Research Results

Sensory Integration Programs

There are numerous studies in the literature, linking sensory-motor, auditory, visual, tactile and vestibular
problems to the symptoms of Autism, Alzheimer’s, ADHD, memory loss and Traumatic Brain Injury. A few
are listed below:


Sensory Integration is a program developed by Jean Ayres. Jean Ayres defined sensory integration as "the
neurological process that organizes sensations from one's own body and from the environment and makes
it possible to use the body effectively within the environment". This theory explains why individuals respond
in a certain way to sensory input.
The five senses used in The Clairity Chair are: Touch (tactile), Sound (auditory), Sight (visual),
Vestibular (movement and balance sense) and Proprioception (joint/muscle sense).

Dysfunction in the Ability to Integrate Our Senses

Delayed sensory development goes hand in hand with sensory-motor dysfunction, slow vision processing
and reading disabilities as well as impaired listening. An intact vestibular system is necessary for efficient
reading and learning.
Uncorrected sensory-motor disorders may affect attention processes and result in cognitive dysfunctions.
Because vestibular responses are associated with eye movements and hearing, they contribute to visual
and auditory processing. Also, problems with vestibular function can be associated with deficits in object
recognition, spatial navigation, learning and memory. Most severely affected in these studies were tasks
directly measuring attention. (Vestibular Function, Sensory Integration and Balance Anomalies: A Brief
Literature Review Harold A. Solan, O.D., et al.)
Touch, Vestibular and Proprioception, together, make up the sensory-motor component of The Clairity Chair.


For these purposes, “Listening” is different from “Hearing”. “Hearing” has to do with the ability to perceive
sound. “Listening”, however, is how the brain processes that sound, or how the sound is understood and
used by the brain. Clinically, it has been found that most people, who can be tested, and have been
diagnosed with ADHD or other learning and processing problems, are left ear dominant, which means they
are listening mostly with the left ear. This is consistent with many studies and is part of what The Clairity Chair is designed to change.
Studies find that most people prefer to listen with their right ears and actually are more likely to perform a
favor when the request is made in the right ear instead of the left. “Not only do humans prefer to hear in the
right ear, we actually hear information better in our right ears”, Luca Tommasi reported in the study below.

Why Right Ear Dominancy Is Important

In a series of three studies by Luca Tommasi and Daniele Marzoli of the University "Gabriele d'Annunzio"
in Chieti, Italy, the concept of right-ear dominance is supported by studies published by The Journal of
Naturwissenschaften. “The brain's left hemisphere is more involved in language processing, which justifies
the preferential use of the right ear for listening in every day situations.” This is because the left side of the
brain controls the right side of the body. Listening with the right ear allows the information to go directly to
the left hemisphere.
The left temporal lobe of the brain is involved in auditory sensation, speech and language. While both
temporal lobes are involved in auditory processing, only the left is involved with speech. While damage to
the right temporal lobe can cause difficulty recognizing tonal sequences, damage to the left temporal lobe
can cause problems with the ability to recognize words, remember verbal information and auditory recall. In
order to “listen” from the left ear, the signal has to travel from the right auditory cortex, via the corpus
callosum, to the language dominant left temporal region. (Sparks and Geschwind, 20 and by Milner et
al.22.) This takes an extra step in the listening process and can make listening more difficult than using the
right ear. The Clairity Chair helps convert the client to “Right Ear Dominance”.


