment was provided with a Hemi-Sync background. Attention was more focused and the child was able to attend to activities involving listening and processing information. Two children with expressive language delays spoke their first words within a month of introducing the Hemi-Sync music. Three children made major gains in oral feeding and motor skills as a result of a more sustained focus of attention.

Three of the seven children in this group showed minimal gains in improving their attentional focus and reducing hyperactivity. Each of these children had a history of severe respiratory disorder. This varied from structural lung disorders related to prematurity to severe respiratory incoordination with irregular breathing and breath-holding. One child was on a portable oxygen unit. As a group, these children were unresponsive to Hemi-Sync. On days when the breathing was less stressful two children were able to respond with greater attention and less hyperactivity. One child who eventually showed major gains in focusing attention was initially highly inconsistent in his initial response to Hemi-Sync. Because there was no negative reaction and the music assisted the therapist in meeting his needs in a more creative fashion, Hemi-Sync music was continued as a background to therapy. Over a three month period (24 sessions) a change was observed in his breathing patterns. As the breathing became more regular and breath-holding incidents reduced, his attentional response to Hemi-Sync improved and he showed a consistently positive response to his therapy sessions. This was particularly significant since the no measurable gains had been seen in therapy for 9 months. It is possible that the other children with respiratory problems would also have profited from a longer trial with Hemi-Sync.

Motor Incoordination Difficulties are characteristic of children with cerebral palsy. The connection between the mind and body has received relatively little attention in these children. The involuntary body movements associated with athetoid and ataxic cerebral palsy frequently make it difficult for the child to focus attention for learning. In a similar fashion, difficulty sustaining a focus of attention can increase the involuntary shifts in muscle tone and abnormal movement patterns. Difficulties can include respiratory incoordination, involuntary movement and increases in muscle tone during thinking, and loss of postural stability when distracted.

Three children initially showed major difficulties in the relationship between attention and movement. Gains during the period of Hemi-Sync usage included:

Fear of Change in Vulnerable Areas is common in disabled children. who have had a stormy medical history. Long periods of hospitalization can create a deep-seated distrust of adults and new experiences. Severe respiratory problems can create an underlying fear of any experiences which stress breathing. Children with severe feeding problems often experience repeated failures and perceived threats to survival as they deal with problems of choking, aspiration and tube feedings. As the child deals with negative or stressful experiences and repeated failures, he begins to erect behavioral barriers which protect against further failure or perceived danger. These barriers can make it difficult for the tube-fed child to develop the oral motor skills which could eventually lead to oral feeding.

The addition of Hemi-Sync and music to the oral motor treatment program was highly beneficial for eight children who were fed by gastrostomy tube. There was less overprotection of the mouth and respiratory system and a greater willingness to use the mouth for exploration and discovery. It became easier for the child to develop a trust in the guidance of the therapist. It was also easier for the therapist to trust the child's inner wisdom and develop a program which introduced new experiences without pushing.

Benefits to Others Sharing the Hemi-Sync Environment with the Child are seen as part of the overall change. When Hemi-Sync music becomes part of the therapy or home environment, it creates a shared envelope of sound which surrounds the child, therapist and family members. Changes during therapy sessions are related to the direct effect of the signals on the child's central nervous system and the indirect effect of the signals on the information processing abilities of the therapist and parents. Because the Hemi-Sync signals contribute to a greater balance of activity of right and left hemispheres and cortical and subcortical areas of the brain, the adult working with the child is able to draw from a full repertoire of information processing abilities. There appears to be a greater awareness of non-verbal or subtle communicative signals and a greater trust of intuitive knowledge which may guide the therapy session.

Parents have reported changes in their own reactions to activities with the child when the tapes were used at home. One mother volunteered that she felt very relaxed when feeding her son and less angry and impatient with his feeding problems. Another mother was initially quiet and withdrawn during therapy sessions held at her home. She was often out of the room during therapy. She was interested in using Hemi-Sync tapes at home because she knew that her son was happier with the music. Within a month of regular Hemi-Sync use at home, she was more outgoing, wanted to be present during therapy sessions and offered more spontaneous comments about his progress and needs. Changes have also been observed in brothers and sisters. This was particularly evident when tapes were played for 45 minutes as children who shared a room were going to sleep. One sibling showed a reduction in bed-wetting and another showed major improvements in her school work.

The results of this informal study show that Hemi-Sync in a musical format can be an effective adjunct to a pre-speech and feeding rehabilitation program. It serves to enhance the effectiveness of a program which is appropriate to the child's needs. The fifteen children (75% of the group) who made gains in the program had not made similar gains when the program was implemented without the Hemi-Sync background. Significant changes occurred in thirteen of these children within the first two Hemi-Sync sessions.

It is important to establish a point of reference or baseline for the child's behavior and skills without the use of the Hemi-Sync music background. Any changes which occur as Hemi-Sync is added to the program can be interpreted more meaningfully. The effectiveness of Hemi-Sync appeared to be cumulative. Children responded more consistently to sessions with Hemi-Sync as their experience with the signals increased. As the child experienced a more balanced and organized way of dealing with the sensory input for learning it became easier to re-create this new organization when the Hemi-Sync signals were not present. It is significant that major permanent changes were seen in children who experienced Hemi-Sync less than three hours per month. Hemi-Sync contributes to long-term changes in the child's abilities and ways of organizing information.