Typical Results

For hundreds of children and adults who had a label and have graduated from Multi-Sensory Therapy for brain repair, the world is no longer frightening, but has become a familiar, comfortable and engaging environment in which learning is a pleasure, life is fun, affection is reciprocated.

Multi-Sensory Therapy Success RatioWe used to use a scary number to describe our success ratio: 98%. That figure did not however take into account the families that did not pass the qualifying two-week probationary period, the families who modified the environment later on and failed to meet conditions for brain growth, or the families who, whilst happier than ever, stopped before the end of the program.

This program is not for everyone. It requires that the environment meet very strict conditions.

On average, 1 in 6 families who contact us see their dream come true of a normal life with their loved one.

Another 1 in 6 families who contact us leave the program before reaching complete recovery but are still very pleased with the results reached thus far.

Where do you think you would fit?

Would you like to watch a few videos we recorded of families giving their testimonial of their experience with the program?


Video Testimonials

  • O.C.D., A.D.H.D. - Child
  • A.D.H.D. - Adult
  • A.D.H.D. - Child
  • Sensory Integration Disorder - Child
  • Autism - Child
  • Autism - Child
  • Newscast
  • Video Prepared for 2000 Symposium
  • Autism - Child

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With Multi-Sensory Therapy, we do not stop until we are done

If you wanted to do Multi-Sensory Therapy, we would not stop working with you until your loved one receives a score of 100% in all areas that we know we can fix.

Here is what your progress chart should look like when you are done with Multi-Sensory Therapy, with every aspect of brain function that we know we can fix at 100%.

Sample Multi-Sensory Therapy Progress Chart

This is a real progress summary from a graduate. Her program was expected to last 18 months, from July 2007 to January 2009 . She graduated shy of the mark by a couple of months, in November 2008.

Sample Progress Chart

This is the progress summary of another client who, at the time I am writing this page, is part-way through the program, with an expected graduation date set to 15 months from start date, but it looks from his progress so far that he will graduate a few weeks early.

Most of the clients we serve require 12 to 24 months to graduate from the program, but we also have had a few "easier" cases who started the program at higher levels of function who required fewer brain functions to be repaired. Occasionally we also serve clients who require longer than 24 months of Multi-Sensory Therapy to see most of their brain functions to be repaired.

For example, here is how long it would take on average with Multi-Sensory Therapy to see most of your brain functions repaired if you or your loved one were diagnosed with the following label:

  • ADHD: 6 - 12 months
  • OCD: 6 - 12 months
  • Alzheimer's: 12 - 18 months
  • Cerebral Palsy: 18 - 36 months
  • Down syndrome: 18 - 24 months
  • Autism: 12 - 24 months
  • Depression: 6 months
  • Narcolepsy: 6 months
  • Learning Difficulties: 6 - 12 months
  • Parkinson's: 12 - 24 months

How do we measure improvement and repair?

We use a simple spreadsheet application to gauge progress. We're not the ones filling the scales, you are. It's you the parent, spouse, child or anyone acting as the Multi-Sensory Therapy caregiver who will be filling out the report forms and the scales from which the spreadsheet application calculates the scores you see in the progress summary.

At the time I am writing this, there are 92 scales that you fill out to tell us where the progress is happening. We designed them to be as unequivocal as possible. All these scales describe how anyone would progress from the worse case scenario to a normal level of function. All you have to do as a Multi-Sensory Therapy caregiver is to say where your loved one fits most closely in each scale.

Here are some examples of scales we use.

List of words that the child recognizes.

  Does not recognize even his/her name.
  Recognizes his/her name and 2 words.
  Recognizes 1-5 words.
  Recognizes 5 - 50 words.
  Recognizes 50 - 200 words.
  Recognizes more than 200 words.

How clear is the pronunciation of words?

  No one can understand what he/she says.
  Only mom can understand what he/she says.
  Only close family members can understand what he/she says.
  Most people can understand 50% what he/she says.
  Has difficulty only pronouncing complex words.
  Pronounces clearly all words.

How well or how poorly can he/she tolerate motorized noises?

  Screams when the neighbor uses his vacuum cleaner or similar situation.
  Covers his/her ears and cries when he/she can hear motorized sounds in the house and outside.
  Covers his/her ears when the garage door, the blender and/or the vacuum cleaner is used closed to him/her.
  Covers his/her ears only when the blender is used or when another specific motorized noise is made close to him/her.
  Can tolerate his/her worst motorized noise without covering his/her ears.
  No outward sign that any motorized noises bother him/her.

Describe the quality of his/her eye contact.

  No Eye contact ever.
  Eye contact for a fraction of a second.
  Eye Contact for less than 3 seconds.
  Eye contact for 10 seconds when spoken to.
  Eye contact for one minute while receiving instructions.
  Can handle a 30-minute conversation with appropriate, consistent eye contact.

How little will he/she eat on his/her own, before being prompted to resume eating?

  He/she will not eat anything. He/she requires tube feeding.
  He/she will not eat anything unless spoon fed.
  He/she will usually start eating on his/her own but will require much intervention from the parents to finish.
  He/she will usually finish 50% of a normal portion before needing to be prompted.
  He/she will usually finish 75% of a normal portion before needing to be prompted.
  He/she will usually finish a normal portion without prompting.

How well can he/she catch a ball?

  Cannot catch a large ball with two hands.
  Catches with two hands a large ball successfully 50% of the time.
  Catches a large ball successfully 80% of the time.
  Catches a tennis ball with two hands 50% of the time.
  Catches a tennis ball with one hand 30% of the time.
  Catches a tennis ball with the bad hand 90% of the time.

How easy is it for him/her to stand against a wall or with some other form of assistance? (If the person can stand without assistance or walk, give a score of 5 for this scale)

  3 seconds against a wall.
  10 seconds against a wall.
  1 minute against a wall.
  Maintains a standing position with the assistance of one hand while performing another type of activity with the other hand.
  Takes one step, assisted by a cane or held by the hands.
  Walks with cane or held by one hand.

Different combinations of finger positions in increasing levels of difficulty.

  No observable movement of the fingers or hand.
  Points.
  Thumbs up.
  Shows 2 with fingers in a V.
  Can do the Scout salute by raising his hand fingers extended except for the thumbs and little finger that join together. The thumb covers the nail of the little finger.
  Can isolate either the ring finger or the big finger without moving any of the other bent fingers of the same hand.

 

By the time you score 6/6 in every scale there should be very little reason to require any form of special treatment. And, if you ask me, even if there is only one or two scales left where you cannot give a perfect score, life should be much easier.

Families say it best when they say that they can finally do "what regular families do".

The National Institute of Mental Health suggests a list of questions parents can ask when planning for their child (http://www.nimh.nih.gov/health/publications/autism/treatment-options.shtml):

  • How successful has the program been for other children?
  • How many children have gone on to placement in a regular school and how have they performed?
  • Do staff members have training and experience in working with children and adolescents with autism?
  • How are activities planned and organized?
  • Are there predictable daily schedules and routines?
  • How much individual attention will my child receive?
  • How is progress measured? Will my child's behavior be closely observed and recorded?
  • Will my child be given tasks and rewards that are personally motivating?
  • Is the environment designed to minimize distractions?
  • Will the program prepare me to continue the therapy at home?
  • What is the cost, time commitment, and location of the program?