This study involved children enrolled in a small private school designed for students meeting eligibility for special education. Research Question 1. Does the Tomatis Method provide a viable alternative intervention among high-functioning special needs children in elementary school identified with PTSD? Research Question 2. Does the Tomatis Method provide a viable intervention to increase academic achievement among high-functioning special needs children in elementary school? The participants meet criteria for SLD in at least one academic area and were also diagnosed with or had symptoms/symptomatology of PTSD. Participants were administered the BASC-2 prior to initiation of the first 15 days of 30 hours Solisten listening intervention period to gather baseline data (pretest). The Tomatis Method intervention, using the Solisten device was administered. Students were again administered the BASC-2 ten weeks after the completion of the second period of 15 days of Solisten 30 hour intervention (posttest). Once the data was collected, it was entered into SPSS 23.0 for Windows, where it was analyzed. This was a repeated-measure analysis in which the same participants' scores on a single dependent variable were compared by time (pre-intervention vs. post-intervention). The assumption and conditions of the dependent sample t-test were examined prior to analysis. The dependent variable must be measured at the interval/ratio level, the measurements must be independent of one another and not influence one another, and the dependent variables should be normally distributed (Pallant, 2010). The assumption of normality and was examined with a one sample Kolmogorov Smirnov (KS) test (Howell, 2010). The results of these analyses are reported and discussed as follows: Page 1 of 1 Student ID gcbj0605200201 GCBJ0113200102 GCBJ0724200203 GCCE0128200704 GCHM1130200405 GCHM0325200306 GCHM0718200207 GCSJ1002200708 GCSJ0427200709 GCSJ0708200610 SLC100109011998 SLC100207081998 SLC100208172000 SLC110210032001 SLHC080207052000 SLDC100411121997 Parent_ExternalizingPr Parent_Internalizing oblems_PRE Problems_PRE 60 72 42 80 63 66 85 96 43 61 60 61 53 50 56 92 Parent_BehavioralSy Parent_AdapativeSk Teacher_ExternalizingPr mptoms_PRE ills_PRE oblems_PRE 73 68 29 43 72 78 30 72 40 43 52 70 92 79 34 92 57 55 34 64 47 63 39 73 59 70 34 89 73 90 31 66 54 67 45 41 60 60 34 38 38 60 40 84 76 30 43 57 43 53 50 43 51 57 49 96 95 34 Teacher_Internalizing Problems_PRE - Teacher_BehavioralSy Teacher_AdapativeSki Self-School mptoms_PRE lls_PRE Problem_PRE 45 46 48 69 83 38 62 69 36 108 104 28 71 62 45 98 84 34 40 57 38 65 75 59 43 42 54 49 47 40 - Self_Internalizing Problems_PRE 47 45 51 52 59 60 54 55 39 44 42 36 38 61 45 52 Self_InattentHyperact_PRE 49 59 42 47 42 58 42 48 42 56 47 54 69 53 64 50 Self_Emotional Symptoms_PRE 65 47 71 55 66 43 56 44 64 45 61 60 43 37 48 52 38 43 64 43 47 53 58 53 74 62 58 52 50 58 59 54 Self-Personal Parent_ExternalizingPro Parent_Internalizing Adjustment_Pre blems_POST Problems_POST 48 54 61 72 54 43 59 69 45 54 41 51 62 67 35 68 54 40 49 41 62 54 47 61 58 54 45 51 46 56 44 67 Parent_BehavioralSy Parent_AdapativeSk Teacher_ExternalizingPr mptoms_POST ills_POST oblems_POST 61 63 29 40 59 63 40 80 41 40 53 69 63 59 40 87 53 45 38 54 45 69 41 61 58 60 40 61 59 71 30 59 53 56 48 40 50 51 39 38 39 43 47 61 66 31 44 56 45 55 49 45 51 56 48 72 81 36 Teacher_Internalizing Problems_POST - Teacher_BehavioralSy Teacher_AdapativeSkills_P Self_ExternalizingPr Self_Internalizing_P Self_Inatt/Hypera mptoms_POST OST oblems_POST OST ct_POST 45 42 44 50 50 62 62 61 40 58 55 58 65 69 38 42 40 67 78 72 31 55 41 58 49 55 54 53 41 59 60 69 31 56 51 59 42 57 39 52 41 40 55 60 58 53 53 49 43 42 55 51 40 41 49 45 40 55 51 55 53 49 49 44 44 44 59 58 60 59 51 57 44 56 50 53 50 58 Self_Personal Adj_POST 51 56 42 41 59 49 52 47 56 55 58 51 59 57 51 54