The Learning Curve Educational Center
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Success Stories:
“I’m going to kill myself! I’m going to throw myself in front of a truck!”
That’s Tristan, age 6 years 11 months, thrashing and screaming on his mother’s bed.
His mom, Brenda, had just told him “No” to something he wanted, and this was his response. A neuropsychologist’s report
stated that Tristan was negative, argumentative, demanding and unhappy much of the time, and made frequent references to
wanting to kill himself.
Tristan and his mom had been referred to me by the neuropsychologist for Auditory Integration Training because Tristan was
doing poorly in First Grade and was “acting out.” As an Educational Therapist, I see a fair number of clients with problems
similar to Tristan’s.
Although an audiogram showed his hearing to be in the normal range, my test results and those of the neuropsychologist clearly
indicated that Tristan had weak auditory processing skills which included poor auditory memory for numbers, words,
sentences, interpretation of directions - in other words, Tristan’s ability to correctly process what he heard and respond
appropriately was severely limited. This meant that he could not follow instructions in the classroom, remember how to spell
the words he was supposed to learn, or remember number facts.
Tristan’s median age score on the Test of Auditory Perceptual Skills - Revised was below 4 years 10 months, a full two years
below his chronological age. School was a nightmare of frustrations for Tristan; he was perpetually angry because he felt all his
classmates did better than he, thus the tantrums and threats of suicide, a tragic situation for someone not even seven years old.
After several assessments for auditory processing and receptive language, Tristan began Auditory Integration Training (AIT)
in which he listened to two 30-minute CDs of specially modified music every day for ten days. A few weeks later, no one could
believe it was the same little boy. Proudly he showed me a 99% spelling test, and Brenda assured me they were all like that now.
Tristan seemed peaceful and happy; the tantrums and suicide threats were a thing of the past. “This is a miracle!” Brenda
exclaimed. “I’m almost afraid to breathe for fear it will go back to how it used to be.”
“The improvements will keep coming,” I assured her. “ It will just get better!”
Nathan, age eight and in third grade, faced every task with “I can’t do this.” His face was at all times scrunched into an
expression of anxiety, even fear. His mother had reported that he was seriously lacking in self-confidence and was often
depressed.
Then came Auditory Integration Training. After just two sessions (one day), Nathan stopped saying said “I can’t.” He
approached every task with confidence, his face grew softer and his expression that of a normal, happy kid. He began saying, as
he looked at whatever he had to do, “I think I can do this.” And he did. His relationships with other students improved, as well
as with his siblings. He had been struggling to learn long division; now he caught on quickly and flew right through it all the way
to 8th grade math. We (his teachers) were utterly delighted at the change in Nathan, and he too was pleased with himself and all
that he could now accomplish more easily than ever before.
Victor, age seven and in mid-year of Grade Two, was not reading. His sight vocabulary consisted of just three or four words.
His printing was irregular, there was no spacing between words. Assessment showed many symptoms of classic dyslexia. His
mother reported that in school he was often so frustrated in math that he would write the same answer to every problem. His
teacher wrote on his papers, “Difficult to read - try harder.” But Victor’s test results also showed a high innate ability level; he
was really very bright.
Mom said “Please do it” to the suggestion of Auditory Integration Training, and in just a day or two into AIT, we (his new
teachers) could see a difference, not only in Victor’s work but in his attitude. He began to catch onto math concepts and quickly
flew through a Grade Two workbook, then on into Grade Three math. It seemed to be “easy as pie” for Victor; math became his
best subject. And he began to read! By the end of the semester, Victor was reading in high Grade One books and a few in Grade
Two. He was so pleased at being able to read that he wanted to read everything, even things beyond his ability level, and even
though he couldn’t read harder material, at least he had developed the interest in reading which he had previously avoided.
Needless to say, Mom was thrilled! And Victor was a happy kid, at last truly able to enjoy school.
Nicky, age six and in First Grade, was referred to The Learning Curve Educational Center by a neuropsychologist for failure to
do school work. His parents had recently divorced; Mom and her two children had moved in with the grandparents, and though
Nicky loved his family, he had become depressed and “acted out” by refusing to do anything in school. Emotionally, Nicky had
just shut down.
