Each of us wants the best for our children, but sometimes we worry that once in school we don’t know what struggles occur that impact their day, which in turn affects their learning, development, wellness, and overall vitality. Perhaps your child doesn’t always listen well to the teacher’s instructions, or has difficulty with his reading skills, or has difficulty staying focused or on task, or has difficulty making and maintaining friends, or finds handwriting tasks difficult, or needs to move around a lot versus staying in his seat. These are all responses that deplete your child’s vitality and demonstrate that his overall functioning is not balanced.
How can you ensure that your child maintains his balance?
Consider an alternative approach that uses sound-based therapy. The Davis Model of Sound Intervention incorporates the use of sound-based therapy based upon a flow chart known as The Tree of Sound Enhancement Therapy®. Within this model, 3 key components are important:
- There is a connection between our voice, ear and brain that keeps us feeling balanced and whole,
- Every cell in your body is a vibrating, resonating entity and must be ‘in tune’ to maintain our vitality, and
- Our ear stimulates all of our body senses, not just hearing.
The Tree analogy is used with a diagnostic evaluation to determine if sound-based therapy can support positive change in our vitality allowing us to feel in balance. The Tree analogy includes hearing function, sound processing skills, auditory processing skills, academic skills, body rhythms, and overall health and wellness. Weak skills evidenced on the test battery then can be addressed with specific, individualized sound-based therapies. This test is known as The Diagnostic Evaluation for Therapy Protocol (DETP®).
What does being balanced mean within this model?
First, a child must hear all sound (not just language and speech sounds) clearly and precisely. The ear should be healthy and receptive to positive sound input to not only the hearing center of the ear but also the balance center of the body which is in the ear. Just because your child has passed his hearing test doesn’t mean that his body is balanced–because he can be unbalanced if he hears too much sound (which doesn’t show up on a school hearing test typically). This can be repatterned if out of balance.
Second, children must be able to actively listen to what is going on around them. This means tuning into what is being said, clearly distinguishing between the sounds of what is spoken, and being able to incorporate the rhythms/patterns of speech into their comprehension. This step is key to being in balance because we process sound through our ear canals but also through the bones of our body, our sensory system, nervous system and circulatory system. We resonate! Also at this step is our ability to demonstrate that our voice supports what we processed through our ear. Our voice produces what our ear hears so if your child’s voice demonstrates some irregularities in inflection, patterns, tonality, etc. (and sometimes you just hear it in his emotional voice), these irregularities can be brought into balance. If your child has a problem paying attention, following through with instructions, staying in his chair to do work, difficulty comprehending what he reads, needs to keep touching things or others around him, is shy, or has trouble keeping quiet, then this step may be an important one to balance.
Third, children need to remember tasks, listen with a lot of background noise, understand the individual speech sounds required in reading, learn how to put the sounds together by sound and pattern to form words, and know how to put things together in a sequential order. Each child must be able to distinguish the specifics of integrating each individual sound task into a whole at this level so that the foundation is in place to advance toward being able to read, write, spell, and listen well. These skills cannot develop well if step 2 hasn’t been met.
Fourth, our child’s wellness should be maximized. Maximum learning is only accomplished with maximum wellness, or by being in balance. That doesn’t mean that your child won’t learn when he is out of balance; he will. But if a child’s body is actively working on trying to deal with an illness, for example, his body is not actively working 100% on the learning process. Every cell in our body emits a specific sound and our entire body’s sounds work as a mathematical matrix of predictable frequency relationships. It is important to know how the mathematics of these body sounds is balancing the personal body sound equations in order to determine if the body is in balance. Balance supports wellness. If the math equations are not in balance, the body is not in balance or in tune; however, with analysis it is possible to tune them up.
Sound-based therapies are intensive! They cannot be administered weekly. Instead all sound-based therapies must be done with frequency, duration and intensity—meaning that they need to be done daily for a specified period of time with an intense specific stimulus. This is the only way to make brain change. When the brain changes because we have re-patterned the sound energy patterns of the body, the body then changes, functions and responds more appropriately. If done with enough frequency, duration and intensity, the changes are permanent. When children with special needs use sound-based therapy, the therapies need to be done for longer periods of time because the body has more to change, but the child who is simply struggling in class because his attention is off, or who finds reading is a challenge, or who has difficulty putting his thoughts on paper, can often use the basic approaches of the many different sound-based therapies to make positive change. These therapies work on re-balancing how the body receives and uses any form of sound input. Once re-balanced, you will have fewer worries about your child as he leaves you to go to school in the morning. He will handle life’s situations better. The vital child is present because he is balanced from the benefits of sound-based therapies.
About the Author:
Dorinne S. Davis, MA, CCC-A, FAAA, RCTC, BARA, is the President/Founder of The Davis Center, Succasunna, NJ. She is the author of 4 books: Sound Bodies through Sound Therapy® (hailed as the primer for all sound therapies), Every Day A Miracle: Success Stories with Sound Therapy® (16 heartwarming stories of sound therapy successes), Otitis Media: Coping With The Effects In The Classroom (A teacher’s compendium of classroom activities and responses), and A Parent’s Guide to Middle Ear Infections (An informational book for parents). She has written chapters in numerous other books. She has demonstrated the scientific principles behind the Voice-Ear-Brain Connection in The Davis Addendum™ to The Tomatis Effect, and established The Tree of Sound Enhancement Therapy® from which her Diagnostic Evaluation for Therapy Protocol (DETP®) provides the correct administration of any sound-based therapy. Ms. Davis is credentialed in 20 different sound-based therapies and her background as an audiologist, educator and sound therapist provides the foundation to The Davis Center’s unique Total Person approach, called The Davis Model of Sound Intervention™. The Davis Center is considered the world’s premier sound therapy center and Ms. Davis is recognized as the world’s leading sound-based therapist. She has worked with thousands of people, young and old, learning challenged and normal, making change with their response to sound using sound-based therapies. Her work going forward bridges the gap between sound healing and sound-based therapy with the introduction of a new concept called ‘Ototoning’ and her patented device called the Ototoner . Websites discussing her work are www.DorinneDavis(dot)com and www.thedaviscenter(dot)com.