The Listening Program With Bone Conduction Headphones Changes Hypersensitivity to Sound and Behavioral Responses Associated With Flight/Fight Responses of Children With Autism Spectrum Disorder Therefore Increasing Adaptive Life Skills
Phase: NA
Conditions: Autism Spectrum Disorder
Sponsor: Children's Health

STUDY PROTOCOL AND STATISTICAL ANALYSIS PLAN 
 
Official title: The use of a program like The Listening Program® with 
bone conduction headphones changes hypersensitivity to sound and 
behavioral responses associated with flight/fight responses of children 
with Autism Spectrum Disorder (ASD) therefore increasing adaptive life 
skills. 
 
NCT number: NCT05009095 
IRB Approved Document date: 4/12/2025 

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Title of the Protocol:  
The use of a program like The Listening Program® with bone conduction headphones changes 
hypersensitivity to sound and behavioral responses associated with flight/fight responses of 
children with Autism Spectrum Disorder (ASD) therefore increasing adaptive life skills.
Principal Investigator: Suzanne Vercontaire, OTR/L
Co-Investigator: Caitlin Deville, PT, MPT, DSc
Co-Investigator: Kassie Missell, OTR/L, OTD
Funding Sponsor:
Children’s Health
1935 Medical District Drive 
Dallas, TX 75235
Study Protocol
I. Introduction and Purpose
Per data collected by the Center for Disease Control and Prevention’s (CDC) Autism and 
Developmental Disabilities Monitoring Network, the prevalence of Autism Spectrum Disorder 
(ASD) is increasing - in the year 2000, 1 in 150 children had a diagnosis of ASD In 2016, 
approximately 1 in 54 children has been identified with (ASD) according to estimates from 
CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network. Notably, ASD is 4.3 
times more common in boys (CDC, 2020).  
In 2013, the “Diagnostic and Statistical Manual of Mental Disorders, 5th Edition: DSM-5” 
published by the American Psychiatric Association changed the diagnostic criteria for ASD 
(American Psychiatric Association, 2013). One of the changes included the addition of hyper- or 
hypo reactivity to sensory input. For example, adverse response to specific sounds. Indeed, 
sensory-perceptual abnormalities are seen in approximately 90% of individuals with ASD 
(Gomez et al., 2008).      
The most common sensory perceptual abnormality is auditory sensory over-responsivity (SOR) 
SOR is characterized by a quicker, more intense, and/or longer duration response to sensation 
than those with typical sensory responsivity (Miller et al., 2007. Children with ASD can have 
abnormal and often severe behavioral reactions to a variety of sounds in their everyday 
environment (Doman & Lucker, 2015). The fight or flight response elicited by auditory SOR 
increases maladaptive behavioral responses in a variety of environments and negatively 
impacting adaptive living skills.   Adaptive life skills are everyday skills needed to function and 
meet the demands of one's environment, including independent self-care and social interaction. 

