When there is neuro-developmental delay often there may be some auditory impairment also To address this, the Johansen Individualised Auditory Stimulation programme is a great compliment to neuro-developmental therapy. 

Johansen Individualised Auditory Stimulation (JIAS)

Johansen Individualised Auditory Stimulation was developed by Dr. Kjeld Johansen, a Danish teacher and psychologist with an interest in special education. JIAS can be of benefit to children, adolescents and adults with a variety of speech and/or language difficulties, both spoken and written (including specific learning difficulties and dyslexia).


These might include difficulties with one or several of the following:


  • Speech sounds (pronouncing speech sounds correctly)

  • Receptive language (understanding of language)

  • Expressive language (speaking)

  • Auditory processing/listening

  • Written language (dyslexia)

  • Reading

  • Spelling

  • Phonological awareness (awareness of speech sounds)

  • Dyspraxia

  • Autism spectrum disorders

  • Understanding and remembering information and instructions

  • Concentration

  • Self-confidence and self-esteem

  • Behaviour when it may be due to poor communication skills

  • Hypersensitivity to loud or particular sounds/noises


JIAS uses specially composed and recorded synthesised music and involves listening through headphones at home for 10 minutes each day. The music varies between different ranges of frequencies and is selected and tailored to your specific hearing ability depending on your audiogram, in order to reduce the oversensitivity and stimulate the under-sensitivity to the specific frequencies. The aim of the program is for you to achieve your optimal level of listening ability, allowing for quicker and more accurate auditory processing and thus gaining the ability for better comprehension, organisation and response of the information received.


The overall programme lasts from 6-18 months and most children listen for 9-10 months. A new customised CD will need to be ordered according to the audiogram taken at each appointment.




Auditory processing difficulties

Often when there is an immature functioning of the central nervous system, the hearing will also be affected. Many people with neuro-developmental delay have crossed laterality and may not have an established ear dominance. This can play a major role in how we process sound.

If various sounds that make up a word (formants and phoneme*) travel via one ear while others travel via the other ear, the order in which they arrive may be confused. More time and energy to make sense of all the information received via hearing is thus necessary.

Dyslexia and other language-based difficulties can be a result of auditory processing difficulties. When listening is difficult, inefficient or inconsistent, the development of many functions may be affected such as:


  • Attention and concentration
  • Understanding spoken language

  • Clear speech 

  • Social communication 

  • Noticing letter-sounds for reading and spelling

  • Confidence and self-esteem 



Auditory processing describes the journey of how sound is perceived and how we make sense out of the information received. It is a vital component of speech and language development.

How we process sounds can have an influence on language processing, attention, memory, emotion, vision, movement, balance and spatial awareness. 


Auditory processing functions include:


  • Recognising sounds, sound patterns and rhythms

  • Discriminating between similar sounds

  • Selecting target sounds in competing noise

  • Noticing the order in which sounds are made

  • Localising sounds

  • Using experience and memory to anticipate information when the signal is degraded


The key difficulties associated with auditory processing issues are:


  • Listening in noisy and reverberant environments

  • Difficulty localising and tracking moving sounds

  • Understanding speech when the signal is degraded in some way (e.g. accents or mobile phones) 

  • Poor listening skills

  • Mishearing auditory information

  • Taking longer to respond to and process auditory information


Additionally, in children, there may also be reports of: 


  • Delayed auditory milestones in early childhood (e.g. difficulty learning songs and nursery rhymes)

  • Difficulty with auditory memory and multiple auditory commands

  • Speech and language delay or disorder 

  • Difficulties with academic progress, especially concerning reading and spelling

However, the maturation of listening skills can be encouraged by appropriate additional sound stimulation. Auditory Stimulation programmes that involve sounds and music which have been specially selected or composed can encourage a better awareness of the details in what we hear. Research has shown that the listening and appreciation of music and of language have much in common. This form of listening can improve awareness and has been found to benefit attention, communication and learning.

*Phonemes are single speech sounds e.g. /p/, /b/, /s/, /a/ and the smallest units of sound that can change meaning e.g. pit /bit

  Phonemes are made up of Formants which are formed by their onset, duration, frequency and volume.


Completing the preliminary questionnaire produced by The British Journal of Occupational Therapy 

can be the 1st step in getting an idea if you have neuro-developmental delay.

Contact Moni to arrange for a free 20 mins phone discussion to see if this therapy is suitable for you or your child