The REI (Rhythmic Entrainment Intervention) Institute is a music-medicine organization focusing on the effects of musical rhythm on the central nervous system.
First Developed:
The REI Institute was founded in 1994 by Jeff Strong and Beth Kaplan after more than a decade of research into the traditional uses of musical rhythm in therapeutic practice.
Overall Philosophy:
Music CDs deliver rhythmic auditory stimulation in the form of percussion to stimulate the central nervous system and improve brain function. This is a music-medicine program that facilitates long-term behavioral and cognitive improvement in individuals with neurological disorders. The program consists of two custom-made CDs (based on child's personal history and behavioral and cognitive characteristics) of clinically tested rhythmic combinations that specifically address your child's condition.
Popularity:
This program is based on years of clinical and scientific studies. It's non-invasive, non-aversive and can be used at home. Music-based therapy programs, or rhythmic healing, has been used around the world for generations.
Time required for the treatment:
Approximately 10 weeks.
Treatment cost:
Costs vary. Each CD is customized toward the child’s severity of autistic disability.
Who directs the treatment?
The CDs are created specifically for the trainee, and come with a listening schedule.
Where does the treatment take place?
In the home.
How is success defined?
Listeners generally see improved ability to focus and/or lowered anxiety within a couple of minutes of putting on the first CD. Listeners with autism may see improvements in motivation and ability to understand, formulate and use language.
Training materials required:
Only a CD player; headphones are not recommended.
Web site:
http://www.reiinstitute.com
Biggest success story:
From http://www.reiinstitute.com/autism-studies.html:
D.T.
Male, age 10
Autism seizure disorder
D.T. was verbal with limited language skills. He could sing in complete sentences (echolalic) but communicated using one or two word phrases. He communicated mostly by pointing. When he did speak, his enunciation was poor, except when he was angry, at which time the words would be clear. He displayed self-stimulatory behavior in the form of rocking, hand-turning, and hand flapping. His gross motor skills were below normal and he wore leg braces. His fine motor skills were poor; he was unable to tie his shoes. His sleep was good but he was defiant and unable to calm down at bedtime. He showed no interest in other children and his eye contact was poor. His seizures began at age two. He was taking medications for seizures and experienced one every 10 to 14 days.
After five weeks, his mother reported that he was showing more caring towards others and his eye contact improved significantly. He began imitating other children (speech and facial expressions) and exhibited more interactive play with others. He was noticeably calmer and had fewer tantrums. His speech therapist noticed that he was able to talk more clearly and that he began using 2-3 word phrases. His attention span improved and he was more able to stick with the lessons. He listened to the recording at bedtime and showed improved ability to calm down and make the transition to sleep -- he would often fall asleep halfway through the second side of tape.
After 12 weeks, D.T. continued listening to the REI Program rhythms at bedtime -- he would insist on listening to it while going to sleep. His school teacher and principal noticed improvements in his language skills, responsiveness, memory and his level of understanding. They enrolled him in a regular classroom for the coming school year. He had not had any seizures for the previous four weeks. His doctor began to taking him off his medication. His language skills and vocabulary continued to improve, along with his social skills.