Kate O]Brien Minson & Randall Redfield

AIRED on June 14, 2010– 11 am PST on www.latalkradio.com


TITLE: “Integrated Listening – Brain Training to Improve Student’s Processing, Attention & Performance.”

SPECIAL GUEST: Kate O-Brien Minson, a pioneer of the first listening centers in the U.S. and Co-Founder of Listening Systems (iLs); and Randall Redfield, Sr. Marketing Executive of Listening Systems (iLs) and major force in the Movement Therapy

Contact Information: http://www.integratedlistening.com
Phone: Tel: 303-741-4544

Allen is joined by Kate O-Brien Minson and Randall Redfield to discuss Integrative Listening Systems’ advance technology (iLs). iLs does not teach or instruct, but rather develops the building blocks of learning, i.e. those physiological systems which play key roles in our ability to receive, process, and express information.


Often, our learning tools are putting a roof on a weak foundation. The acquisition of reading, writing, math and other academic skills is dependent upon a normally-developed nervous system. Communication between the two hemispheres and integration of sensory input from the eyes, ears and motor systems must be intact to accomplish the goals of educational intervention.However, efficient processing doesn’t occur in an immature nervous system.Through appropriate auditory, visual and vestibular stimulation, we are able to help the nervous system develop. The brain’s ability to increase neuronal activity in response to stimulation is known as “neuroplasticity.” iLs sessions provide repeated, gentle stimulation which influence brain function in the following areas:

Program Description: iLs programs provide a unique training of the auditory, vestibular (balance), and visual systems. The goal of iLs is not to teach or instruct, but rather to develop the building blocks of learning, i.e. those physiological systems which play key roles in our ability to receive, process, and express information. The program is natural, safe, and employs a unique combination of time-tested methods: auditory stimulation (otherwise referred to as “listening therapy”), visual motor and balance activities.


  • iLs addresses the root cause, not just symptoms, of many learning, attention and processing challenges
  • Tutoring and other cognitive-based instruction becomes more effective after an iLs program, once a student’s processing and attention is improved
  • iLs programs tend to increase a child’s self-confidence, which improves all aspects of their life.

The following studies measure the efficacy of iLs in a variety of areas including auditory processing, reading and general academic performance. iLs is in the process of collaborating with schools, hospitals and research groups to further understand which populations benefit from the iLs programs.

Early Intervention: A Longitudinal Study of Reading and Reading Related Achievement of 64 Students in Kindergarten Through Second Grade Enrolled in the Alpha Program

Prepared by J. Anne Calhoon, Ph. D. Educational Psychology
Department of Language, Literacy, and Sociocultural Studies
College of Education, University of New Mexico

Dr. Anne Calhoon, Professor of Language, Literacy, and Socio-cultural Studies, UNM/Albuquerque, obtained data based on the results of the pre- and post-PPVT-III and Qualitative Reading Inventory Assessments administered to 32 students participating in the ALPHA Program, compared to a control group of 32 similarly developing peers in grades K-2. The ALPHA Program combines iLs with musical, visual, verbal, spatial/kinesthetic and logical modes of learning.

After the 3-month program, statistically significant gains in vocabulary and cognitive skills were made:

  • The test group gained on the average two grade levels in reading fluency and comprehension.
  • Reading comprehension: The test group were able to respond correctly, on average, to 90% of the reading comprehension questions, as opposed to 25% among their control group peers.
  • Reading accuracy: The test group made one-third the number of miscues in decoding in comparison to their control group peers.
  • Reading fluency: Test group students read at twice the rate of their control group peers.
  • Receptive vocabulary and cognitive skills: Statistically significant gains in receptive vocabulary and cognitive skills, according to a standardized measure, the Peabody Picture Vocabulary Test-III
  • Retelling ability: The test group could recall seven times more specific story-related information than their control group peers.

“Taken as a whole, this analysis indicates that the students in the experimental group have improved in all categories associated with reading. This improved achievement is significantly greater (more meaningful) than the improvements of the control group peers. Overall the picture presented of the students in ALPHA is one that shows immense growth in cognitive, academic, and psychological areas.” Professor Anne Calhoon, Associate Professor of Literacy, University of New Mexico/Albuquerque Click here to read a summary of the study.

Denver Elementary School Pilot Study, 2009

A variety of normed, standardized tests were used to assess 20 children with learning difficulties before and after iLs programs. The report includes their pre- and post-program test scores as well as teacher and parent comments. Teachers involved in the program reported “significant improvement” in 19 of the 20 children.

Private Clinic Report re: Auditory Processing Disorder as Measured by ABR Testing, 2009

Therapeeds, a private clinic in Ft. Lauderdale, Florida, reports the results of 29 APD children who completed the Therapeeds’ H.O.P.E. sensory motor program combined with iLs’ receptive and expressive programs. The iLs equipment used was a combination of the iLs Pro, Focus and Expressive Language Program.

Vestibular: Pre-testing indicated 0 of the 29 children had intact vestibular processing skills measured by the PrN and functional skills. Post-testing showed all 29 in normal range.

Ocular Motor: Pre-testing showed that 28 of the 29 demonstrated ocular-motor deficits in the areas of visual pursuits, saccades and convergence/divergence skills. Post-intervention, 25 of the 29 demonstrated intact ocular motor skills.

All Auditory Processing Skills: Post-intervention, 22 of the 29 children had auditory processing skills that were completely within normal limits in every area.

ABR Binaural Summation: Pre-intervention ABR tests showed all 29 children had little difference between listening with one ear and listening with both ears (binaural summation). Post-intervention, all 29 tested in the normal range.

Medications: Seven of 29 children began this therapy on medication for attention-related concerns. By the end of the program, the medications for all 7 had all been discontinued.

Hillside Health Center Ongoing Study, 2006

Data collected by Harry Armytage (Center Director Maxwell Fravall, D.O.)

This data summary covers 4 aspects of auditory performance affected by DLS programs: visual/auditory processing speed, selectivity, auditory digit span, and right-ear dominance. The sample size ranges from 30-46 subjects; results are significant, e.g. average improvement of 78% in auditory processing, and average improvement of 81% in selectivity (phonetic differentiation) after programs lasting 3-5 months.

Hope Charter School Case Studies, 2006

Data collected by Bobbi Van Houten, RN, at Hope Charter School, Florida

These 6 case studies from a Florida charter school show pre- and post-DLS program data measuring changes in reading ability. After completing the 4-month DLS program, in combination with a vestibular/visual stimulation program called Learning Breakthrough, the average gain in reading ability was 2.2 years (comparing beginning Lexile Level with Ending Lexile Level).

The students’ reading improvement is also compared to normative growth per grade level using assessments from NWEA MAP (NW Evaluation Association’s Measures of Academic Performance). The average gain was 36 percentile points, e.g. a student ranking in the 40%ile jumped to the 76%ile after the 4-month program.

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