Mallory Moore

ISM- Period 7

“Interactive Metronome -.” Interactive Metronome, 2016, www.interactivemetronome.com/.

 It is an assessment and tool that measures and improves Neurotiming and increases brain
connectivity as well as neural efficiency.
 Neurotiming is quick, precise communication between regions in the brain.
 Can help with attention, processing, memory, comprehension, coordination, and more.
 The client is tested and gets real-time feedback by the millisecond and works to improve
their timing with each following beat.
 The length of the session can be altered as well as the speed of the metronome.
 Headphones are often used to allow the user to better hear the metronome.
 There is a button that is strapped to the (usually dominant) hand to hit for upper extremity
training.
 For lower extremity training, there is a mat to tap with the foot.
 “In Sync” lights up green and means that it was 0 milliseconds off the beat. A yellow
light means that the user’s timing is 1-500 milliseconds early or late. Anything greater
than 500 milliseconds lights up red.
 Developed in the 1990s to help children with learning and developmental disorders, but
research has since shown it can help even adults with almost any neurological disorder
 Occupational Therapists, Speech Language Pathologists, Educators/ School
Psychologists, Chiropractors, Psych Professionals, Developmental Optometrists,
Neurologists, Physical Therapists, and Other Mental or Medical Professionals can be
trained to use IM for all different purposes.
 Pediatric clients can include those with ADHD, Autism Spectrum Disorder, Sensory
Processing Disorder, Learning Disabilities, Developmental Delays, Cerebral Palsy,
Auditory Processing Disorder, and Dyslexia.
 Adult clients can benefit after suffering a Brain Injury, Concussion, Stroke, Parkinson’s,
Amputee, ADHD, Alzheimer’s, or Dementia.
 It can enhance athletic and academic achievement as well as overall wellness.
 It “is believed to improve the resolution and efficiency of an individual’s internal brain
clock(s) and temporal processing” (Interactive Metronome).
 There is a 3-level hypothesized explanation of the Interactive Metronome effect: Brain
clock and Temporal Processing, Brain Network Communication and Synchronization,
Attentional Control System.
 Neuroscientists have studied the purpose of timing in the brain for over 30 years.

This source described the Interactive Metronome holistically by addressing the science behind it
as well as how it works and what it really is in the context of how it works, what happens, and
how it helps.
 Mallory Moore
ISM- Period 7

Fitzgibbons. “Welcome to ILs.” Integrated Listening, Integrated Listening, 17 Oct. 2018,

integratedlistening.com/.

 ILs was created in Denver in 2007 and was the first neurotechnology company to use
music, movement, and language exercises to improve the brain.
 It is most effective with learning and attention, autism and developmental difficulties, and
adults.
 It can improve things from emotional balance to sensory processing to anxiety to
academics and even confidence.
 A lasting change, not a quick fix.
 “…based on the fact that we can change our brain – we can essentially re-wire it through
specific and repeated simulation, a concept known as neuroplasticity” (Fitzgibbons).
 ILs programs can be customized for each individual goal.
 It can be used in practices such as: Occupational Therapy, Physical Therapy, Speech
Therapy, ADHD coaching, Autism specialists, and much more.
 There are methods such as the Dream pad, Safe and Sound Protocol, ILS Focus System,
and Voicepro.
 The Dream pad reduces stress, improves sleep, and decreases sensory hypersensitivity.
 The Safe and Sound Protocol requires a Sony Walkman MP3 player and iLs headphones.
It is a 5-day program to reduce stress and auditory sensitivity and enhance social
engagement and resilience.
 Voicepro is usually used by speech therapists and works on filtered and repeating words
for dichotic listening.
 Helps ADHD by working on the physiological level (combining behavioral and
pharmaceutical approaches) to improve concentration, communication, organization,
physical regulation, and anxiety.
 Classical music is used to accentuate different frequencies for each different goal/
objective.
 Low frequencies help with balance, rhythm, coordination, and body awareness.
 Mid-range frequencies train pitch deciphering.
 The brain is freed to focus on more advanced activities when it is learned how to move,
control, and notice the body more efficiently.

This source described each system within ILs and gave a lot of background to the company as
well as the science behind each program within.
 Mallory Moore
ISM- Period 7

Leyden, Lisa, and Michelle Hermann. “Utilizing Integrated Listening in Conjunction with

Interactive Metronome.” Dynamic Development Pediatric Services, 2010,

www.dyndev.com/articles/articles_ILS.htm.

 There is an evaluation that decides if someone would benefit from the combination of the
IM and ILs programs.
 Tools used for the evaluation can include: VMI, TVPS, Brunnicks, Sensory Profile,
Clinical Observations, an auditory test such as SCAN, SSW test, Phonemic Synthesis
test, and the Auditory Analysis test, and a review of the child with the parents to better
understand where the kid is at.
 The ILs program is recommended prior to the IM program for some children because
they can be overwhelmed by their environment or unable to do the physical movements
for the IM program.
 After gaining skills such as balance, coordination, and muscles from the ILs, the client
can move to the IM program with those foundational skills.
 The ILs will also specifically train the ears and brain to process auditory information
better.
 The IM program usually works on higher level skills.
 They are good to do in conjunction for those with auditory processing issues,
coordination, attention, endurance, and focus. Specifically, they have good responses
from children with Sensory Processing Disorders affecting organizational abilities.
 The conjunction not only helps with movement but also with academics such as language
and reading due to what is being worked on.
 Children who do both programs often report a significant increase in motor planning
skills as well as listening and communication abilities.
 Together they treat and challenge a variety of areas within the brain.
 ILs programs normally last over 3-4 months whereas the IM program usually is for 3
times a week for 5 weeks.
 Different programs within ILs or IM can last varying amounts of time.
 “However, our best success over the 10+ years we have been utilizing both the ILs and
IM comes when the programs are used in conjunction with one another” (Leyden and
Hermann).

This source was beneficial to explain how using the programs together and separately benefit
different people based off of what they need to work on.