Testimonials

(D. Guerin, TX) "I have found the program to have great value in helping her tune out surrounding/background nose. She's better than me now."

(J. Brustman, VA) "I liked the TSI program because I could see the wheels working in her thinking as she listened to the music. It has provided good 'exercise' in focusing her attention.

(S. Whitten, TX) "C. has improved a LOT. Teachers are saying he is on task and focusing through distractions in the room. One teacher told me she wanted to clone him. I never used to hear such positive remarks."

(L. Hogan, CO) "P. began the TSI program about 2 months ago.  It was a little stop and start at the beginning, but we eventually had her listening pretty consistently.  In the past month we have seen some nice shifts in P.  She has started responding to questions more - and when she is asked a question, we can now see she stops and thinks about what is being asked.  Previously, she might not respond, answer with the last thing you said, or with something that wasn't related. She seems to be more fully processing the information that is spoken to her.  P. has also moved into being a four in her auditory processing.  We've been working toward this for some time - but we definitely saw the shift after she started the TSI program."

(J. Little, AZ) "My son now responds the first time I call him, and he is more aware of his surroundings.  He is using more sentences, responding to questions, and in general talking so much more." 

(T. Bryan, CA) "She is less sensitive to sounds. She can handle a noisy room better and is not so upset when in a loud place."

Says A. Gancarz, of Ohio, whose daughter previously hummed frequently in order to block out outside sound: "The improvement we notice is a big decrease in humming…she tolerates the background sounds better! She is able to carry on [a task] even if she gets distracted by outside/inside noises. That's huge for us!"

(J. Woolstenhume, UT) "I just got a letter from the school praising my daughter's improvement in attention and staying on task. I have to attribute her improvement to the TSI: Focused Attention program!"

NACD Field Study

TSI: Focused Attention
Field Study Report
July 20, 2011
Click here to read the complete study

TSI Program Report of Data

REPORT OF DATA
TSI: Focused Attention Program
August 18, 2011
Click here to read the complete report (PDF)

Related Research

Cunningham J, Nicol T, Zecker S, Bradlow A, Kraus N. (2001) Neurobiologic responses to speech in noise in children with learning problems: Deficits and strategies for improvement. Clin Neurophysiol. 112, 758-767.

Wible B, Nicol T, Kraus N. (2002) Abnormal neural encoding of repeated speech stimuli in noise in children with learning problems. Clin Neurophysiol. 113, 485-494.

Pichora-Fuller MK, Schneider BA, Daneman M. (1995) How young and old adults listen to and remember speech in noise. J Acoust Soc Am, 97, 593-608.

Hetu R, Truchon-Gagnon C, Bilodeau SA. (1990) Problems of noise in school settings: A review of literature and the results of an exploratory study. J Speech Lang Pathol Audiol, 14, 31-39.

Dos Santos Sequeira S, Specht K, Hamalainen H, Hugdahl K. (2008) The effects of background noise on dichotic listening to consonant-vowel syllables. Brain Lang, 107 (1): 11-5. Epub 2008 Jul 3.

Russo N, Zecker S, Trommer B, Chen J, Kraus N. (2009) Effects of background noise on cortical encoding of speech in autism spectrum disorders. J Autism Dev Disord, published online: 08 April 2009.

Hayes EA, Warrier CM, Nicol TG, Zecker SG, Kraus N. (2003) Neural plasticity following auditory training in children with learning problems. Clin Neurophysiol. 114, 673-684.

Russo NM, Nicol TG, Zecker SG, Hayes EA, Kraus N. (2005) Auditory training improves neural timing in the human brainstem. Behav Brain Res, 156, 95-103.

Putter-Katz H, Adi-Bensaid L, Feldman I, Hildesheimer M. (2008) Effects of speech in noise and dichotic listening intervention programs on central auditory processing disorders. J Basic Clin Physiol Pharmacol, 19 (3-4): 301-16.

Johnson K, Nicol T, Zecker S, Kraus N. (2008) Developmental plasticity in the human auditory brainstem. The Journal of Neuroscience, 28 (15): 4000-4007.

Alain C, Bernstein LJ. (2008) From sounds to meaning: The role of attention during auditory scene analysis. Curr Opin Otolaryngol Head Neck Surg, 16, 485-489.

Kraus N, Banai K. (2007) Auditory-processing malleability: Focus on language and music. Curr Dir Psychol Sci, 16, 105-110.

Steinbeis N, Koelsch S. (2008b) Shared neural resources between music and language indicate semantic processing of musical tension-resolution patterns. Cereb Cortex, 18, 1169-1178.

Popescu M, Polley D. (2010) Monaural deprivation disrupts development of binaural selectivity in auditory midbrain and cortex. Neuron, 65 (5), 718-731.

Wilson W, Marinac J, Pitty K, Burrows C. (2011) The use of soundfield devices in different types of classrooms. LSHSS, Papers in Press.

Johnson KN, John AB, Kreisman NV, Hall JW 3rd, Crandell CC. (2009) Multiple benefits of personal FM system use by children with auditory processing disorder (APD). Int J Audiol, 48 (6), 371-83.

More About NACD & TSI

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