On the 3rd day, there will be various practical workshops and we will end the convention with a Gala Dinner and many other surprises!
Tomatis Développement S.A. Opening
Maude LEROUX From Sensory Processing to Executive Functioning
Maude will describe the sensory motor building blocks necessary to achieve academic function. Each of the 7 steps will consider several different focus areas to consider as a building block before moving to the next level. The building blocks will start at the basic level of regulation and reflexes, and end at the level of academic achievement. (The participant will leave the presentation feeling equipped to look deeper than the presenting problem or the presenting family concern for the moment.
Svetlana KASHIRINA From sensorimotor development to cognitive skills
Sensorimotor experience is the basis of human development. This experience starts early, at the intrauterine stage. Each sensation will serve as a basis for the child’s development. This development consists of well-defined steps: initially acquiring sensory skills, then motor skills and finally cognitive skills. To optimize our work and the child’s progress, it is essential to assess the child’s current state of development and determine his or her sensorimotor profile before each Tomatis® listening course. By taking into account all the identified sensorimotor problems (problems causing dyspraxia, speech delay, psycho-emotional and cognitive delays), the Tomatis® professional has a framework of interpretation on which to devise improved individualized programming. Creating a detailed sensorimotor profile, based on the child’s development (ontogenesis), gives the individual the opportunity to consolidate his or her acquired skills and to effectively acquire new skills.
Sheila FRICK Sensorimotor Development of Active Listening
One’s own voice emerges out of the body’s early interactions with the environment, self, and others. Starting from the roots of sensory motor development, we will trace the primary foundations for active voice work. This developmental perspective can be useful for guiding the development of active listening programs throughout the age span.
Marta FRANSOY Neurocognitive optometry and reeducating listening: an interdisciplinary approach for successful learning
In this presentation, Marta wishes to build a bridge between listening and sight and thus bring closer two disciplines, neurocognitive optometry and listening training, as a fundamental techniques of dealing with learning disorders, whether due to neurological disruption or to a defect in visual-auditory sensory integration. Visual Neurocognitive Therapy is an excellent method of improving visual skills related to learning. The results are even better if this technique is associated with sensorineural auditory stimulation, through vestibular-visual integration, magnocellular and parvocellular cochlear-visual neurological pathways.
The main objective of this presentation is to understand and distinguish the impact of vision and listening and their interaction in different disorders often encountered in consultation (e.g. attention deficit disorders, visual and phonological dyslexia). This will provide you with solid evaluation criteria (shared by the various professionals involved) and enable you to refer your clients to eye-care specialists. This comes with the assurance that the interaction of the various specialists will be to the benefit of the client.
Jean Pierre GRANIER «Tomatis® Groove» or, the introduction to new programs!
The ability to move in time with the music and to feel the beat in your body is a very specific human trait. This is because this trait implies nervous networks that achieved with humans a high level of development and complexity. These same networks are also involved in the executive function development, with the idea that thought is just an extension of movement and that executive functions are deeply rooted in motricity. We will first discover new musical mediums emphasizing the rhythm perception and the intervention of the vestibular system and then we will explore new lines of programs, currently under development, the goal of which is to promote a better operation of the nervous networks involving rhythm, motricity and executive functions.
Dr. Carmen STURZA, PhD Sensorimotor development and primary reflexes
The sensorimotor development is connected with Primary Reflexes. Primary Reflexes are designed and necessary for the intrauterin life only. The activation of Primary Reflexes after birth interfare with the sensorimotor development and status.
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Martha HERNANDEZ The power of Tomatis® Listening sessions in Autistic Kids
This study conducted in Mexico in 2014/2015 on a group of forty autistic children divided into two groups (Tomatis and Placebo Control) produced significant results at different levels (sensorimotor, emotional, language). We will examine the results in detail and illustrate them with videos about the children.
Thierry GAUJARENGUES Step into the future of the Tomatis® Method
The Tomatis® Method will soon celebrate its 70th anniversary and it hasn’t aged a bit! It has never even been as vibrant and dynamic as it is today. And yet, the societal and economic transformations we are experiencing pose a whole set of new challenges for our technique. It is our shared responsibility to continue not only develop the Tomatis® Method but especially to enable it to reinvent itself so that more and more children and adults can benefit from it. A preview of the exciting projects that await and an invitation to already step into the future. The future of the Tomatis® Method is now!