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Given the increased prevalence of ASD and the heightened awareness of sensory over- and 
under-responsivity (SOR) (SUR), particularly to auditory input, as a component of ASD, there is 
a growing need for evidence-based treatments to relieve discomfort and lessen behavioral 
reactions to a variety of every day environmental sounds to support improved adaptive life skills.
The objective of this study is to investigate changes in adaptive life skills and behavioral 
responses in children with ASD using Advanced Brain Technology’s Listening Program ® 
Spectrum music utilizing Waves ™ (bone conduction) headphones. 
The information obtained will contribute to a more comprehensive and evidence- based 
approach to the treatment of auditory SOR in children with ASD. It is expected that reducing 
auditory SOR will improve adaptive living skills at home, school, and in the community. 
2. Background
There are limited approaches to specifically address auditory SOR in children with ASD. 
Exposure therapy (or systematic desensitization) may be a treatment option; researchers are 
investigating this approach. Many children receive sensory integration therapy, but this 
approach does not specifically target auditory SOR. Some families are advised to have their 
children avoid noxious stimuli or use compensatory techniques such as wearing headphones or 
ear plugs. While preliminary research suggests that use of noise attenuating headphones may 
reduce sympathetic activation for children with ASD and auditory SOR, this approach does not 
seek to change or alter the underlying cause of sympathetic activation (Pfeiffer et al., 2019). In 
addition, there is some concern that avoidance of sounds using ear plugs, noise canceling, or 
noise attenuating headphone can lead to increased anxiety and exacerbate the negative effects 
of hyperacusis (Juris et al., 2014). 
Sound-based interventions are promising options to treat hyperacusis and subsequent auditory 
SOR in children with ASD. Over the years a variety of sound-based interventions, including 
music-based auditory stimulation and listening therapies, have been designed to reduce sound 
sensitivities including Tomatis-the Mozart Effect developed in the mid-20th century (Thompson & 
Andrews, 2000). According to Berard (1993), listening-based intervention that involved 
electronic modified music reduced maladaptive auditory processing and improved aspects of 
behaviors and learning. In 1997, the company Vital Links developed Therapeutic Listening 
and proposed the theory of relationship between sensory processing, brain and behavior. In 
1998, the company Advanced Brain Technologies developed The Listening Program® and 
created Spectrum music in 2012 to improve auditory processing and reduce auditory sensory 
sensitivities. The company Integrated Listening Systems (ILS), founded in 2007, developed 
Safe and Sound protocol to reduce auditory sensitives.
Initial studies provide some support for sound-based interventions for children with ASD and 
auditory SOR. In 2014, Gee et al. conducted a case study to investigate changes in sensory 
processing, SOR, and auditory SOR-related behaviors for a 7 year-old child with ASD and 
auditory SOR after using The Listening Program® for 10 weeks. They noted a decrease in the 
number of negative and self-stimulatory behaviors during the study, but it was unclear if these 

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changes were due to The Listening Program® or the potential therapeutic effect of repeated 
exposure to one of the outcome measures – the Sensory Over-Responsivity Scales. Gee et al. 
(2015) used an ABAB design to study the effects of 10 weeks of The Listening Program® on 
three children with ASD and auditory SOR. There was a high variability of responses, but each 
child demonstrated an improved behavioral response during at least one phase of the study. 
Schoen et al. (2015) conducted a pilot study to explore the effects of Integrated Listening 
Systems Focus Series – another type of sound-based intervention – on seven children with 
sensory processing impairments after 8 weeks of intervention. They used a nonconcurrent AB 
design with a postintervention no treatment phase, and participants showed improvement in 
home and education related goals. Most participants also demonstrated changes in arousal 
level, as measured by parent report and the Sensory Challenge Protocol.
Our study will investigate the effects of a sound-based intervention developed in 2012 to 
specifically address the needs of children with ASD and children with hyperacusis and/or 
auditory SOR - The Listening Program® Spectrum music utilizing Waves™ (bone conduction) 
headphones by Advanced Brain Technologies. This program emphasizes low frequency music 
over an extended period of time; the duration recommended by Advanced Brain Technologies is 
40 weeks. To our knowledge, this will be the first study investigating the effects of this specific 
program as well as the first study investigating the use of a sound-based intervention for 40 
weeks for children with ASD and auditory SOR.
According to Advanced Brain Technology, The Listening Program ® Spectrum music requires a 
person listen to psycho-acoustically modified classical music online using specialized “Waves” 
™ headphones. The headphones transmit sound through bone conduction which provides 
another mode of perceiving sound (https://advancedbrain.com).  The Listening Program ® can 
be carried out in the home environment with either the base schedule, two fifteen minute 
sessions at least 30 minutes apart, or a condensed schedule for 30 minutes.
The use of bone conduction was originally used for differential diagnosis between conductive 
and sensorineural hearing loss by using vibration on the mastoid bone to improve perception of 
sound (Allen, 2008). This technology started in the 19th century with the usage of the tuning fork 
and evolved to the bone conduction transducer during the 20th century (Stefan, Stenfelt, 2011). 
In the 1960’s, Dr. Alfred Tomatis created a method using bone conduction along with classical 
music to influence the vestibular system as well as the subcortical and cortical levels of the 
brain to deepen somatosensory awareness (Allen, 2008).
Bone conduction allows the listening experience to go deeper into the vestibular system which 
is purported to reduce stress, help regulate the “fight or flight” response, and allow the listener to 
achieve a state of calm and relaxed alertness. This theory is based on the function of the vagus 
nerve, the 10th cranial nerve, which has branches that extend to the eardrum.  Stimulation of the 
vagus nerve stimulates the parasympathetic nervous system (Allen, 2008).
3. Concise Summary of Project:

