This document discusses an holistic approach called the Davis Model of Sound Intervention for learning and developmental change. The model uses sound-based therapies to rebalance a person's "voice-ear-brain connection" and promote changes in areas like sensory processing, language, social skills, and development. It works by using sound vibration to enhance the body's subtle energy system. The document outlines the model's foundations and developmental flow, how specific therapies target different areas, and how monitoring vocal analysis can show the impact of sound therapies on balancing the body's frequencies for improved learning, development, and wellness.

1. An Holistic/Alternative
Approach for Learning and
Developmental Change
Dorinne Davis, MA, CCC-A, FAAA, RCTC, BARA
The Davis Center, Succasunna, NJ
www.thedaviscenter.com

2. Presentation Overview
 The Davis Model of Sound Intervention
began as a way to use specific methods like
AIT and Tomatis® and has become an
integrative approach using the best
methods to make core foundational energy
change for the person on the autism
spectrum. As each cell vibrates and emits
sound, this approach rebalances what is
naturally within us. Change occurs with
improvements in sensory responsiveness,
language learning, social communication,
and overall thinking and development.

3. How can this happen?
 The Davis Model of Sound
Intervention uses the power of
sound vibration to enhance a
subtle energy system called the
Voice-Ear-Brain Connection which
must be balanced in order to
demonstrate positive change in
learning, development, and
wellness. The process uses
specific sound-based therapies.

4.  Each person can begin to make natural
self change by rebalancing how their body
receives, perceives, interprets, and uses
the sound vibrational patterns that exist
both within their body and externally from
outside of their body.
 This includes the person diagnosed
with various learning and
developmental challenges.

5.  And if the person’s environment—
including both their physical
surroundings and their internal body
—created some form of distortion,
then sound can rebalance the body.
 How is this possible??

6. Let’s first look at some terms:
 Sound Healing: Using tones,
mantras, various rhythms and sound
patterns, and other sounding
techniques to support change with
the body’s energy patterns
 Sound Therapy: Using specific notes
of the musical scales to make change
with the body’s energy patterns
usually with a sounding source

7. What is sound-based therapy?
 Sound-based therapy uses sound
vibration with special equipment,
specific programs, modified music,
and/or specific tones/beats, the
need for which is identified with
appropriate testing.
 Sound-based therapy goes beyond hearing,
beyond auditory processing, and beyond
music. Sound-based therapy utilizes the
energy of the person and supports change
with the person’s natural form and function
by repatterning this energy.

8. Two additional terms:
 Music: The Artwork of Sound
 Music Therapy: Using the Artwork of
Sound to make change with
emotional, behavioral, and
physiological body responses

9. More Terms:
1.Hearing is the physical act of
utilizing the ear to receive sound
2.Listening involves using the brain
in conjunction with the physical
act of receiving sound. (Involves
a mental process)
3.Perception is how the brain
receives, perceives and uses
sound

10. Paradigm Shift
 The body’s response to sound is
more than a ‘hearing’ function. It
is a whole body response
coordinated through the brain.

11. The Foundation for The Davis
Model of Sound Intervention
 3 key points:
1. There are 5 laws which connect the voice,
the ear, and the brain. Summarized, the
voice produces what the ear hears, and
the ear emits the same stressed
frequencies as the voice. If one is
modified, the other changes and the brain
sends the correcting response to the body.
These laws are known as The Tomatis Effect
and The Davis Addendum® to the Tomatis
Effect.

12. 2. Every cell in the body emits and takes
in sound frequencies, thereby
portraying the body as one’s “Signature
Symphony of Sound®”. If there is an ‘out
of tune’ frequency, the ‘instruments
(cells)’ of the body are not supporting the
symphony and the music is discordant.
The ‘out of tune’ frequencies are identified.
The sound is introduced to the body and
the brain then introduces the correct
frequency to the cell to ‘tune it up’.

13. 3. The ear is viewed as the body’s global
sensory processor and not just a hearing
mechanism, as all of the body’s senses are
stimulated either directly or indirectly
through the ear. Sound vibration is also
processed through bone response, cell
response, the nervous system, the
circulatory system, and the soft tissue
network of the body. The body as a whole
is considered a vibrational frequency
entity.

