iLs and ASD

ASDs (Autism Spectrum Disorders) are characterized, in varying degrees, by difficulties in social interaction, verbal and non-verbal communication, hypersensitivities, attention, motor coordination and repetitive behaviors.

iLs addresses the development of whole brain/body integration through a staged developmental approach, starting with the fundamentals of sensory integration and then extending through more complex cognitive functions, including language, self-expression, and social skills. We support a multi-disciplinary approach to helping those on the autism spectrum, including behavioral, relationship-based, sensory and bio-medical methods. 

iLs & Other   Therapies: iLs is an effective   intervention on its own or may be implemented in conjunction with a range of   other therapies, such as Speech, Occupational and Physical Therapy.

iLs and   Behavior-based Interventions: Many ABA trained   therapists implement iLs alongside ABA. The benefits of this combination are   evidenced by both immediate (better quality ABA sessions) and long-term   results (social/behavior change is accelerated by improved regulation and   processing);

iLs &   Relationship-based Interventions: DIR/Floortime,   Relationship Development Intervention (RDI) and SCERTS are excellent   complements to iLs’ approach. iLs headphone equipment can be worn   simultaneous to these approaches with children over 2 years of age.

Supporting Research

In 2012 an independent, non-profit research group conducted a survey with therapists who had used iLs with over 1300 children on the autism spectrum.

OUTCOME MEASURE	PERCEIVED FREQUENCY OF IMPROVEMENTS
	Never	Rarely	Sometimes	Often	Always	Often+Always
Motor Coordination		1%	10%	40%	47%	87%
Self-Regulation			10%	46%	41%	87%
Sensory Int/   Processing			7%	40%	50%	90%
Arousal			13%	53%	28%	81%
Attention			13%	54%	33%	87%
Transitions		1%	10%	61%	24%	85%
Following Verbal   Directions			14%	47%	37%	84%

Spiral Foundation Study

The Spiral Foundation of Boston, MA conducted a controlled study of 18 children diagnosed with autism. Significant improvement was shown in the areas of social skills and emotional regulation; quantity and quality of atypical and problem behaviors including behavior during treatment; number and severity of autistic behaviors; and overall functional adaptive behavior skills; visual, fine and gross motor.  The iLs programs were conducted at home by parents. The full paper has been submitted for publication.

Clinical Feedback

Hundreds of iLs-trained therapists are working with the ASD population, and their constant feedback helps iLs management continually improve the program and training. Specific advice from experienced therapists using iLs with ASD includes the following:

• Acclimation:      Begin with short sessions at low volume; be patient, most kids acclimate      within a few sessions but some take longer!
• Resisting headphones:      iLs training includes tips on how to get headphones on kids who at first      resist the auditory and tactile sensations
• Program Choice:      the iLs Sensory Motor program is specifically designed as a gentle program      for those with sensory processing challenges and hyper-sensitivity
• Frequency:      longer programs with frequent sessions realize the best results, e.g. 4-6      sessions per week for 60 sessions (many kids prefer doing it daily once      they feel the more regulated effect)
• Complementary:      iLs is typically, but not always, used in conjunction with other      therapies, e.g. OT, PT, Speech, ABA and Floortime. These therapies, and      others, are complementary and can be done simultaneous to iLs.

 Autism Survey with iLs Professionals: In what areas is iLs effective?

OUTCOME MEASURE	PERCEIVED FREQUENCY OF IMPROVEMENTS
Sensory-Motor/   Behavior	Never	Rarely	Sometimes	Often	Always	Often+Always
Acting Out		1%	20%	46%	28%	74%
Balance		1%	16%	42%	38%	80%
Digestion	3%	12%	27%	19%	5%	24%
Motor Coordination		1%	10%	40%	47%	87%
Motor Planning		1%	14%	41%	40%	81%
Self-Injurious   Behaviors	2%	1%	28%	20%	8%	28%
Self-Regulation			10%	46%	41%	87%
Sensory Int/   Processing			7%	40%	50%	90%
Self–Stimulatory   Behaviors	1%	3%	31%	31%	19%	50%
Sleep	1%	1%	25%	40%	12%	52%
Social-Emotional   Skills	Never	Rarely	Sometimes	Often	Always	Often+Always
Arousal			13%	53%	28%	81%
Attention			13%	54%	33%	87%
Awareness of   Personal Space		2%	19%	45%	25%	70%
Mood		3%	17%	50%	28%	78%
Self Confidence		1%	18%	46%	25%	71%
Sleep Transitions		3%	20%	36%	9%	45%
Transitions		1%	10%	61%	24%	85%
Language/ Academic   Skills	Never	Rarely	Sometimes	Often	Always	Often+Always
Auditory Processing	1%		11%	41%	38%	79%
Expressive Language			19%	44%	31%	75%
Following Verbal   Directions			14%	47%	37%	84%
Processing Verbal   Commands			13%	45%	36%	81%
Reading		2%	22%	40%	12%	52%
Social Skills		3%	24%	51%	20%	71%
Writing	1%	5%	27%	38%	12%	50%