The Tomatis® Method is a pedagogical method used to improve the listening of a person whose hearing functions correctly. It works thanks to a device, the Tomatis® Electronic Ear, that causes musical contrasts by suddenly and unpredictably changing the timbre and intensity of the music. This effect surprises the brain and triggers its attention mechanisms. We say that the brain puts itself in a listening position.
Sound is transmitted through air via the ear canal. It is also transmitted by a vibration at the top of the headset. This vibration is called bone conduction. Bone conduction transmits the sound directly to the inner ear, thus preparing it to receive the sound transmitted through the eardrum. Read More
This 8 year old boy had several serious infections as a baby and experienced difficulties at school. Now he is on the fast track instead. There’s nothing like getting email updates like this! (Published with permission.)
Hi Maria and Ingrid,
Just to let you know that ____ had a test a few
days ago and he is now ready at 11.5 years.
One of my students did not like touching or hugging people and she did not like to be touched herself either. She had difficulty interpreting these gestures. This student attended the Tomatis listening program and after three intensive blocks of listening she has become far more emotionally involved. She’s now giving her family members huge big hugs.
Her facial expression has also become more warm and soft. This is really neat to see that she is changing in a very positive way. Her reading and spelling are also improving. She’s more able to pace herself while she’s reading, to make her eyes track slowly and carefully so that her reading is becoming more accurate with proper intonation and punctuation instead of racing on.
Sjaan van Falier, Tomatis® Practitioner in Wellington, shares how the Tomatis® Method can make profound changes in behaviour and emotions after a few months on the programme.
Looking forward to meeting old friends and clients and welcoming new ones in Bay of Islands! Invitation to parents, grandparents, teachers and others who know of children who struggle with learning. It doesn’t have to be hard. More info and booking.
The past two week-ends we have been busy teaching the Tomatis® Listening Test Course. Our happy participants can now put Tomatis® Practitioner Level 2 on their business cards. The test course adds an important dimension to the Tomatis training programme; it can be more finely adjusted to each client and it is easy to monitor progress.
Thank you for a wonderful course together with lots of laughs!
Tomatis Practitioners Mug Shot: Sjaan, Maria, Ingrid, Fredrik and Jody
Michelle, 23 years old, is interviewed by Francoise Nicoloff in Sydney after completing her Tomatis® listening training. The main reason she did the programme was to improve communication. Here Michelle reports how she has gained “immense confidence”, that her anxiety has disappeared, and that she now feels much better about herself.
Year and Degree 2013, Psy. D., Antioch University, Antioch Seattle: Clinical Psychology.
This study investigated the early effects of the Tomatis Method, hypothesizing improvement in processing speed, phonological awareness, reading efficiency, attention, behavior and brain physiology by the end of Phase 1 of the Tomatis Method. This study documented the effects of the first phase of the Tomatis Method on children with ADD ages 7-13.
Of the 25 participants, 15 received solely the Tomatis treatment while 10 served as controls and were stabilized on ADD medication three months prior to and throughout the study. Therefore, this research study compared Tomatis versus non-Tomatis intervention, not ADD medication treatment with Tomatis intervention.
The Tomatis group received 15 consecutive 2 hour sessions; participants received no additional vestibular or visual-motor exercises throughout the research.
Results revealed statistically significant improvements for the Tomatis group when compared to the non-Tomatis group: the experimental group showed significant improvement in processing speed, phonological awareness, phonemic decoding efficiency when reading, behavior, and auditory attention. Read More