After assessments showed that Nicky was actually exceptionally bright, he began Auditory Integration Training. In hardly
more than a few days, Nicky’s attitude became one of a happier, more well-adjusted boy. Once more he began to do his school
work, and in just a few short weeks, Nicky was reading everything he could lay his hands on. His teachers were astonished but
naturally pleased, and Nicky’s Mom was delighted beyond measure. In spite of the changes in family structure, everyone was
happy once more!
Jerry, age six, in Grade One and Special Education, had been diagnosed as having “autistic-like behaviors.” His mother decided
to bring him to The Learning Curve Educational Center to see if his math skills could be improved.
During our initial consultation, Jerry raced around the office, grabbing everything, and screaming at the top of his lungs. Mom
and I could hardly hear each other to get through the consultation.
For six weeks, Jerry came twice a week for help with math. He had a twin sister, Janelle, and whenever both children were in
the office, they ran all over, screaming and yelling. They jumped on the small trampoline, but Jerry continually pushed his
sister off, and this was followed by her protests and more screaming. Mom always made Janelle give in to Jerry to stop the
noise.
At last we started Auditory Integration Training. Mom put on earphones too, and sat with Jerry throughout the first session.
Then came the Big Surprise! At the end of the session, Jerry walked about the room, quietly handling toys, but without any
running or screaming. Was this the same child?
From that time on, Jerry spoke with a normal, well-modulated voice. There was no more running, grabbing things, and
screaming. Jerry and Janelle could both get on the trampoline and have fun jumping together, giggling happily all the while.
Mom reported that a few days into AIT, she watched Jerry ride his bike down the driveway without leaning on the training
wheels; his sense of balance had improved.
He also began to respond to his name immediately instead of having to be spoken to three or four times. He began to initiate
conversations which he had never done before.
Jerry was one more in a long line of success stories for Auditory Integration Training.
Danny, age 5, was diagnosed “Autism Spectrum Disorder.” Danny was attending a pre-school, but Mom and teacher both
reported that he paid little or no attention to activities in the classroom, did not play with others, gave little eye contact to
anyone, had no speech other than “No.” If things were not as he thought they should be, he cried, especially if Mom did not
show up on time at the end of the school day.
Danny’s first session of AIT was one of fighting and screaming “NO!” Mom and I both struggled to keep him quiet enough to
hold the headphones on. I knew if he got even 20 minutes of music, he would settle down. After 25 minutes of struggle, I called
it quits. That evening Danny sat on his dad’s lap and listened peacefully to the AIT music, and all succeeding sessions were as
peaceful as if he had done this all his life.
The next day Danny’s teacher reported that he said “Hi” to her, and for the first time in the school year (this was now May) he
was willing to come to the front of the class and put up pieces on the calendar. In the following days, Teacher reported that he
was now participating in activities and following directions without having to be told several times. When Mom didn’t show up
on time at the end of the day, he waited quietly, playing with toys, no crying.
Danny went shopping with Mom and Dad in two big stores. Mom reported that he stayed right by them, did not need his hand
held, no more running around and screaming. Needless to say, Mom and Dad were surprised and pleased.
What parents have to say:
Since AIT, Stephen gives more eye contact and seems less overwhelmed by necessary changes in routines. His voice has
strengthened; he often sings or “plays” with his voice. Much more into touching and hugging, even asked Kay (AIT provider)
for a kiss on his cheek. He’s speaking more, making short sentences without prompting. I could go on and on. I’m SO GLAD we
did AIT! - Teresa T., mother of an 11-year-old autistic boy.
Right after my son had AIT at age 8, I noticed a change in his daily interactions with his world. His eye contact with others was
more noticeable; he was more willing to greet others in passing, and showed greater willingness to be involved in activities he
used to avoid. He is more interactive with his surroundings, and much more receptive to changes in his daily routine with just a
brief reminder rather than a lengthy explanation of why it was necessary. His sense of humor is more apparent - he enjoys a
joke or prank whether given or received. Though making friends is still a bit difficult, he continues to grow socially and
emotionally. When frustrated, he makes a tremendous effort to exercise control. We feel grateful for the experience of AIT
which he has now had twice, with significant improvements each time. - Kathy P., mother of a now 11-year-old autistic son.
