Attention disorder

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    Many parents are often destitute when their child encounters difficulties in concentrating

    ADHD or ADHD, 4 letters for a problem that affects 1 in 10 children today

    Attention is the ability to select and maintain in consciousness an external event or a thought. It corresponds to a general State of wakefulness and vigilance that allows the nervous system to be receptive to any form of information arriving at it. Attention disorders will concern children or adults who cannot stay focused for long enough periods of time on a work to be done, even if the latter requires little intellectual effort and presents a a routine or familiar character (for example, a work of revision or recoping).

    A particular modality of attention is the ability to be able to share its attention between several sources of information or tasks to be performed. This attentional modality, very costly on the cognitive level, constitutes, when it is failing, a source of considerable difficulty or suffering for the child in school situation.

    The TDA/H seen by marine

    Marine gave us his vision of the TDA/H a few days ago, I do not resist the pleasure of sharing it with you!
    "The brain is like a dresser: full of drawers in which the information you learn is stored. Each drawer has a label so we know what's inside and we can
    emerge when you need it. Hey Ben at my house there was a big Gale and all the labels are mixed, the information I have, I know just too much where to find them!!!! "

    Since when something escapes her, she thinks by tapping her forehead and smiling: "wait I have
    the label, just let me put it back in the right drawer! "


     The Tomatis method and attention disorders

    In addition to its general action of cerebral stimulation (referred to as cortical awakening), the Tomatis® method can have a very positive action on selective attention. Indeed, the Tomatis® process relies on an electronic rocker that causes a sound contrast intended to constantly surprise the brain to keep it awake. The aim is to help it develop automatic mechanisms for detecting change, which results in the reinforcement of selective attention.

    The testimony of Sarah, Myriam's sister (13 years old) with dyslexia and a TDA/H

    J’ai découvert le cabinet de M. Frère ainsi que la méthode Tomatis il y a de cela quelques mois. Rien qu’en prenant connaissance des bienfaits, on a qu’une envie c’est d’essayer. Après déjà la première session, j’ai pu constater que Myriam était moins anxieuse et beaucoup mieux dans ses baskets et elle a cessé sa mauvaise habitude de se ronger les ongles. Au niveau scolaire, je passais beaucoup moins de temps pour les révisons et surtout il y avait du résultat ! Plus attentive à l’école, a la maison, un pur bonheur. Et adieu la RιTALINE ! Après la deuxième session, ses notes se sont envolées, d’une moyenne générale de 3.8, elle est arrivée à une moyenne de 4.8 (le système de notation suisse va de 0 à 6, ndlr). Nous étions habitués a des notes entre 3 – 4, alors qu’elle avait révisé longtemps et durement. Maintenant ses notes sont entre 5 – 6, et elle révise de manière raisonnable. Plus besoin de 3x2h par semaine de cours avec la répétitrice. S’il y a bien une méthode qui marche, c’est celle-ci. M. Frère ainsi que son assistante sont des personnes charmantes et a l’écoute, c’est un réel plaisir. Nous les recommandons !

    The results of this study show that children who follow a program with the Tomatis® method obtain significant improvements in several areas, compared to those stabilized with a drug against the TDA.

    Link to the study:

    This study examined the early effects of the Tomatis® method, assuming an improvement in the rate of treatment, phonological consciousness, efficacy of reading, attention, behaviour and cerebral Physiology at the end of the Phase 1 of the Tomatis® method.

    This study documented the effects of the first phase of the Tomatis® method in children aged 7 to 13 years. Of the 25 participants, 15 received only treatment with Tomatis®, 10 were used as controls and were stabilized with an ADD drug three months before and during the study. Therefore, this research study compared Tomatis® to a non-Tomatis® intervention, and not to an ADD treatment with Tomatis® intervention.

    The Tomatis® Group received 15 consecutive 2-hour sessions; participants did not receive any additional vestibular or Visual-engine exercise throughout the research.

    The results revealed statistically significant improvements in Tomatis® compared to the non-Tomatis® group: the experimental group showed a significant improvement in the rate of treatment, phonological consciousness, the effectiveness of phonemic decoding in reading, behaviour and auditory attention.

    In conclusion, significant improvements in cognition, attention, and behaviour strongly suggest that the Tomatis® method has positive effects in children with TDA. These early changes in cerebral Physiology require additional research.

    What to do next?

    The easiest way is to make an appointment at the Tomatis® Geneva Centre for a free first interview, where I would assess the situation. If necessary, I would recommend you to a specialist for a complementary evaluation, then I would suggest you to make an audio-psycho-phonological assessment. This balance sheet is carried out at the Centre by means of a specific device called TLTS (Tomatis ® Listening test system). It allows me to evaluate how the sensori-motor cortex reacts and adapts to the sound information. From that point on, I would be able to provide you with additional information about the disorder your child suffers from (or suffer from), and I would suggest a suitable rehabilitation program.