14. Moving beyond the foundation,
how can change occur?
1. Each client starts with a test battery
that determines if the patterns exist
that need change and then suggests
the protocol of sound-based therapy
use.
2. The protocol of sound-based
therapies begins. Change is
monitored and programs modified as
needed.

15. How is the Protocol determined?
 The Diagnostic Evaluation for
Therapy Protocol (DETP®) is
based on the interpretation of The
Tree of Sound Enhancement
Therapy℠--the developmental flow chart
for the correct administration of any sound-
based therapy.

16. Developmental Flow
1. Sense of Hearing
2. Body Rhythms
3. General Sound
Processing
Connections
4. Specific Auditory
Processing Skills
5. Academic Skills
6. Overall body
stability and
maintenance

17.  While there are many different
sound-based therapies that can be
administered individually with some
level of success, the best outcomes
are evidenced when The Tree analogy
is used.

18. The Tree has 6 Parts:
1. Sense of Hearing
 The “Root System” addresses
one’s sense of hearing. The
therapy(ies) offered at this
level are a form of Auditory
Integration Training, which
repatterns how the acoustic
reflex muscle in the middle ear
responds to sound, and
subsequently supports the
reception of sound in the
cochlea. These therapies are
modeled after the work of Dr.
Guy Berard. The changes
evidenced are a result of better
sound reception.

19. Developmental Flow
2. Body Rhythms
The “Seed” is the foundation
for all sound response in the
body as it addresses our basal
body rhythms, such as the
heart beat or breath stream.
The therapies at this level of
The Tree can be utilized at any
time in the person’s protocol of
sound therapies because these
skills bring the person back
into focus and keep them
feeling positive at their core
level. These therapies
introduce rhythmical patterns
to which the body responds
physically and emotionally.

20. Developmental Flow
3.. General Sound Processing
Connections
The “Trunk” addresses all
responses of the ear for
general sound processing
stimulation, not hearing. The
programs at this level are
called Listening Training
Programs and are modeled
after the work of Dr. Alfred
Tomatis who established the
Tomatis® Method. The
changes evidenced are a
result of the vibrational
stimulation through the parts
of the ear: cochlea, semi-
circular canals, and vestibule,
as well as the bones,
circulatory system, nervous
system, soft-tissue network,
and cell structure of the body.

21. Developmental Flow
4. Specific Auditory
Processing Skills
The “Lower Leaves and
Branches” address specific
auditory processing skills such
as memory, sequencing, and
discrimination. These skills
are inherent in how the brain
receives information from the
auditory pathway to the brain,
specifically from the cochlea
to the auditory reception
centers in the brain. There
are numerous sound-based
therapies that address these
skills either in a specific skill
area such as temporal
sequencing, or with general
overall auditory processing
skills.

22. Developmental Flow
5. Academic skills
The “Upper Leaves and
Branches” address the
academic areas such as
reading, spelling and
handwriting skills, which
can only be maximally
achieved when the
foundation of The Tree is in
place. People can have
these skills as splinter skills
but not always process
them in their entirety. The
programs suggested at this
level must include an
auditory, visual, and
language combination of
instructional skills, thereby
allowing for full integration
of the foundational skills.

23. Developmental Flow
6. Overall body stability and
maintenance
The “Overall Maintenance of
The Tree” addresses one’s wellness
or body support for maintaining the
learning and developmental changes
obtained with the therapies at the
various parts of The Tree. The head
surrounding The Tree reflects the
combination of the Voice, the Ear,
and the Brain supporting each other
for the learning and developmental
changes. Currently the voice
identifies the body’s imbalances and
then the ear sends the correcting
frequency to the brain and body so
that the body can make
foundational change.

24. Once the therapy protocol is determined,
how does the body change naturally?
 Point to consider: How does sound
affect the body, especially as it
relates to learning, development and
wellness issues that impact various
diagnoses.

