Advanced Brain Technologies, creators of The Listening Program®, a provider of evidence-based music programs and products for improving brain function, today announced the publication of a new study titled “A Quantitative Summary of The Listening Program® (TLP) Efficacy Studies: What Areas Were Found to Improve by TLP Intervention?” that shows quantitative benefits in children with autism, ADHD, and other needs when using The Listening Program® method of music listening therapy. The research article was first published in the journal Occupational Therapy International as an online early view. Sadako Vargus, EdD, OTR co-authored the study with Jay R. Lucker, EdD, CCC-A/SLP, FAAA.
The study presents a quantitative summary of existing research examining the effects of The Listening Program® (TLP) method of music listening therapy on various functions in children. Nine studies were used, looking at TLP intervention effects across studies, within each study and for various outcome measures. The studies looked at TLP intervention on children with autism spectrum disorder, Down syndrome, learning disabilities, auditory processing disorders, ADHD, Rett syndrome, dyspraxia, cerebral palsy, fibromyalgia, arthritis and stroke.
The magnitude of the TLP effect size revealed statistical significance with effect sizes ranging from very large to small with a mean value of medium across all studies. Two studies yielded significantly larger effect size than the other studies. One of these studies examined the improvement in auditory processing for children identified with autism. The other study examined improvement in academically related skills of underachieving school children. Larger effect sizes were obtained for research that examined auditory processing and listening skills, although all revealed positive changes.
This study suggests that the The Listening Program® may be an effective therapeutic modality for children with wide ranging needs, in particular those with auditory processing deficits, autism, and who struggle with academics in school.
Our sincere thanks go out to the authors, Drs. Sadako Vargus and Jay R. Lucker for this important contribution to the evidence base which supports our work here at Advanced Brain Technologies.