
While we were familiar with existing research on sound therapy, we were eager to see how the Sound Therapy Listening Program would perform under scientific testing.
Our own observations had shown encouraging results—particularly in areas like learning, memory, and behaviour—but we wanted to rule out the possibility that these effects were simply due to the placebo effect.
The results from the CDR research validated our experience, confirming that the program is genuinely making a positive impact on people’s lives.
The following study results provide scientific support for the effectiveness of the Sound Therapy Listening Program. These findings highlight measurable improvements in areas such as focus, memory, and emotional wellbeing—offering evidence that sound therapy is more than just a holistic approach; it’s a research-backed tool for real change.
The results were both startling and reassuring: Used just 10 minutes a day, the sound therapy improved short-term (also know as “working”) memory by an average of 46% in 73% of our test group.
You have to admit, those are pretty astonishing numbers! For nearly three-quarters of the group, memory improved by nearly half!
The research was conducted by Cognitive Drug Research, a top UK and international cognitive testing and research company.
At the same time the innovative school were researching the Heart Math, heart focused techniques and testing out other interventions for students along with emotional intelligence.
Users listened to the sound therapy each weekday for five weeks. They listened for 10 minutes a day, first thing in the morning. Subjects were given tasks involving short term/working memory and tested on their ability to recall.
Students were also monitored for behavioural problems, literacy and general improvements in confidence.
The research showed that 73% of users improved working memory by an average of 46%. Students were also monitored for behavioural problems, reading and writing plus general subjective improvements in confidence all of which improved.
Every student with ADD/ADHD, dyslexia or dyspraxia improved significantly.
It should be noted that only the first three levels of the program were used in the research studies.
There are five available levels, so the implications are that the numbers showing improvement and the degree of improvement, could conceivably have been higher, if we had used all five levels of the program.
We were very fortunate to have a first class SEN department at Mosslands School, Wirral. They were way ahead of most schools in the UK with their innovative approach to student and teacher well-being.
Research is not only costly but time consuming, so although we would love to do a lot more, it really isn’t practical.