“I’m going to kill myself! I’m going to throw myself in front of a truck!”
That’s Tristan, age 6 years 11 months, thrashing and screaming on his mother’s bed.
His mom, Brenda, had just told him “No” to something he wanted, and this was his response. A neuropsychologist’s report
stated that Tristan was negative, argumentative, demanding and unhappy much of the time, and made frequent references to
wanting to kill himself.
Tristan and his mom had been referred to me by the neuropsychologist for Auditory Integration Training because Tristan was
doing poorly in First Grade and was “acting out.” As an Educational Therapist, I see a fair number of clients with problems
similar to Tristan’s.
Although an audiogram showed his hearing to be in the normal range, my test results and those of the neuropsychologist clearly
indicated that Tristan had weak auditory processing skills which included poor auditory memory for numbers, words,
sentences, interpretation of directions - in other words, Tristan’s ability to correctly process what he heard and respond
appropriately was severely limited. This meant that he could not follow instructions in the classroom, remember how to spell
the words he was supposed to learn, or remember number facts.
Tristan’s median age score on the Test of Auditory Perceptual Skills - Revised was below 4 years 10 months, a full two years
below his chronological age. School was a nightmare of frustrations for Tristan; he was perpetually angry because he felt all his
classmates did better than he, thus the tantrums and threats of suicide, a tragic situation for someone not even seven years old.
After several assessments for auditory processing and receptive language, Tristan began Auditory Integration Training (AIT)
in which he listened to two 30-minute CDs of specially modified music every day for ten days. A few weeks later, no one could
believe it was the same little boy. Proudly he showed me a 99% spelling test, and Brenda assured me they were all like that now.
Tristan seemed peaceful and happy; the tantrums and suicide threats were a thing of the past. “This is a miracle!” Brenda
exclaimed. “I’m almost afraid to breathe for fear it will go back to how it used to be.”
“The improvements will keep coming,” I assured her. “ It will just get better!”
Nathan, age eight and in third grade, faced every task with “I can’t do this.” His face was at all times scrunched into an
expression of anxiety, even fear. His mother had reported that he was seriously lacking in self-confidence and was often
depressed.
Then came Auditory Integration Training. After just two sessions (one day), Nathan stopped saying said “I can’t.” He
approached every task with confidence, his face grew softer and his expression that of a normal, happy kid. He began saying, as
he looked at whatever he had to do, “I think I can do this.” And he did. His relationships with other students improved, as well
as with his siblings. He had been struggling to learn long division; now he caught on quickly and flew right through it all the way
to 8th grade math. We (his teachers) were utterly delighted at the change in Nathan, and he too was pleased with himself and all
that he could now accomplish more easily than ever before.
Victor, age seven and in mid-year of Grade Two, was not reading. His sight vocabulary consisted of just three or four words.
His printing was irregular, there was no spacing between words. Assessment showed many symptoms of classic dyslexia. His
mother reported that in school he was often so frustrated in math that he would write the same answer to every problem. His
teacher wrote on his papers, “Difficult to read - try harder.” But Victor’s test results also showed a high innate ability level; he
was really very bright.
Mom said “Please do it” to the suggestion of Auditory Integration Training, and in just a day or two into AIT, we (his new
teachers) could see a difference, not only in Victor’s work but in his attitude. He began to catch onto math concepts and quickly
flew through a Grade Two workbook, then on into Grade Three math. It seemed to be “easy as pie” for Victor; math became his
best subject. And he began to read! By the end of the semester, Victor was reading in high Grade One books and a few in Grade
Two. He was so pleased at being able to read that he wanted to read everything, even things beyond his ability level, and even
though he couldn’t read harder material, at least he had developed the interest in reading which he had previously avoided.
Needless to say, Mom was thrilled! And Victor was a happy kid, at last truly able to enjoy school.
Nicky, age six and in First Grade, was referred to The Learning Curve Educational Center by a neuropsychologist for failure to
do school work. His parents had recently divorced; Mom and her two children had moved in with the grandparents, and though
Nicky loved his family, he had become depressed and “acted out” by refusing to do anything in school. Emotionally, Nicky had
just shut down.
