A. No. The majority of students studied the Piano for Special Needs Program with an inexpensive electronic keyboard. Recommendations of electronic piano keyboards are available on our products page.

Q. Do I need a professional music educator to assist me with this program?

A. No. The Numeric Language of Music program is easy to understand and teach. You do not need any previous experience or knowledge of music to be successful using this program. Combining conventional music instruction with this program would damage and possibly negate the program’s potential to achieve previously documented results.

Q. Does my piano need to be perfectly tuned?

A. No. The results I have documented were achieved with pianos in various states of needing tuned!

Q. How young would a child be able to start this program?

A. Some of the astounding reversal of symptoms were achieved by physically placing the student’s fingers on each of the piano keys in the specific order designated in Piano for Special Needs book. The student is not required to have to play the tonal sequences by themselves. To the best of my knowledge, the program is equally effective at any age, young or old.

Q. How long before I might be able to see results similar to other students?

A. That’s a great question and one that I would have to smile at because of everything I have experienced over the last several decades. Most
changes have occurred between five weeks and three months time. There is no guarantee. I have not been disappointed in the program’s effective results yet, but we all know there could always be a first time. We are in this together testing this program with new students at multiple ages with distinctly personal challenges. As we progress hearing back from everyone’s results, we will have more information of about how long the information takes to produce results and what results are achieved.

I will post more FAQ’s as people send us questions. Thank you for
participating in this program!

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I visited Barbara twice a week for three months. Many improvements occurred over the course of that time. Barbara began to be able to feed herself. Her shaking had diminished significantly, sometimes stopping entirely. Her gate was improving. There was one change, though, that I will never forget.

The entire time I knew Barbara, I could not understand her. Her speech was difficult, garbled. I felt bad having to ask her several times to repeat herself only to have to apologize sincerely as rarely was I able to understand what she was trying to tell me. After three months, from one day to the next, she spoke perfectly. I could understood everything she was saying without any effort at all. That was a really amazing day!

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Upon arrival at their home, I talked with the grandmother for almost 30 minutes while her granddaughter ran in and out of the house. I explained to the grandmother the importance of not pressuring the girl to practice the piano lesson between sessions. The child finally calmed down enough to sit next to me at the piano.

As I began the session, I noticed the girl’s fingers on both hands arched upward from the keys. It was an effort for her to make each finger curve down to play the key I asked her to play. Quickly, however, she had a fundamental idea of how the pattern of structural form and motion was arranged. The first numeric sequence I introduced moved the pattern in sequential order from left to right. The session lasted about 20 minutes when the girl reached her capacity of attention.

Two days before the second session, the grandmother called me rather upset. No matter how many times she told her granddaughter she needed to practice, the girl refused. I reminded her of the importance of not pressuring her. I explained the program did not require practice to be effective.
Upon arriving for the second session, I waited while the girl finished playing with her horse outside. Multiple times she would come running in the house with a smile and then run right out again. Thirty minutes minutes later, she said she was ready for her piano lesson.

As she sat down at the piano, she proceeded to play the patterns of structural form and motion perfectly. Her fingers gently relaxed on the piano keys. Her performance was fluent, as though she practiced at least an hour a day. She played the pattern through the simple numeric sequence moving from left to right.

I began the second session introducing a more complicated numeric sequence. I assisted by pointing to the numeric location from which the pattern was to be performed. After repeating the exercise several times, she pushed my hand away playing the performance through the numeric sequence several times without assistance. I introduced her to a second pattern of structural form and motion. Once she mastered the physical dexterity of the pattern, I told her she could play the new pattern through either sequence. I ended the session without asking her to combine the new pattern of structural form and numeric sequence in front of me. The second session lasted approximately 30 minutes.

I arrived for the third session at the usual time. As I entered the door, the girl ran across the room in my direction and threw herself into my arms wrapping her arms around my neck, her legs around my waist hugging me in full body contact. The grandmother did not know what to say.
Each session from that day forward, the grandmother told me about amazing changes in her granddaughter. Previously she said, the girl’s behavior was very difficult. She would not help around the house. She was mean spirited and rude, always back talking her. Since the sessions began, the girl’s behavior changed. She was happy to help her grandmother do the dishes, carry groceries. She was polite, even asking for permission to leave the table. She was cooperating with what her grand- mother asked her to do.

The last session I had with her was amazing. She sat at the piano playing the pattern of structural form and motion flawlessly through the most complicated numeric sequence she had learned. At the same time she played, she began a conversation with me describing each ingredient and how much of each ingredient she had used to make an apple pie for her grandmother.

The grandmother told me the night before the last session, her granddaughter went into her room, selected a more difficult book for her age, returned to the living room and read the book aloud for her.

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