25. Sound Impacts our Entire Body
 We hear sound through our
ears, our skin, our bones, our
sense of touch, and our cells
 It affects our physical well-
being, emotions, and response
to the world around us
 We must hear sound correctly
in order to process what is
being said

26. Positive Negative
 Calming and  Isolation
relaxing  Lack of attention
 Brings into focus  Hypersensitivity
 Creates to all sensory
stimulation
awareness of
world
 Poor social skills
 Weak motor &
 Supports vestibular skills
language  Poor reading
development skills
 Enhances  Weak Auditory
responsiveness Processing skills

27. Negative Impact on the Special
Needs Child
 Will cover ears
 Will turn TV volume up
 Has fear of sound (phobia)
 Will tune out the world
 Dislikes background noise
 Will react sometimes and
not others
 May act “deaf”

28. The Ear is the Major Sensory
Stimulator for the Body
The ear stimulates our sense of:
* taste * touch
* sight * smell
* hearing
Additionally, it affects our balance, emotions,
digestion, and social skills.
With sound vibration, all senses are stimulated,
bringing them into better functional use.
10 cranial nerves are directly stimulated with sound
and sensations spread throughout the entire
body.

29. Diagnosis doesn’t matter
 The diagnosis of the person seeking to make
change does not matter, for it is the sound
energy patterns of the body that determine
the possibilities for change for each
individual.
 In other words, sound-based therapies force the
evaluator and the client to focus on the energy
patterns of the body, not the disability—neither
medical nor educational. The symptoms,
disabilities and challenges are not what are
addressed. Each person is helped as an
individual energy entity.
 Each person makes natural self-change at a
basic core level.

30.  Intentional sound programs apparently
go to the person’s weakest area and
begins to make change from that core
spot. Sometimes the change is noticed
immediately and sometimes the change is
more subtle because the weakest area is so
deeply imbedded.
 These programs complement allopathic
medicine programs and are considered
holistic/alternative approaches to wellness.

31. Root Therapy Changes
1. Sense of Hearing
 Improved hearing
hyper- sensitivity to
sound (one type)
 Decreased hypo-
responsiveness to
sound
 Better reception of
sound input
 Improved sense of
self
 More social awareness

32. Seed Therapy Changes
2. Body Rhythms
 More connected with
the world around
them
 More focused
 More relaxed
 Better concentration

33. Trunk Therapy Changes
3.. General Sound Processing
Connections
 Decreased sensory
hypersensitivities
 Language skills
 Reading skills
 Attention/focus
 Pragmatics
 Social skills
 Communication skills
 Oral motor skills
 Vestibular, motor,
balance skills
 And sooo much more!

34. Leaves and Branches Changes
4. Specific Auditory
Processing Skills
 Improved memory,
discrimination, and
sequencing skills
 Improved clarity of
incoming receptive
language
 Better listening in
background noise
 Better awareness of the
world around them
 Improved pragmatics of
language

35. Head Changes
6. Overall body stability
and maintenance
 Muscle support
 Biochemical support
 Hormonal issues
 Enhanced learning
 Nutritional support
 Wellness challenge
support

36. To maintain whole body change
 The body has to maintain the
sense of harmony.
 Maintain the Voice-Ear-Brain
Connection
 Maintain cellular harmonic balance
 Balance life’s challenges with sound-
based therapy

37. One key way to determine if
your body is in harmony:
Your voice

38. Every cell in your body has its
own frequency or sound.
 So, your body represents many
thousands of frequencies!! Your
vocal frequencies have been
connected to your cellular
frequencies. The easiest way to
determine if our body’s
frequencies are staying in tune is
through vocal analysis.

39. Voiceprint
 When the frequencies of the
body become distorted, the
voiceprint will display these
distortions.

40. Before Sound
Presentation
After Sound
Presentation

41. Vocal analysis has supported the
notion that the Body is a
Mathematical Matrix of
Predictable Frequency
Relationships.

42.  By evaluating the numerical
frequency relationships, the
harmonic relationships become
balanced with specific sound
frequency combinations.
 It’s all about the numbers, which
relate to specific sound
frequencies!

44. Available Therapies
TRUNK
Listening Training LEAVES
Programs: Fast ForWord®
Tomatis® Interactive
Enlisten® Metronome®
ROOT SYSTEM
SYSTEM Auditory
MAINTENANCE Integration
BioAcoustics™ Training
The Voice
SEED
REI®
CymaTherapy®

45. OUR BODIES
 Our bodies search for stability
between external sound sources
and internal body vibrations to
create balance. Our bodies react
physically and psychologically.
Sometimes the body cannot make
the change by itself and needs a
sound-based therapy to
accomplish the change.

46. For anyone using sound-based
therapy
 Each person is unique
 Each person will change from their
internally demonstrated needs
 For some the process is slow; others
faster
 Sometimes steps backwards are
necessary before steps forward occur
 To reach the desired goal, it is
important to follow the process to
completion.