After assessments showed that Nicky was actually exceptionally bright, he began Auditory Integration Training. In hardly
more than a few days, Nicky’s attitude became one of a happier, more well-adjusted boy. Once more he began to do his school
work, and in just a few short weeks, Nicky was reading everything he could lay his hands on. His teachers were astonished but
naturally pleased, and Nicky’s Mom was delighted beyond measure. In spite of the changes in family structure, everyone was
happy once more!
Jerry, age six, in Grade One and Special Education, had been diagnosed as having “autistic-like behaviors.” His mother decided
to bring him to The Learning Curve Educational Center to see if his math skills could be improved.
During our initial consultation, Jerry raced around the office, grabbing everything, and screaming at the top of his lungs. Mom
and I could hardly hear each other to get through the consultation.
For six weeks, Jerry came twice a week for help with math. He had a twin sister, Janelle, and whenever both children were in
the office, they ran all over, screaming and yelling. They jumped on the small trampoline, but Jerry continually pushed his
sister off, and this was followed by her protests and more screaming. Mom always made Janelle give in to Jerry to stop the
noise.
At last we started Auditory Integration Training. Mom put on earphones too, and sat with Jerry throughout the first session.
Then came the Big Surprise! At the end of the session, Jerry walked about the room, quietly handling toys, but without any
running or screaming. Was this the same child?
From that time on, Jerry spoke with a normal, well-modulated voice. There was no more running, grabbing things, and
screaming. Jerry and Janelle could both get on the trampoline and have fun jumping together, giggling happily all the while.
Mom reported that a few days into AIT, she watched Jerry ride his bike down the driveway without leaning on the training
wheels; his sense of balance had improved.
He also began to respond to his name immediately instead of having to be spoken to three or four times. He began to initiate
conversations which he had never done before.
Jerry was one more in a long line of success stories for Auditory Integration Training.
Danny, age 5, was diagnosed “Autism Spectrum Disorder.” Danny was attending a pre-school, but Mom and teacher both
reported that he paid little or no attention to activities in the classroom, did not play with others, gave little eye contact to
anyone, had no speech other than “No.” If things were not as he thought they should be, he cried, especially if Mom did not
show up on time at the end of the school day.
Danny’s first session of AIT was one of fighting and screaming “NO!” Mom and I both struggled to keep him quiet enough to
hold the headphones on. I knew if he got even 20 minutes of music, he would settle down. After 25 minutes of struggle, I called
it quits. That evening Danny sat on his dad’s lap and listened peacefully to the AIT music, and all succeeding sessions were as
peaceful as if he had done this all his life.
The next day Danny’s teacher reported that he said “Hi” to her, and for the first time in the school year (this was now May) he
was willing to come to the front of the class and put up pieces on the calendar. In the following days, Teacher reported that he
was now participating in activities and following directions without having to be told several times. When Mom didn’t show up
on time at the end of the day, he waited quietly, playing with toys, no crying.
Danny went shopping with Mom and Dad in two big stores. Mom reported that he stayed right by them, did not need his hand
held, no more running around and screaming. Needless to say, Mom and Dad were surprised and pleased.
What parents have to say:
Since AIT, Stephen gives more eye contact and seems less overwhelmed by necessary changes in routines. His voice has
strengthened; he often sings or “plays” with his voice. Much more into touching and hugging, even asked Kay (AIT provider)
for a kiss on his cheek. He’s speaking more, making short sentences without prompting. I could go on and on. I’m SO GLAD we
did AIT! - Teresa T., mother of an 11-year-old autistic boy.
Right after my son had AIT at age 8, I noticed a change in his daily interactions with his world. His eye contact with others was
more noticeable; he was more willing to greet others in passing, and showed greater willingness to be involved in activities he
used to avoid. He is more interactive with his surroundings, and much more receptive to changes in his daily routine with just a
brief reminder rather than a lengthy explanation of why it was necessary. His sense of humor is more apparent - he enjoys a
joke or prank whether given or received. Though making friends is still a bit difficult, he continues to grow socially and
emotionally. When frustrated, he makes a tremendous effort to exercise control. We feel grateful for the experience of AIT
which he has now had twice, with significant improvements each time. - Kathy P., mother of a now 11-year-old autistic son.
