Tag Archives: music therapy

Improving Language and Communication with REI Drumming

DD-Front-cover-25This excerpt explores how listening to REI drumming can facilitate language and improve communication skills.

You can learn  more and order the book here

You can learn more about the REI Custom Program here


I was about ten minutes into my session with Noah when he started humming, softly at first. I thought I was hearing things, so I looked over to his mom, wondering if she was hearing it too. She was smiling and mouthed to me, “did you hear that?”

I nodded as I focused on what I was hearing – unmistakable utterances of a humming passage that seemed to roll through the vowels.

I took note of the rhythm I had been playing for the last couple of minutes. It was a stimulating double tempo thing based on a Swiss drumming rudiment (core techniques based in military drumming) that I learned from a fellow student when I was studying at the Musician’s Institute. This rudiment, nicknamed a flirta, was a quick three beat passage using 32nd notes. I had incorporated this into a shuffling rhythm in the time signature of 41/16. The flirta happened every nine beats and was punctuated by a bass tone.

Using the flirta and bass punches as a motif, I built some other patterns and created an eight bar variation, totaling 328 beats. Then I repeated it and added a sixteen beat flirta crescendo. This passage took 84 seconds to complete at my eight-beat-per-second pace. By the end of it, Noah was making quite a racket. His humming had become a more song-like pattern of vowels at varying pitches and durations. It wasn’t terribly musical, but it had a rhythm and a discernible form to it.

I tried to mimic his pattern by creating a somewhat melodic rhythm using combinations of bass tones, slaps and flirtas. He looked my way and continued vocalizing, adding in some consonant type sounds. None of his vocalizations formed, or even approximated, words, but it was the first sustained series of sounds that Noah had ever uttered. He was six, a non-verbal child who had been diagnosed with autism a couple of years earlier.

Noah and I “sang” together for a few more minutes and then he suddenly went silent again. I took the cue and unwound my rhythms into some basic calming patterns, while slowing my tempo and dropping my volume.

I ended with a slow bass pulsation that faded into nothingness. Noah sat spinning a toy soldier in front of his face, a familiar pastime for him.

“Wow, so did you hear that?” His mother said, crying. “He’s never made so many sounds. Do you think he’ll start talking?”

“I don’t know, but it sure was fun playing with him. I’ll come back next week and see if we can do this again.”

Vocalizing to REI rhythms is not uncommon. Because I rarely play live anymore I don’t get to interact with my clients in the way that I did with Noah, but I often hear from parents whose children] talk more with their recording. 

One client, Jason, goes through spurts of language activity whenever he gets a new REI drumming recording. As part of his extended REI Program, he receives a new track every four weeks; but I usually get a call from his mom after 2 1/2 or 3 weeks asking for a new set of rhythms because his language development has stalled. For two or three weeks at a time, Jason develops more skills, increased vocabulary, longer sentence structure, and more meaningful content. 

When Jason began the REI Custom Program, he was 5-years-old and had limited language abilities. He could say his name and ask for things using one or two word phrases. Over the course of the first two months, his language blossomed to two or three sentence phrases and he was beginning to describe events in sequence.

Sequencing, by the way, is something that shows a higher level of communication skills and awareness. This was something I saw in my first client with autism, Stacey.

Stacey had a prodigious vocabulary and talked constantly. But if you were to ask her what she did at school, she wouldn’t be able to describe it to you in a cohesive manner. She may cover some of the events, but they didn’t fit into a timeline or logical progression.

As I described in Chapter 1, when I was working with Stacey, after she had become much calmer, I received a call from her mother describing two milestones.

“Stacey slept over at a friends house last night,” Sheri said to me. “She was able to stay the entire night, which was a first for her.”

“That’s great,” I said. “That’s a major change from last month when you couldn’t leave her side.”

“Yes, she has been much calmer since beginning the drumming. But the exciting part is that this morning I asked Stacey how her night was and she was able to tell me what she did, from start to finish. She related it in a clear and logical fashion. It was amazing.”

“Is the first time she has been able to describe things this way?”

“Yes, and Anna’s mother told me that Stacey displayed a similar level of clarity last night when Stacey was over there.”

With my experience with Stacey in my mind, I went to see Noah again a week after he sang as I played.

This session was not as dramatic, however. I played for Noah, but he was agitated when I got there. He had had a melt down before I arrived, so I spent my session calming him down.

He rocked and pushed away from his mother when I started playing. I had started with some rhythms that I like to think of as “round” rhythms (a nebulous descriptor kind of like Eddie Van Halen’s famous “brown” guitar tone). These round rhythms are soft patterns (still played at eight beats per second) that have a four beat pulse with five and seven beat transitions to keep them from getting repetitive.

Noah settled down after about five minutes and let his mother hold him as he twisted his toy soldier in his hands. I played for another fifteen minutes and by the end he was playing quietly on the floor with a set of Legos. He made no sound. 

