Re-wiring the Brain for Listening, 
Language and Learning

Our ears are designed to work together.  Research has indicated that for many children with reading disorders, one ear does not deliver information to the left hemisphere of the brain (where speech is processed), as readily as it should.  ARIA was developed to train the ears to work in unison.  An auditory processing diagnosis indicating an asymmetry is necessary prior to ARIA training.  ARIA sessions are conducted in a sound-treated booth and can be completed in 4-6 short weeks.

ARIA may result in an improvement in a participants ability to use working auditory memory effectively, to understand speech in the presence of noise, and to maintain auditory attention.

“With the documented 
potential of a variety 
of auditory training 
procedures to 
enhance auditory 
processes, the
opportunity now 
exists to change 
the brain and in turn, 
the individuals 
auditory behavior…”

From the American Academy of Audiology Clinical Practice Guidelines Diagnosis, Treatment & Management of Children & Adults with Central Auditory Processing Disorder 
August 2010

Hearing Loss
Aud Processing
About Us

The Buffalo Model

The Buffalo Model focuses on four areas of auditory processing: Decoding (the ability to quickly and accurately interpret speech); Temporary Fading Memory (understanding in noise and the ability to hold onto recently learned information); Auditory Integration (often associated with dyslexia or difficulty with reading and spelling); Organization (difficulty sequencing auditory information).

The Buffalo Model is conducted in a quiet room during weekly 50 minute sessions.

Do you know any of these children?  

We've listed behaviors that are common in individuals with Auditory Processing Disorders...

  • She misunderstands what you say?
  • He requests that information be repeated?
  • She gives slow or delayed responses?
  • He uses only a few descriptive words when speaking?
  • Teachers report that she has difficulty reconstructing a story in its appropriate order?
  • She has difficulty remembering or following oral instructions?
  • Teachers report that he doesn’t remember the question when called upon in class?
  • The speech/language pathologist states that she has difficulty with ambiguous language or idioms?
  • The teacher has indicated that she has difficulty with phonics, reading or spelling?
  • Reports suggest that he has unexplained behavior problems?


Coming Soon!