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Children with a diagnosis of ASD with auditory SOR to sound, ages 5 to 10 years, will be 
recruited from the campuses of Children’s Health Rehabilitation and Therapy Services and the 
Center for Autism and Developmental Delays (CADD Clinic).   
The study will use a nonconcurrent AB multiple baseline design, with A representing the 
baseline phase and B representing the intervention phase with a postintervention non-treatment 
phase.  At baseline (A), demographic information will be collected and the following outcome 
measures will be completed: the Pediatric Evaluation of Disability Inventory Computer Adaptive 
Test with ASD Scales (PEDI CAT(ASD), Sensory Processing Measure(SPM) home form, the 
Adaptive Behavioral Assessment System 3rd Edition ABAS-3 and Autism Treatment Evaluation 
Checklist (ATEC).  During the intervention (B) phase, parents of participants in the treatment 
group will be educated by the investigators on use of The Listening Program at home, and then 
participants in this group will receive treatment at home utilizing The Listening Program for 40 
weeks. Testing, using the same 4 outcome measures, will be completed at the 41st week after 
use, and then again after 3 months of no treatment. Between testing sessions, caregivers and 
investigators will set up three phone or hospital-approved virtual platform meetings at 
approximately 10 week intervals to check in and answer questions. The study is expected to run 
until the target number of 5 to 8 participants are enrolled.  
4. Study Procedures:
Methodology:  The caregivers of the children will meet with the principal or co-investigator for a 
90-minute to 2-hour meeting. The meeting will include education on auditory SOR and the 
usage of the listening program and utilization of the wave bone conduction headphones for.  All 
caregiver questions will be answered with caregivers verbalizing understanding of the research 
process, auditory SOR and equipment use. During this initial session, 4questionnaire-based 
assessments, demographic information sheet and Consent to Participate in Research Form will 
be completed. A handout will be provided to the parent or caregiver which will include proper 
care, use and return of the “Waves” ™ headphones and amplifier along with instructions to 
utilize the online listening system. Parents and caregivers will have the opportunity to ask 
questions and receive clarification about the study prior to signing the consent form. 
The questionnaires based assessments include:         
1.
Adaptive Behavior Assessment System, Third Edition (ABAS-3)                                
Patti Harrison, PhD, Thomas Oakland, PhD                                                           
The third edition of this highly regarded assessment gives a complete picture of adaptive skills 
across the life span. Per the test manual, the ABAS-3 has good test-retest reliability (r .72 - .84 
across all areas/domains). The ABAS-3 is easy to administer and score. It is particularly useful 
for evaluating those with developmental delays, autism spectrum disorder, intellectual disability, 
learning disabilities, neuropsychological disorders, and sensory or physical impairments 
(Harrison & Oakland, 2015).   The ABAS-3 covers individuals from birth to 89 years of age 
(www.wpspublish.com/).  