This was a big difference from my previous session with him. Yet, not all live drumming sessions produced obvious, dramatic effects like Noah’s first utterances. Still, his mother and I were glad to see him calm.

Trying to capitalize on my first session with Noah, I gave his mother a tape of the session from the previous week when he sang. You could actually hear him in parts of it. She played this recording for the next four weeks since I was unable to come visit him during that time.

At the end of the four weeks, I came back and played for Noah again. 

“Noah has been humming and singing to the tape you made for him,” his mother told me. “He’s also been carrying the tape around with him and he hands it to me to put in the tape player. When I turn it on, he gets excited. I think he likes it a lot.”

“I’m glad he likes it.” I said, as I got ready to play for him again. Noah stood at my side and pawed at the drum as I set it on my lap.

“Would you like to play the drum with me, Noah?” I asked.

He nodded as he tapped away at the head. I joined him and we played together. He started getting excited, though, and began pulling on the drum, so I had to stop, lest he wrestle it from my hands and it fell to the floor. His mom rushed over and tried to guide Noah away from the drum. He pulled away and began running around the room, with his mom chasing after him.

I started playing a calming rhythm but it didn’t seem to have any effect. After a few minutes, I decided to turn on the tape he’d been listening to for the past month. I hoped that the familiarity of the drumming and his singing would help calm him.

I stopped playing, put the tape in the player and turned it on. Noah almost immediately stopped in his tracks. He turned his head and walked toward the tape player.

I was here with my drum, but he was drawn to the tape. I’d never seen this before. My live drumming had no impact for calm, but a few seconds of a recording and Noah was mesmerized. I looked at his mom in surprise while she was shifting her gaze between Noah and I.

Noah stood in place in front of the tape player for almost ten solid minutes, listening to his tape, smiling when he could hear himself singing.

How Specific Rhythms Influence Behavior: Dissecting a REI Rhythm in 21/16 time

Here is a throwback to my first blog video. I show how I create REI rhythms that directly impact a listener’s behavior. I dissect a rhythm in 21/16 time that I use to stop a hand-flapping behavior in individuals with autism.

Learn about the REI Custom Program at: https://www.stronginstitute.com/rei-custom-program/

Learn how to play the drum for healing at: http://www.drumhealing.com

Explore more variable tempo tracks on Brain Shift Radio. Sign up for free at: https://brainshiftradio.com

Jeff Strong Talks About Drumming Tempos as They Relate to Brainwave States

In this video, I talk about the relationship between drumming tempos and brainwave states. I share a simple formula to help you choose the exact brain state to achieve your goals.

Download the PDF on brainwave states and drumming tempos here

Learn more about the Soundbrenner Pulse metronome I use in this video

Learn more about drum healing at: http://www.drumhealing.com

Try my music for free at: https://brainshiftradio.com

 

Jeff Strong on How I Create REI Rhythms from Ceremonial Polyrhythms

In this video, I show you how a create a composite rhythm from a ceremonial rhythm composed of 4 drum parts. I also describe why it is important to vary a rhythm, no matter how complex it is, to influence the brain and behavior within the alpha state of consciousness.

learn more about REI at: https://www.stronginstitute.com/
Learn to play the drum for healing at: http://www.drumhealing.com/
Listen to my music for free at: https://brainshiftradio.com/

How I use Fast, Complex Drumming to Reduce Sound Sensitivity

This video shows how I use fast, complex drumming rhythms to reduce sound sensitivities.

Sound sensitivity falls into two categories:

1. General overwhelm. Too much auditory input and competing sounds, such as those at a restaurant or school cafeteria, often result in shutting down or lashing out due to the inability to filter for important sounds.

2. Aversion to specific sounds. Certain sounds, such as that of a vacuum cleaner or blender, often elicit negative responses due to their specific frequency, intensity or volume.

Both require a progressive set of rhythms, tones, and levels of intensity and volume to help the nervous system learn to process and tolerate them.

You can read more about the studies I talk about in this video here:

Child with super-human hearing and aversion to vacuum cleaner sound: https://www.stronginstitute.com/article-resources/dd-book-excerpts/sound-sensitive.html

School Study: https://www.stronginstitute.com/article-resources/dd-book-excerpts/otter-lake-study.html

Autism Daily Newscast Reviews My Different Drummer Book

Autism Daily Newscast reviewMy book about the development and practice of REI, Different Drummer: One Man’s Music and Its Impact on ADD, Anxiety, and Autism, was recently reviewed by Autism Daily Newscast.

Here is an excerpt:

For anyone with an interest in the therapeutic aspect of music this is a gem of a book.  For parents wanting to explore different approaches to help their children it will make interesting reading.   As a lay person who just enjoys playing the odd CD I found myself a little overloaded with music and technology theory and was more interested in reading about how following a lifelong passion such as drumming can lead to the most unexpected places and discoveries.

Read the entire review here

You can learn more about the book here