Sonic Learning Clinic Case Studies
As an Audiology and Speech Pathology Clinic, a majority of our private clients experience (Central) Auditory Processing Deficits. However, our organisation has successfully provided Fast ForWord to primary and high school aged, as well as adult participants, with a range of learning needs, with great success. Here are just a few case studies:
Case Study 1:
James was about to commence Year 7 and was performing below academic expectations, experiencing particular difficulties with reading and spelling. He also had trouble concentrating and was easily distracted.
Following participation in Fast ForWord, Jame’s academic abilities and self esteem improved significantly. His teacher reported that his reading and spelling, memory, attention and concentration, understanding of instructions and self-confidence had improved and his mother felt James had been “brought out his shell.
A Letter from Mum:
Dear All Staff
I would like to take this opportunity to thank you for the programme you introduced to my son James and myself. The Fast ForWord programme is an incredible tool for children with Auditory Processing Disorder and the development in James since completing is absolutely amazing.
James has struggled at school all his life and we have taken all measures we could think of to help him but nothing seemed to work. This ranges from hearing tests, appointments with ENT specialists, speech therapy, remedial school work and tutoring. We were at an absolute loss as to what to do with him as we knew he wasn’t “dumb” but the teachers didn’t even know what to do next. Thankfully I read an ad in the newspaper about you lot at Sonic Learning and thought, gee that is James to a tee.
From the moment I rang you people you were helpful and considerate. The appointment with you was very in depth and knowledgeable with James not once feeling intimidated or frightened. You helped us so much and kept in constant contact so it was not overwhelming either.
James has improved so much at school and in general life it is hard to believe. He joins in with conversations, is more outspoken, understanding instructions and his work as well as completing work on time which has not happened much in the past. The teachers who have known James for a few years are even commenting on the difference. The one thing I find disappointing is that none of the teachers are aware of this condition and the possible solution to it.
I feel if there is information handed to schools and universities training our future teachers that not as many children will go through their school years struggling and thinking they are just stupid when there could possibly be a condition hindering their learning abilities which can easily be rectified with the right diagnosis and programme.
Once again thank you and we look forward to seeing you soon to reassess James’s progress.
Case Study 2:
John was in Year 2 and had a history of chronic ear infections from birth, with two sets of grommets inserted in his first two years. He had speech and language problems and spoke with a slight lisp. John’s concentration and attention were limited and he was easily distracted in class. He was obviously intelligent, yet was not achieving to academic expectations based on his high IQ assessment results.
After participating in Fast ForWord for 10 weeks his auditory processing skills increased and he worked his way from the 30th to the 98th percentile. This indicates an increase of greater than 3 years improvement in auditory processing skills. He is doing so well at school currently, his teacher has suggested that John skip a year at school in order to maintain his interest!
Case Study 3:
Katie was in Year 4 at primary school where she was performing below academic expectations with something seemingly holding her back. Reading and spelling were major areas of difficulty, along with attention and concentration.
Following Katie’s Auditory Processing assessment, she participated in the Fast ForWord programme. Katie’s father says, “After the completion of Fast ForWord and upon a follow up meeting with my daughter's school and teacher, I was informed that it was the best money we could have spent. I was shown real results by the teacher of how my daughter had improved from a student that was struggling to a student that could work on her own and achieve the tasks required.”
Case Study 4:
Alyce (now age 7) is congenitally profoundly deaf in her left ear, and has recurrent ear infections in both ears. From a baby this has resulted in her experiencing long periods of not being able to hear properly, which is obviously less than ideal for speech, language and learning development.
Alyce has played Fast ForWord Basics to help address these issues, and is now nearing completion of Fast ForWord Language to Reading. She is in Year 1, yet is reading the equivalent of Year 2 books. Her teacher says Alyce is fantastic in all areas of school & feels that Fast ForWord has helped her immensely.
Case Study 5:
Reid participated in a school based version of the Fast ForWord Programme.
A letter from Mum:
Dear Ladies,
Just a quick note to say thank you for the Fast ForWord Programme that you organised for our Primary School.
I have noticed improvement with Reid in so many ways. His confidence towards school has increased tenfold, he is participating more, and even volunteering to read to the class. His teacher has commented on these fantastic changes. I received Reid’s report and it is the best report ever!
I, like many other of the parent monitors, appreciate your efforts.
Once again,
My sincere thanks ladies