“Attention, learning and problem solving depend in part on the ability to plan and sequence actions and ideas. The Interactive Metronome® helps individuals systematically exercise and often improve basic motor planning and sequencing capacities.”
Stanley Greenspan MD, a noted child psychiatrist and ex-head of the NIMH is Chairman of IM’s Scientific Advisory Board.
“The Interactive Metronome® is spectacularly helpful. It is one of the most promising developments with non-medication of ADHD that's come along in a long while... This is really solid, extremely helpful non-medication (intervention) not only for ADHD but for mental functioning in general.”
Edward Hallowell MD, author of Driven to Distraction, and leading clinician and speaker on ADHD ___________________________________________________________________
The Interactive Metronome “has shown great promise in kids with Attention Deficit Disorder.”
Emily Senay MD, Medical Editor, CBS Early Show, April 20, 2001 ___________________________________________________________________
“As for the clinical usefulness of the IM, as my intuition originally suggested, I have found the IM to be an extremely helpful intervention for motor planning and sequencing problems.It is helpful in the motor and sequencing aspects of language as well as attention and motor coordination.”
LorRainne Jones, MA, CCC, SLP, PhD, heads Kid Pro Therapy, a speech, occupational and physical therapy center in Tampa, FL and author of the book For Parents and Professionals: Expressive Language Delay ___________________________________________________________________
“In our clinical experience, IM training appears to address spatial problems at the neural level – preparing the brain to be receptive to learn – and because of the repetitions it becomes automatic.”
Barbara Fisher, PhD, a Neuropsychologist and head of Cognitive Precision Therapy ___________________________________________________________________
"As occupational therapists, we have found the Interactive Metronome to be a very valuable tool for improving rhythmicity, timing and sequencing in children and adults with sensory integration problems. Upon completing the IM program, our clients have noticed significant improvements in their coordination, focus and ability to process information."
Jane Koomar, Ph.D., OTR/L, FAOTA
Executive Director, Occupational Therapy Associates in Watertown, MA ___________________________________________________________________
Nancy R. - Resource Teacher (Aberdeen Elementary School, Idaho):
"As the Resource teacher in a small school, I work with children of different ages and different exceptionalities. I have been using Eyelights with two of my students. Ben is an 8 year old who has ADHD. He has been taking medication for 2 years. After the first wearing of the glasses, his teacher and I saw significant improvement. We felt this might be temporary because this was a new thing, but we continue to see remarkable improvement. We asked his mother not to give him medication for a week and Ben continues to control his impulses and monitor his behavior. He is very happy wearing the glasses and is pleased with himself. The first grade student is a learning disabled girl who has not been able to stay focused, has her fingers in her mouth, and is very squirmy. Christina has been wearing the glasses during phonics, reading, and spelling. She is finishing her oral reading with wonderful fluency, her writing is neat and legible (which it was not before), and she enjoys doing her work. As the Resource teacher, I am very pleased with the results we are seeing in Aberdeen. I have other teachers asking me how to get some glasses for them to use in the classroom." ___________________________________________________________________
Dr. Glen Zielinski - Lake Oswego, Oregon:
"Our son Damon suffered a traumatic birth injury that rendered him significantly neurologically impaired. As a result, he was quite developmentally delayed, and was fully autistic at age three. Thanks to Dr. Jaillet and Eyelights, Damon is now functioning extremely well in a mainstream first grade class at age six. The impact the Eyelights have had on his development has been enormous. His ability to focus and regulate his behavior improves markedly with the Eyelights therapy. His teachers consider them a miracle, and they have him wearing them in class several times throughout the day. We believe that Damon's academic and developmental success would not have been possible without Dr. Jaillet and his Eyelights." ___________________________________________________________________
Parents
"I have been using Eyelights with two of my students...after the first wearing of the glasses, I saw significant improvement...Christina is finishing her oral reading with wonderful fluency, her writing is neat and legible (which it was not before)...I am very pleased with the results we are seeing." Nancy R. - Resource Teacher (Aberdeen Elementary School, Idaho) ___________________________________________________________________
"Knowing the overall changes in my sons behavior, we feel the glasses have carried us over a major plateau and into a new area...he now gets himself up with the use of the glasses, rather than being woken and grumpy... he is definitely more aware of others, answers social questions, and responds spontaneously and timely." Pat F. ___________________________________________________________________
"Before using the glasses I was making C's in school, now I am making A's and B's. I am more alert in the classroom and on the field." Aubrey B.
Aubrey B. - College Student and Baseball Pitcher:
"Before using the glasses I was making C's in school, now I am making A's and B's. I am more alert in the classroom and on the field. I have a quicker response time in baseball and in the classroom. I have more energy and feel a lot stronger while lifting weights and playing baseball."
