Audiblox FAQ: Does It Really Work?

Frequently Asked Questions

Progress and improvement

Q: Does Audiblox really work?
A: Yes, it certainly does, but it is not a quick-fix. Unless one is diligent, Audiblox will not work.

Q: What are the factors that determine the speed of improvement?
A: In order to achieve results it is important that the following pitfalls be avoided: (1.) Instead of taking pains to ensure that the exercises are done exactly right, many people, in their haste to get started, rush through the descriptions of the exercises. Rather start a week later, but make sure that you are doing everything exactly right. Read the descriptions of the relevant exercises several times, and carefully watch the relevant exercises on the Audiblox DVD. (2.) After having their children assessed, parents often simultaneously follow a variety of programs, each program intended to address a different aspect(s) of the child's problem. Fifteen minutes per day are thus spent on this program, twenty minutes on that program, ten minutes on yet another program, and so on. In this way, Audiblox is often also squeezed somewhere into the schedule.

One should be wary of such an approach. Although not all programs can be written off as a mere waste of time — some certainly do offer good possibilities of application — following too many programs at once, especially in the initial stages, can prevent a “pyramid of repetition” from being constructed. Without building this “pyramid of repetition” first, it will not be possible to address a child's — or an adult's — reading problem in an effective manner.

When the above-mentioned pitfalls have been avoided, the speed of improvement is generally dependent on a number of factors. A few are:

The giftedness of the learner: The more gifted a learner, the faster his progress will be.
The severity of the learning problem: The more severe the learning problem, the more work will be required to help the learner to "catch up."
The time spent on the program: Success is commensurate to the amount of time and effort expended on the program.
The presence of a language problem. If a child has a language problem, it is important that parents follow the advice as set out in the Audiblox manual on how to solve a language problem. Unless they do, success with Audiblox will be limited.
The presence of an emotional or behavior problem. If a child has an emotional or behavior problem, success will be limited.

Q: How long does it take generally before one starts seeing results when following the Audiblox program?
A: The speed of improvement differs from learner to learner. It must be noted, however, that improvement is seldom gradual. When improvement becomes noticeable, it is usually sudden. Many parents and teachers say that it is as if a “miracle has happened.” The following letter gives an example of what one can expect to see when improvement becomes noticeable:

I have a dyslexic boy who is now ten. He's going into Grade Five. He usually ends his year with a fail in reading and writing. Since Grade Two the school has wanted him to repeat his year and I have refused, promising to try to help him myself. We have been through many different programs (at school and at home), with very little results.

We began Audiblox about six weeks before Grade Four ended. His concentration has greatly improved, he actually listens to what the teacher is saying, less clowning in class. He can now actually pick up a book and read on his own, something he never did before. The principal called me to tell me that for the first time my son passed all his courses! He got a C in reading and a B in writing!

It should be noted that the mother, who posted the letter above, worked diligently for half an hour per day, six days per week.

If a “crash” course is followed, as explained in the Audiblox manual, results usually show much sooner.

After this initial — and usually clearly visible — intellectual jump, it frequently happens that the learner finds himself on a plateau again, followed by another leap forward. This pattern can repeat itself many times.

Q: How long must one work with a learner before his problem will have been solved completely?
A: One must make sure that a learner's problems have been solved completely before discontinuing the program. The minimum time that is required to achieve this is about one year.

Once it has become clear that the erstwhile learning problem is now definitely something of the past, it is highly advisable to continue for at least a few months more. If one discontinues the program before the foundational skills of reading, spelling, writing and math have been thoroughly automatized, there is the danger of a relapse. On the other hand, once the foundational skills have been automatized and the learner is clearly no longer behind in his reading, spelling and writing, the problem will not return if the program is discontinued. However, it must be made clear that, the longer one continues the program, the greater will be the value that the learner will derive from it.