Syntonics is the branch of science dealing with the application of visible-light frequencies through the eyes.
It is used for eye conditions like focusing problems, ocular discomfort, headaches, light sensitivity, visual
field constriction, visual attention difficulties, stress or emotionally related visual disorders, and certain
visual problems related to traumatic brain injury. Syntonics works by increasing the constricted visual fields
of individuals suffering from Strabismus, Amblyopia, convergence issues, learning disorders, emotional
issues, as well as traumatic brain injuries. Phototherapy has been used clinically for over ninety years in
the field of optometry and is proven to be both safe and effective with a high rate of success.
At the 1999 Syntonic Conference, Dan Oren, MD, PhD, researcher for Yale University and the National
Institutes of Health (NIH) indicated that 50% of the entire blood volume in the body passes through the
eyes in 40 minutes, and that there is a biochemical mechanism of light involving hemoglobin within the
blood, allowing the eyes to be an appropriate portal for phototherapy treatment.
Retinal light receptors on the back of the eye connect to non-visual neural centers like the hypothalamus
and pineal glands in the brain. These centers influence hormonal, chemical, and electrical balances, which
affect all mind-body functions, including vision. By receiving specific light frequencies through their eyes,
patients experience dramatic changes in their vision, bodies, and minds.
Children with learning disabilities and adults under visual stress often have a reduced perceptual visual
field. This affects the volume of information they can process through their eyes. A reduced perceptual
visual field affects all aspects of daily living including academic achievement, work proficiency and athletic
performance. Symptoms of a limited perceptual visual field include, loss of place while reading, skipping of
lines or words, words moving on the page and reduced comprehension. Limited peripheral awareness may
lead to difficulty with balance, coordination, driving and sports performance.
Research studies by Dr. Liberman, Dr. Ingersoll and Dr. Kaplan provide evidence that children with
learning problems have a reduction in the sensitivity of their peripheral vision and that short-term Syntonic
Phototherapy treatment significantly improves peripheral vision, visual skills, memory and academic
achievement. Improvement was also seen in general performance, mood and behavior. Students who
received academic tutoring or vision therapy without the inclusion of phototherapy showed significantly less
improvement in visual skill or academic performance than the student group receiving academic tutoring,
vision therapy and syntonic phototherapy. During and after phototherapy they demonstrated improvement
of peripheral vision and visual skills.
All three studies found profound improvements in the children who used syntonic phototherapy compared
with subjects matched for age and academic success, who did not. "Changes in Form Visual Fields in
Reading Disabled Children Produced by Syntonic Stimulation." (Kaplan R.M., International Journal of
Biosocial Research 1983; 5(1):20-33.). J., Journal of Optometric Vision Development 1986; 17[June]).
"Syntonics as Reading Enhancement Techniques at the Livingston Developmental Academy". (Ingersoll
S., (presented at 66th Annual Conference Light and Vision, Vancouver, Canada, 1998). Journal of
Optometric Phototherapy [1999].)
The Clairity Chair helps to expand visual fields enhancing peripheral vision, reading and visual


The Clairity Chair is an educational program.
The brain does not isolate each sense as it learns. It uses all the senses at one time. The Clairity Chair
models this for the client. Each program included in The Clairity Chair has been shown to be effective
by itself. Combining all together simply mimics what the brain actually does, allowing it to work faster and
more effectively.

Successful Results Reported from Fifty Clarity ChairParticipants

Autism (11 participants)-Started speaking, decreased tantrums, calmer,
decreased anxiety, longer sentences, improved following instructions, wanting
to do more on own, more inquisitive, increased appetite, increased focus, more
interactive with others, asking about the welfare of others, sleeps by self,goes
to bed easily, goes to bed on own, no longer eats non-foods, improved eye
contact, improved response to directions, decreased self-stimming, more vocal,
trying to mimic sounds, can now make jokes, asked sister, “How was your
day?”, having normal conversations, happier, smiling, better focus on
homework without complaining, more engaged, responded very well to a bully,
saying, “He must not like himself.”

ADHD (35 participants)-Improved following directions, getting dressed faster
and by self, more interactive, good decision making, doing things proactively,
more aware of surroundings, improved driving, calmer, doesn’t get mad as
easily, improved attention and focus, improved sleep, more obedient,
decreased irritability, improved eye contact, decreased sweet cravings, more
energy, improved thinking, improved math, improved reading, improved
listening, improved responding, decreased number of times has to be asked to
do something, happier, less yelling, hopeful, more optimistic, can work
independently, less confrontational, less grouchy, less frustrated, decreased
arguing, more aware of own behaviors, more
attention to detail, decreased motion sickness, more cheerful, less in own world,
able to give directions, fewer headaches, understands more, faster response
time, more even emotions, follows instructions, gets homework done, improved
from 5th to 7th grade work in one week, less distracted, wakes easier, more
patient, grades improved from F’s to B’s and C’s, made Honor Roll for first time.

Brain Injury (2 participants)-Calmer, less emotional, less reactive, improved
hearing, able to dress with less assistance, back to normal.

Alzheimer’s (2 participants)-Understands better, memory improved, vocabulary
returned to normal, able to find words that were lost, improved hearing,
improved visual fields, able to dress with less assistance, able to tell complete
stories again, more social, able to understand when frustrated, doing work
around the house again.


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