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2.
PEDI-CAT (ASD)
Stephen M. Haley PhD, PT, FAPTA Wendy J. Coster PhD, OTR/L, FAOTA Helene M. Dumas 
PT, MS Maria A. Fragala-Pinkham PT, DPT, MS Richard Moed MPA  
The PEDI-CAT (ASD) is a module of the PEDI-CAT that has been validated for the population of 
children and adolescents with ASD. Research also supports the test-retest reliability of the 
PEDI-CAT (ASD) with ICC values indicated excellent score reliability over the test–retest period 
for all PEDI-CAT (ASD) domains: The Daily Activities ICC value was 0.92, the Social/Cognitive 
value was 0.86, and the Responsibility value was 0.90. This module includes additional 
directions to help parents select an appropriate rating given the unique characteristics of 
children with autism. In addition, the scores in the Social/Cognitive domain are based on the 
unique patterns of children and youth with autism, but are expressed on the same metric as the 
original PEDI-CAT (Kramer, Liljenquist & Coster 2016) The PEDI-CAT is designed for use with 
children and youth (birth through 20 years of age) with a variety of physical and/or behavioral 
conditions (https://www.pedicat.com/).
3. Sensory Processing Measure™ (SPM™) 
L. Diane Parham, PhD, OTR/L, FAOTA, Cheryl Ecker, MA, OTR/L, Diana A.Henry, M.S., 
OTR/L, FAOTA, et al     
The Sensory Processing Measure (SPM) is a norm-referenced assessment of sensory 
integration/sensory processing that gathers information about a child’s behavior, coordination, 
and participation at home, in the community, and/or at school. For the purposes of the study the 
Home Form will be utilized. Per test manual, the SPM has good test-retest reliability (r ≥.94 on 
all scales).  Separate scores are provided for social participation, five sensory systems, and 
motor planning in the home.  Additional scores may be obtained for six different school settings, 
including art class, music class, physical education class, the playground, the cafeteria, and the 
school bus. Sensory Processing Measure (SPM) can be used with 5- to 12-year-old children, 
including 5-year-olds who have already started kindergarten (Parkham, Kuhaneck, Henry & 
Glennon, 2007). 
4.
Autism Treatment Evaluation Checklist (ATEC) 
Bernard Rimland, PhD, Stephen M. Edelson, PhD
The ATEC is a 77-item assessment tool developed at the Autism Research Institute. It 
was developed to provide a free, easily accessible, and valid tool to measure changes in 
ASD symptoms over time. The ATEC can be completed by parents, teachers, or others 
who see the individual’s behavior on a regular basis. The ATEC consists of four subtest 
scales: Speech/Language/Communication, Sociability, Sensory/Cognitive Awareness, 
and Health/Physical Behavior. The four subscale scores are used to calculate a total 
score (77 items – score range 0 to 180). A lower score indicates less severe symptoms 
of ASD and a higher score correlates with more severe symptoms of ASD. Baseline 

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scores can be compared with post-intervention scores to assist with determining 
intervention efficacy. Per data collected by the Autism Research Institute, Pearson split-
half coefficients were calculated to examine the internal consistency. Subscale 
coefficients ranged from .82 - .92 and the total score coefficient was .94, indicating high 
internal consistency (Rimland & Edelson, 1999). Research shows the ATEC is highly 
correlated (ρ = .71, p < .0001) with the Childhood Autism Rating Scale (CARS), which is 
a widely used and well validated measure used to identify ASD (Geier et al., 2013), and 
there is some preliminary evidence that supports the use of the ATEC to monitor 
progress of children with ASD over time (Magiati et al., 2011).
The caregivers will be given a choice between a base schedule which includes two 15 minute 
sessions with at least 30 minutes in between sessions of listening per day for 5 consecutive 
days and two days off or a condensed schedule of one 30-minute session of listening per day 
for 5 consecutive days and two days off.  A handout for the selected listening schedule will be 
given during the initial session.
Testing – using the same 4 questionnaire based assessments- will be completed at the 41st 
week after treatment these assessments, and then again after 3 months of no treatment.  These 
visits are expected to take approximately 60 – 90 minutes, and the final visit may be completed 
in-person or using a hospital approved virtual platform.Between testing sessions for both 
groups, caregivers and investigators will set up three phone calls or hospital approved virtual 
platform meetings at approximately 10 week intervals to check in and answer questions. 
The total time spent face-to-face with a study investigator is expected to be about 2.5-5 hours 
per participant.
5.  Sub-Study Procedures:
This project does not have a sub-study.
6.  Criteria for Inclusion of Subjects:
Children will be eligible to participate in this study if they are:
Between the ages of 5 and 10 years old                                                                                                                  
Diagnosis of autism spectrum disorder                                                                                                                    
Auditory SOR defined by “Some Problems or Definite Dysfunction” on the Hearing section on 
the Sensory Processing Measure Home Form.                 
                                    
Caregiver must be available to supervise listening sessions at home
English Speaking
7. Criteria for Exclusion of Subjects:
Children will be excluded from the study if they are:

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Diagnosed with seizure disorder  
 