Judith KROLL Results of a pilot project with 6 persons with multiple disabilities due to their diagnosis such as Prader-Willi-Syndrome and traumatic brain injury.
In this interdisciplinary approach Tomatis® listening sessions have been combined with regular interactive work with the device Forbrain® and also specific kinaesthetic offers.
Professor Carles ESCERA, PhD Phasic Boosting of attentional capabilities with Forbrain®
The results of a new study made at the Brainlab of the University of Barcelona about the impact of Forbrain® on 32 healthy participants assigned randomly in 2 groups will be presented. This study is the replication of the single case study made in 2015 which showed that using Forbrain® could at a larger scale:
This study will include a placebo control group and will be double blind in order to provide the strongest evidence in support of the phasic effects of Forbrain®.
Dr. Isabela KACZMAREK, PhD What would Alfred Tomatis think about SLI?
Specific Language Impairment (SLI) is one of the most serious communication disorders. It is common language disability where the key problem is the difficulty in acquiring the skills of the mother tongue. The presentation will discuss problems of diagnosis SLI and the possibility of using the Tomatis® Method in the process of therapy for patients with severe SLI.
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Aline JALLIET The voice in the Tomatis® Method: Why? How?
The audio-vocal loop plays a fundamental role in the Tomatis® Method. The purpose of this presentation will be to understand the use of the voice in the background in the listening program and to propose new approaches to the active phase based on the development of the Method and the tools used (Forbrain® and TalksUp®).
Dr. Joanna RATYNSKA, PhD Tomatis® Method in children with Central auditory Processing Disorder
We will review the preliminary results of a study done at Children’s General hospital in Warsaw in 2015/2016 on children with Central Auditory Processing Disorders. These children will follow a standard Tomatis® program as well as some Forbrain® sessions in complement.
Françoise NICOLOFF, Gavin and Kellie HAMBURGER How Forbrain® helps singers and vocalists to warm up their voices, maintain pitch and resonance and to keep in harmony
This presentation will also show you through a video how a singing school in Australia has implemented Forbrain® and will not do another way now. Every singers or musician of all ages will not start a lesson or a gig without Forbrain®.
Valérie DROUOT On the importance of the voice and the active phase: the Tomatis® Method in the preparatory class of the French National Theatre Academy in Paris
The Tomatis® Method is part of the program for the preparatory class of the French National Theatre Academy in Paris. The presentation of this significant experiment highlights the impact of the active phase for the effectiveness of the Tomatis® Method and emphasizes the essential role of the voice in the construction of self and self-expression
Beatriz AGUILAR Forbrain® impact on reading processes
The Forbrain® device recently appeared on the market with the promise of improving reading cognitives skills. This research focuses on Forbrain’s functioning and aims at quantifying the potential improvements on reading skills of pupils aged 7 to 8, from a school in Malaga, Spain. To do so, we conducted an experimental study by using Forbrain® for 10 minutes per day during 10 days, with pre and post evaluation and a control group who didn’t used the device.
Professeur Carles ESCERA, PhD Stimulating attentional and verbal skills among stuttering persons.
Results overview of a study conducted at the Barcelona University Brain Lab about Forbrain®’s impact on a person suffering from a severe stuttering. Besides the impact on attentional skills, potential consequences are forecasted on verbal abilities, anxiety and general well-being.
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Isabel Cristina TENORIO REBOLLEDO The Tomatis® Method for teaching/learning a foreign language
The Tomatis® Method as an auditory stimulation to learn French as a foreign language, in the context of the Valle University (Cali) Foreign Language Degree.
Annelize BONTHUYS Evaluating the Tomatis® Method in promoting effective self-regulation in university students
This study contributed to the exploration of the applicability, value and impact of the Tomatis® Method as an instrument in promoting effective self-regulation in university students through the imrpovement of listening skills. Listening is a crucial aspect in self-regulation that does not appear to be adequately valued and utilised in current programmes designed to improve self-regulation skills.
Hilde TINKL The development of the Tomatis Method® up to now and a perspective to the future told by the little prince
Through the Little Prince’s words, this conference highlights the Tomatis® Method evolutions, from its creation to nowadays and concludes with future perspectives.