47. DETP®
Provides solutions to
understanding the
complexities of sound-
based therapies and
takes the guess work
out of which therapies
will help each person.

48. So let’s look at particular cases
1. Philip J
2. Jacob N
3. William T

49. 1. Philip J Age 18, male
 Diagnosis: autism/sensory disorder
 Behavior prior to service: nonverbal,
can’t say what wants, likes to swing, seeks
proprioceptive input, shows fear to sound,
distractible, impulsive, temper tantrums,
destructive, aggressive, poorly organized,
poor reading skills, and difficulty with
peers. History of ear infections.

50. Philip J DETP results
1. Seed:REI
2. AIT
3. Listening Training Program
 Previous AIT, age 3 & 7, no change
 Previous LTP, gained single words

51. Changes:
 REI: Sleeping better; initially sang
more, then stopped; constipation
lessened; emotion of Sadness
developed; began crying in public
 AIT: Slightly more compliant; saying
more words that had said in the past;
sang more; listened better; became
constipated again

52. Beginning the listening process

53.  LTP: Going to start soon; more
foundational skills will be set in place.
 Retest after LTP basic finished
 The process is one of building on making
correct developmental, learning and
wellness changes. The body searches for
the weakest areas and stimulates those
areas. Each step supports ‘building a better
harmonic body’ allowing the body to self-
correct.

54. 2. Jacob N Age 12, male
 Diagnosis: Autism, CAPD, Sensory
Problems, Global Delay
 Behavior Prior to Service:
distractible; impulsive, hyperactive,
low frustration level; oversensitive to
sound; inflexible; poor social
interactions; not follow verbal
directions; problems with social
etiquette

55. Jacob N DETP Results
1. Listening Training Program
2. BioAcoustics
3. Fast ForWord
 No previous sound interventions

56. Changes:
 Listening Training Program: Academic
achievement increased; follows directions
better; less difficulty with arithmetic and
number sequences; organizational skills
improved; improved attention span; better
concentration; tolerates sound better;
improved impulsivity control; completes
tasks better; frustration tolerance
improved; anxiety levels improved; less
supervision for tasks.

57. Before starting

58. Feeling blue but trying to be happy.

59. Beginning to feel ‘alive’

60. My world has changed. Feeling great!

61. Changes continued
 Less shy; able to express feelings;
can acknowledge other person’s
viewpoint; improved creative
expression; more imaginative play;
better problem solving; bettere
interaction with others; more
appropriate play; sets and works
towards goals; uses inappropriate
non verbal expressions;

62. Changes continued
 Better use of syntax and grammar;
speech more fluent; language use
more effective; listening skills better;
listens before responding; no longer
difficulty decoding symbols into
sounds; reading is more fluent;
spelling improved but still struggle;
eye-hand improved; voice quality,
strength and volume improved.

63. Next:
 Retest at end of LTP demonstrated
Fast ForWord as the next appropriate
sound-based therapy. BioAcoustics
was not attempted because of the
then difficulty of maintaining this
client long distance and no
practitioner was found nearby. Fast
ForWord Therapy started in April.
Results not in yet.

64. 3. William T Age 9, male
 Diagnosis: Autism, PDD
 Behavior Prior to Service: Covers
ears to loud sounds; tunes out when
not interested in activity; talks too
fast; ignores sound; over-reacts;
over-emotional; destructive behavior;
prone to tantrums; distractible; short
attention span; oversensitive to all
sound.

65. William T DETP Results
1. AIT
2. Listening Training Program
3. BioAcoustics

66. Changes
 AIT: Happier; more affectionate; would
allow someone to hug and hold him; cried
more; babbled more; spoke ‘silly’ talk;
more hyper
 LTP: Fussed when not allowed to use the
computer while listening; didn’t want to
play games with family; some music while
listening made him sad; he wanted to
continued listening.