Hearing impairments                                                         
           
Cerebral palsy
                                                                                           
Fragile X syndrome or genetic disease           
                                   
Previous use of a listening based system
Non-English speakers
8. Sources of Research Material:
All the data described here is being collected specifically for research purposes.
Parents/legal guardians of the study participants will provide general information about their 
child by completing a demographic form.  Information requested will include: the child’s full legal 
name, age, gender, co-morbidities, list of medications being taken, physician’s name, list of 
previous and current therapies and contact information prior to use of the listening-based 
program.  The research data collected from the assessments Adaptive Behavioral Assessment 
Systems (ABAS-3), Pediatric Evaluation of Disability Inventory (PEDI-CAT-ASD) and the 
Sensory Processing Measure (SPM), and the Autism Treatment Evaluation Checklist (ATEC) 
will be the source of research data being collected.
9. Recruitment Methods and Consenting Process:
Potential participants will be given flyers that will be provided by rehabilitation services at 
Children’s Health Rehabilitation Services at all locations either by a therapist or by the front 
desk. At the Center for Autism and Developmental Delays (CADD) clinic by flyers will be 
available in lobby area and/or physicians will give flyer to individual patients. They can contact 
the researchers via phone or email after learning of the study. If a therapist who is not a member 
of the study identifies a potential participant and learns of the parent’s interest in the study, the 
therapist may inform the study team who would then contact the parent to discuss participation 
in the study. The research team would contact the parent only if the therapist indicates that the 
parent is agreeable to being contacted by the researchers. If there is a lack of potential 
participants after three months, flyers will be distributed outside of the Children’s Health System.  
With administrative permission flyers to be given to local pediatricians’ offices, private schools 
for children with special needs, and pediatric therapy private practices. The researchers will also 
register the study in ClinicalTrials.gov. 
Interested subjects can contact the research team via phone or email or vice versa so the team 
can answer any questions parents may have regarding the study. If they are interested in 
moving forward after that, a member of the research team and the parent will speak on the 
phone to complete an eligibility screening, including 8 questions on auditory SOR (Hearing 
Section) on the Sensory Processing Measure- Home Form to determine if the child meets the 
criteria for auditory SOR for this study. On the Sensory Processing Measure (SPM), the Hearing 
section score must indicate “Some Problems” or “Definite Dysfunction” to be enrolled in this 
study. After parents have their questions answered they will be asked whether they are 

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interested in having their child enrolled in the study..  If the child is eligible and the if the parents 
agree to have their child participate, a meeting at a Children’s Health Specialty Center will be 
set. During this meeting, the study principal or co-investigator will complete the consent 
interview with the family. If the family agrees to participate after completing the consent 
interview and signs the informed consent form, the meeting will continue and the initial visit will 
begin.    
10. Potential Risks:
This study poses no more than minimal risk to participants and their families. The questionnaire-
based assessments used in the three data collection sessions are often administered by 
occupational therapists in pediatric rehabilitation settings, among other places, and are not 
known to cause any harm. Any adverse physical or psychological harm to study participants 
during the administration of Listening Program® Spectrum music with Waves ™ (bone 
conduction) headphones is unlikely. The parent will have instructions on safe and appropriate 
usage of the Listening Program® at home, including recommendation to supervise their child 
during usageand parents be in the line of sight of their child, how to don the headphones 
correctly (correct ear placement will be noted on the headphones), and how to accommodate fit 
of headphones for small children (e.g., using a headband or rolled up bandana to keep them in 
place). However, if the child is unattended while doing the Listening Program, possible risks 
include: chewing or otherwise tampering with the cord, moving the plug from the correct 
placement in the amplifier, raising the volume to an uncomfortable level, or discomfort due to 
headphones slipping out of place or placed backwards on the child’s head.  There may also be 
the risk of strangulation from the cord if the child is left unsupervised. 
11. Subject Safety and Data Monitoring
During the three data collection sessions study participants will be asked to come to a 
Children’s Health Specialty Center to fill out the 4 questionnaire-based assessments with the 
principal investigator or co-investigator. If preferred, parents can complete the final data 
collection session using a hospital approved virtual platform.
Given the nature of this study a Data Safety Monitoring Plan is not needed.
12. Procedures to Maintain Confidentiality: 
Study participants have been assigned a code that has been used on all data collection forms. 
The code will be known by the PI and co-investigators. The de-identified test forms (data 
collection forms), research binder and demographic page will be stored electronically in a 
password protected drive. Paper copies of consent forms will be kept in a locked file cabinet in 
the Rehabilitation Services office at Children’s Health Richardson Specialty Center. The 
information collected by the investigator and co-investigators will be retained by Children’s 
Health for 10 years after completion of the study according to the data retention policy for 
research.   De-identified data including demographics and results of questionnaires (or any 
other data) will be shared with Advanced Brain Technologies.
We do not intend to apply to NIMH for a Certificate of Confidentiality.