Sheila FRICK 1* Evaluating sensorimotor difficulties that support voice work
Evaluating the foundational elements, from a sensory motor perspective, of active voice work is a critical step in an initial assessment for listening programs. Starting from a function based questionnaire, participants will learn how to identify client specific sensory motor histories and subsequent impact on daily life. Through interactive case presentations and movement labs, participants will have an opportunity to observe and assess the impact of sensory motor development on posture, breath, and alignment. By understanding the foundation of posture and correctly identifying key aspects of alignment and respiration, therapists will be able to tailor treatment to best suit the needs of each individual client.
Maude LEROUX Putting the Body together with Tomatis®
One case study will be dissected over three intensives to showcase the development of the body over this time. Pre and post testing will be discussed, listening tests will be shared to generate discussion from the group. Video in different stages will depict development of the body. The emphasis and goal of this workshop would be to explain the influence of the body on higher order executive functions of the brain through a case study covering multiple components of the Tomatis® Method, including program planning for all four levels of Tomatis® practice.
Aline JALLIET 1* Practice of the active phase
This workshop is designed as a concrete response to the questions facing practitioners and consultants regarding the practice of the active phase both in and outside a center. In particular:
Valérie DROUOT Audio-vocal technique for the active phase: voice and posture
The active phase is a particularly effective tool if we know how to help our clients and make full use of it. Through simple vocal and postural exercises, accessible to everyone, it enables consultants and practitioners to work with the vocal technique of bone sound and to use active work to best effect while adapting it to each case.
Jean-Pierre GRANIER Programming: the latest evolutions
The programming is constantly evolving. Discover recent changes understand the reasons that behind them. This highly practical workshop is intended primarily for consultants who trained a few years ago and who wish to assess their practice.
Isabelle DROUOT The body and energy in the Tomatis® Method and its active phase
The different applications of the Tomatis® Method may benefit from accompanying work on the body and energy to potentiate the effects of the listening sessions and support the active phase. The presentation will look at some simple but proven methods, including energy yoga, to help the child or adult to work on awareness of the body (static and moving) and breathing and thereby better regulate energy.
Sheila FRICK 2* Sensorimotor programs that support voice work
From a sensory motor perspective, establishing proper alignment and dynamic core activation are critical body based components of active work voice. Using a sensory motor developmental perspective, participants will have an opportunity to observe and implement specific treatment strategies that target the foundation of posture and respiration. Practical and effective activities that can be implemented in a variety of environments will be explored.
Aline JALLIET 2* Tinnitus: how can we relieve them with the Tomatis® Method?
We are receiving more and more requests from tinnitus sufferers. In which cases is the Tomatis® Method appropriate? What results can we expect, in what time frame and with what means? A person with tinnitus often has associated psychological disorders that require specific support. What type of request should we expect and what stance should the professional adopt to avoid falling into the “traps” of a frequently ambivalent request for relief? This workshop will answer questions you may ask yourself in your daily practice.
Valérie GAS The use of the mother’s voice in the Tomatis® Method: its importance and its limits
This workshop will give participants a clear vision of when, how and with whom to use the Mother’s Voice as a pedagogical tool during a Tomatis® programme.
Claudia KRÜGER Family counseling – how to talk with parents
Let’s exchange on family counselling. Share good experience. Let’s find strategies for difficult counseling situations. The work with the families is almost as important as finding the “right” program.
Kay DISTEL Helping students in Higher Education with dyslexia or diverse learning styles: by using ‘active’ Tomatis® techniques with their stress and auditory processing issues.
High achieving post graduate students with dyslexia are most vulnerable to stress.
Kay’s Phd project (2013) helped such students to be more cognisant of the link between, stress and auditory processing. The active techniques used will be experienced by the group along with written excerpts which reflect the student’s developing understanding of the issues and their subsequent empowerment.
Svetlana KASHIRINA Tomatis® Method as a way able to increase the effectiveness of intervention to children
Dyspraxia is a complex disorder which can affect various areas of development. Dyspraxia has many sub-types. To reveal the sub-type of dyspraxia, we need to carry out a complex assessment of professional tools: neuropsychological tests, speech pathologist’s diagnostic, parents’ questionnaire. All these results help us to establish a sensory-motor profile for the child. A child with dyspraxia usually needs to be treated by a neuropsychologist. But our research reveals that combining the treatment of a neuropsychologist and the Tomatis® Method can accelerate the process of acquiring skills and greatly improve the child’s quality of life.