67. Changes continued
 Liked being provoked into an
emotional response; homework
became easy to accomplish initially
and then more difficult; more
independent; more defiant; said ‘no’
more often; became more
emotionally upset more quickly;
expressed more complex thoughts;
talking while playing increased;

68. Changes continued
 Mumbling has decreased; can have
conversations with family, not at
family; more friendly and
affectionate; more cuddly with
family; began to lie; became defiant;
understands consequences better; a
few sounds continue to bother him;
more energy; can wake up on his
own; more talkative;

69. Changes continued
 Bothering his sister more; trying to get his
sister to interact more with him; difficulty
respecting other’s boundaries
 BioAcoustics: immune system improved
 After integration for all therapies, his
teachers reported that he had more
concentration in class and for homework,
was more focused and attentive, was
responding to classroom noise better.
Personally his allergies did not bother him
as badly as in the past.

70. 3 Cases
 Each made foundational change based on
their own needs. Change builds upon
change so that individual skills can have
the frequency, duration and intensity
needed to make the skills embedded for
long term effects.
 Skills are only ‘undone’ when sufficient
frequency, duration and intensity hasn’t
been received to maintain the skill or some
other outside influence triggered a
regression.
 It is important to finish the DETP protocol
for change to occur.

71. For Adults: Many Possibilities
 Betsy, age 48, TBI, Reversed sound
sensitivities, improved
vestibular/motor skills, improved
body in time & space, improved
memory, improved clarity of thought,
better able to handle life’s difficulties
 Valerie, age 44, Depression,
eliminated depression, discovered
‘sense of self’

72.  The DETP provides the solution as to
which sound-based therapy(ies)
should be the starting place and
which therapy can provide the
appropriate progression of
developmental stimulation to build
upon each skill.

73.  It is not the disability that is
helped. Sound-based therapies, as
directed by The Tree of Sound
Enhancement Therapy™, address the
challenges of many learning,
development, and wellness issues.

74.  It is not always the specific
therapy that will make the most
change. All sound-based therapies
can make change but the correct
administration of the therapies will
maximize the energy responses of the
body to enhance the body’s natural
form and function.

75. The voice, the ear, and the brain
combined is most important!
The Davis Model uses
your voice, which
reflects what your
ear and brain receive
and perceive.

76. In Summary
 All sound therapies are not
the same!
 Although any sound therapy can
make change, it is the correct
order of the administration of
sound therapies that can make
the greatest impact. The order is
identified from testing.

77. To Date: The Voice and the Ear
 The voice is the most obvious and
readily available frequency source for
obtaining information about the body.
 The voice is the sound source and the
ear is the receiver. Together they form
a dynamic system.
 The ear establishes the foundation for
energy patterns and the voice displays
the patterns.

78.  And now with my latest work,
called Ototoning, you can soon
learn how to use the emission
from your ear to help you self-heal
by using your voice!!

79. My new work
 Bridges the gap between Sound
Healing and Sound-based therapy.
 In order to maximize how you can use
sound healing, you must balance your
body with sound-based therapy.
 It is the connection between our voice,
our ear and our brain that supports our
ability to maintain a balanced place for
learning, development and wellness.
 Once balanced, we can look at self-
healing.

80. Going Forward: The Dynamic Trio
 The voice and the ear are frequency sources
for obtaining information about the body.
 The voice and ear are sound sources and the
ear also receives sound. Together they form a
dynamic system.
 The ear provides information about what the
body needs and the voice displays how the
body is functioning.
 The voice can be used to support foundational
change for the body.
 The brain then regulates the body.

81. We offer a new paradigm for learning,
development and wellness…..
 We combine
 The Voice-Ear-Brain Connection
 The scientific biological principles of our
body’s cell structure
 Sound Therapies administered in the
correct order
 To Make Positive Change in Learning,
Development, and Wellness

82. The Davis Model
 The Davis Model of Sound
Intervention is a whole body
approach to supporting
learning, development and
wellness changes. The
Voice-Ear-Brain Connection
provides the foundation to
make this happen.

83.  This approach uses the foundational
energy of each person to begin
working towards personal change.
Change can occur in many areas,
but mostly where the body directs
it. By using the natural energy of
the person, the approach is
considered an holistic/alternative
approach.

84. www.thedaviscenter.com

85. www.thedaviscenter.com or
www.amazon.com

86. Newest Release

87. Free ebooklet to download for
limited time:
 http://www.thedaviscen

88. Contact Information:
 Dorinne S. Davis
 The Davis Center
 19 State Rt 10 E, Ste 25
 Succasunna, NJ 07876
 862-251-4637
 www.thedaviscenter.com
 info@thedaviscenter.com