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13. Potential Benefits:
The findings from this study will begin to fill in a gap of knowledge regarding the utilization of 
listening-based programs for the treatment of auditory (SOR) in children with autism.  This study 
will also serve as a catalyst for other studies investigating the potential benefits of listening 
based programs.
The parents, legal guardians, and children who participate in the study will be provided with an 
oral report using lay terminology that summarizes changes in the questionnaires following the 
study, which they may consider a potential benefit to participation in the study.  The patients will 
be provided with listening-based therapy at no cost. Aside from this there is no other direct 
benefit to participants.
14. Biostatistics:
Sample Size and Power: This is a pilot study. Each patient is measured at 3 phases: baseline, 
intervention and post intervention. The total sample size is of 8 patients. This sample size is 
similar to the sample of 7 patients in the pilot study reported by Sarah A. Schoen, PhD, OTR, 
Lucy J. Miller, PhD, OTR, and Jillian Sullivan, PhD, 2015.
Statistical Analysis Plan: Descriptive analyses will be performed for the demographic and 
prognostic characteristics of the patients. Categorical variables will be reported with frequencies 
and proportions; continuous variables will be reported with means and standard deviations.  The 
primary outcome is the ABAS-3 general adaptive composite score. The raw scores will be 
summarized in a box-and-whisker plot illustrating score distributions at baseline, at intervention 
and post intervention. Shapiro-Wilk and Kolmogorov Smirnov tests will be used to test whether 
the composite score follows normal distribution. If the composite score deviates significantly 
from normal distribution, transformation will be applied. Piecewise linear mixed-effects model 
could be used to model the score change over the 3 stages in the study. The statistical analyses 
will be performed with SAS version 9.4 (SAS Institute, Inc., Cary, NC).
.
References
Advanced Brain Technologies 6/2010 Certification course
Allen, S. (Dec. 2008) ABT Bone Conduction System Provider Reference Document
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders: 
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Statistical Manual of Mental Disorders, Fifth Edition. Arlington, VA: American Psychiatric 
Association, 2013.

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Berard, G. (1993). Hearing and Behavior. CT: Keats Publishing, Hearing equals behavior (pp 
15-37)
Doman, A., Lucker, J., (2015). Neural Mechanisms Involved in Hypersensitive Hearing:  Helping 
Children with ASD Who Are Overly Sensitive to Sound. Journal of Autism and Rehabilitation, 
2015, 1-8
Gee, B., Thompson, K., Pierce, A., Toupin, M., Holst, J., (2015). The effectiveness of auditory 
stimulation with Autism Spectrum Disorders: A case-control study. International Journal of 
Therapy and Rehabilitation, 2015, 22, 36–46
Gomez, E., Pedroso, FS., Wagner, MB., (2008). Autism Hypersensitivity in the Autistic 
Spectrum Disorder. Pro Fono, 2008, 4, 279-284
Harrison, P.L. & Oakland, T. (2015). Adaptive Behavior Assessment System, Third Edition 
[Manual], Torrance, CA: Western Psychological Services. 
https://integratedlistening.com/about-ils/
Kramer, J. M., Liljenquist, K., & Coster, W. J. (2016). Validity, reliability and usability of the 
Pediatric Evaluation of Disability Inventory-Computer Adaptive Test for children and young 
people with autism. Developmental Medicine and Child Neurology, 58(3), 255-261.  
Parham, L.D., Ecker, C., Kuhaneck, H. M., Henry, D. A.,& Glennon, T. J. (2007). Sensory 
Processing Measure [Manual]. Torrance, CA: Western Phycological Services.
(https://www.pedicat.com/).
Schoen, S. A, Miller, L. J. & Sullivan, & Sullivan, J. (2015). A Pilot Study of Integrated Listening 
Systems for Children With Sensory Processing Problems. Journal of Occupational Therapy, 
Schools, & Early Intervention, 8:256–276
Stenfelt,S, (2011), Acoustic and physiologic aspects of bone conduction hearing: Advances 
in Oto-Rhino-Laryngology, (71), 2
Thompson, B., Andrews, S., (2000), An Historical Commentary on the Physiological Effects of 
Music: Tomatis, Mozart and Neuropsychology.  Official Journal of the Pavlovian Society, 2000,
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http://vitallinks.com/about/ourhistory/
(www.wpspublish.com/).