Maggie was almost 3-years-old and presented severe deficits with social-emotional engagement, accepting communication attempts by others and closing circles of communication.
Maggie was easily overwhelmed and frustrated by daily activities; she did not transition smoothly from one activity to another, and lacked confidence with new environments and new tasks. She also lacked independence, was “needy,” impulsive and had low self-esteem. She had poor short-term memory, could not sequence tasks, and often failed to begin or complete tasks unless assistance was provided.
iLs Focus Sensory-Motor program sessions 1-60 were used at a frequency of three sessions per week for a period of five months.
These days, Maggie is functioning socially in a regular classroom without support and evidences of symptoms of an autism spectrum disorder.
Maggie has progressed from being a child with severely impaired communication and social skills to functioning at a typical peer level.
We figured that she would have to be in therapy for a while and that she maybe wouldn’t even be in mainstream school. But she’s doing great! Nobody even knows that she’s autistic, except her teacher. – Lisa McDonough, Maggie’s Mother
“K” is a 12-year-old boy with attention, motor and social difficulties. His parents described concerns in his ability to verbalize his thoughts, to independently complete work and manage his emotions. They also observed motor tics and poor gross motor coordination. Later, he was diagnosed with ADHD and Asperger’s syndrome. He was prescribed medication for the ADHD.
The iLs Program was completed as a home program with in-clinic treatments every other week. The iLs Concentration and Attention Program was 5 months.
After three consecutive years of using stimulant medications to control the symptoms of attention deficit disorder, K’s parents are relieved to no longer rely on medication; K is making honor roll with A’s and B’s.
K’s parents also report progress in multiple areas, including his ability to complete school work without their assistance, confidence in expressing ideas in conversation, overall control of his body and greater participation in school.
G is a first-grade student who demonstrated significant difficulty in early literacy skills and auditory processing and was diagnosed with a Central Auditory Processing Disorder.
G’s teacher reported his skills were significantly below grade-level in phonological awareness, decoding, writing and listening/language skills. G was receiving Academic Intervention Support services in reading and math, as well as speech/language in school.
G has a history of high-anxiety. He had had difficulty with change and demonstrated a low frustration-tolerance, particularly when engaging in academic or motor-related tasks.
G listened to a customized 23-program (each 80-minutes long) over 3 ½ months.
G has developed into a more confident and emotionally regulated child. Developments in these areas have allowed him to make gains in his academics and social interactions as well as in his risk taking and willingness to try new things. G has also shown increases in auditory and language skills, which has positively impacted his academics, particularly his decoding and early literacy skills.
We cannot be more excited with the changes that we have seen in G. His willingness to make changes and the ability to persevere through difficult lessons has paid off in a big way! – G’s Mom
TBI (TRAUMATIC BRAIN INJURY)
JN was a normally functioning 3½-year-old when he was involved in an auto accident. He was diagnosed with brain injury, ADHD, anxiety and had trouble sleeping.
JN required maximal verbal cues for functional task completion, his social skills were not age appropriate and his auditory self-stimulation was disruptive to those around him. Deficits in visual receptive executive functioning, fine and gross motor skills were significantly impacting daily activities, social and academic success.
JN received 26 90-minute treatment sessions, three times a week with the iLs Pro in conjunction with Occupational Therapy.
Improvements in cognitive counting, planning motor activity, visually attending, and calculating the rhythm were also noted.
In addition, he required maximal verbal cues with most of the pre-iLs testing and only required mostly minimal cues to attend during the post-iLs testing.
A variety of clinicians incorporate iLs into their practice because it provides a means to enhance sensory input while continuing to address targeted goals, increasing attention and focus with directed tasks.
The multi-tasking required with adding iLs as a therapeutic modality is more intensive within a shorter time frame and progress can come at a much faster rate.
The iLs program is an effective intervention on its own or may be implemented as a dynamic and integral component of a range of other therapies, including behavioral, relationship-based, sensory and bio-medical methods.
LEARN HOW iLs CAN BE INCORPORATED INTO YOUR PRACTICE IN FOLSOM, CA ON FEBRUARY 11, 2017!