Autism Study, Deb’s Report
I’ve been a trauma therapist for over 30 years, specializing in working with children and families. I’ve had extensive experience working with children on the autism spectrum, kids with learning disabilities, and children/youth who are depressed and anxious. I’ve been using this iQube technology for the past 5 years.
About a year and a half ago, I had the opportunity to put some of my iQubes into the home of a young pre-adolescent child.
This youth had previously been diagnosed with 3 specific learning disabilities (in reading, writing, and math), anxiety, depression, having sensory integration challenges, and as being on the Autism Spectrum.
The psychologist who assessed this child told the family the youth’s challenges were severe enough to likely warrant a sheltered workshop setting subsequent to high school. The family was stunned.
Said youth was school phobic, refusing to attend school. At school, there were emotional storms that included sometimes threatening other kids, and making suicidal comments. These events seemed to occur when the youth was overwhelmed in social situations which were difficult to manage. And these difficulties stretched back to include all but one year of the child’s school history. Academic modifications included ½ days in the special ed. setting, rather than the regular classroom.
Changes noted after the iQube was introduced
School phobic behavior reduced dramatically within a month of being in the field of an iQube, the battles royale about going to and staying at school began to diminish. Within 6 weeks, the phobia about attendance had disappeared, although it’s fair to say the youth still doesn’t enjoy school, and morning routines include sometimes being 5 or 10 minutes late. Still, the emotional drama is no longer present, the youth leaves in a good mood, and is no longer hours or days late. There are no longer regular tearful phone calls to mum, begging to come home.
After a little over a year of being in the iQube frequencies (just playing 24/7 – not with listening to the frequencies or doing voice assessment sessions – these proved too challenging, from a sensory point of view), the youth was re-tested by the school. It was a mini-assessment, to update the psych assessment of 3 years ago, and to better plan for high school programming.
When the special ed. teacher called mum, she expressed feeling stunned by the results. The youth was now functioning academically within the normative grade range. Learning disabilities were no longer apparent, academically. Plans were made to begin re-integrating the youth back into the regular classroom setting. The teacher had no way of explaining how it was possible, that a youth with so many profound learning challenges could have ‘caught up’ to age mates. This youth is now planning to attend college (rather than being placed in a sheltered workshop), to become a chef. It now seems a feasible, realistic goal.
Autism spectrum behaviors
The child has become more loving and affectionate. After a long history of having massive challenges with processing their behavioral difficulties after-the-fact (ie being able to communicate what had happened that led up to an incident at school), this youth has begun to be able to retrospectively verbalize the string of events which culminated in an incident. This includes the child now being able to identify feelings (their own and, with some support, the other child’s). Apologies now seem to include genuine remorse, rather than being rote statements of apology. These appear to be improvements in the youth’s theory of mind capabilities.
Emotionally, there’s been a great deal of maturing over the past year and a half. Those old intense emotional storms now seem to be a thing of the past, as are the past comments suggesting suicidal ideation.
There are still autistic spectrum challenges this youth shows in daily life. Some of these continue to be sensory based. (However, even here changes have been noted – the child will now experiment with trying some new foods – a previously unheard of possibility). And anxiety is still challenging with new experiences.
All these witnessed changes occurred within a year and a half of being exposed to the presence of an iQube, 24/7. No other changes/accommodations were made (which hadn’t already been made before -without these results), which could account for such profound changes.
This youth’s life trajectory and possibilities in growing up have been expanded dramatically. The only difference seems to have been introducing this youth to living within the field generated by an iQube (without even listening audibly to the frequencies, or doing voice assessment sessions for balancing frequencies). These results, of course, are only one child. And yet, how extraordinary is this and how hopeful too for those who may be struggling with neurologically based differences, such as those people diagnosed with autism and learning disabilities.
Deb Svanefelt, Trauma Therapist