Auditory Integration Training, AIT, Berard AIT, Auditory, Auditory Integration

 AIT Improves the Lives and Learning of those with Autism, ADHD, Hyperacute Hearing, Speech Delays and more...in 10 Days.
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Founded in 2004, the AIT Institute is the #1 Provider of AIT At Home Services with the largest resource website in the world.

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Affordable and convenient Practitioner supervised AIT At Home services are now available in the USA, Canada, Australia, United Kingdom, Europe and certain other countries.

AIT is a remarkable, life changing and efficient educational intervention with over 50 years of clinical research and 28+ scientific studies that prove its effectiveness!

AIT is efficient with a total of 10 hours, 20 sessions of 30 minutes each, done 2 times daily over 10 or 12 consecutive days.  Berard AIT is a music therapy that  efficiently corrects hyperacute hearing and other auditory challenges.

AIT  permanently corrects   auditory distortions,   hyperacute hearing or painful  hearing issues common to the diagnoses of ADHD, Anxiety, Auditory Processing Disorder, Autism Spectrum Disorders,  Depression,  Dyslexia,  OCD,  PANDAS / PANS, Sensory Processing Disorder, Speech and Language Delay, Vaccine Injury and other diagnoses.

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Autism:
Auditory Integration Training Success Story!

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Testimonial by the Parent of a 9 year old girl with Autism who did AIT, Florida.
Reprinted by permission. February 2009. 
 

"Easier transitions, and without complaining, in activities that previously were difficult for her....
She has more energy and is not as distracted as she was before.
She reported that reading is more enjoyable for her."

SJS, 9 years of age, began AIT on 1/7/09 using DAA Digital Auditory Aerobic equipment. She scored poorly on the auditory portion of the TOVA. 

Her mother is a trainer for PACE and SJS had 90 hrs. of PACE and Master the Code at age 7. Following this intervention, her Auditory Analysis went from 5.3 yrs. to 18 years and her Word Attack went from 8.3 years to 18 years.

Areas of concern that remained were:

  1. Attention especially to verbal communication.

  2. Attention especially to verbal communication.

  3. Resistance to new learning situations.

  4. Challenges in interacting with more than one other child at a time or talking to new people.

  5. Unwillingness to talk.

  6. to people; misreading or overreacting to other people.

Changes made during AIT Sessions:

  • Able to tolerate being awakened early, get dressed remembering the sequences of the routine without any reminders. She was asked to put on a long sleeved shirt because it was cold. SJS did, but then came to her mother and stated, ďCan I put on a short sleeved shirt and then wear a sweater if I am cold because this shirt is too tight on my armsĒ.  SJS is very sensory defensive and in the past would have responded primarily in a non-verbal outburst, with tears and anger.

  • Has begun to verbalize her own part in things, whereas before there was more blame shifting to others and inanimate objects when things didnít go as she wanted or went wrong.

  • Began using manners more consistently and without reminders: "please", "Iím sorry".

  • Able to move onto the basketball floor with the coach rather than clinging to her mother. She made more baskets that usual and was able to easily go back in after a rebound.  Usually this was not the case because of low tone coupled with the sensory defensiveness.

  • Easier transitions, and without complaining, in activities that previously were difficult for her.

  • Began sleeping in the dark, after she was willing to address her fears.  Previously unwilling to face fears.  Sleeping with the light on had been on-going since about three when she was frightened in the dark at during an evening pretend camp out with a group.

  • Accepted the challenge of an older neighborhood child in a race. SJS accepted the challenge, was behind, didnít quit, pulled ahead, and won!  In the past have would have given up and moped, and may even have been angry.

  • Initiated play and academics independently without seeking parental input or encouragement, and without the need of prompting.

  • Creating Origami designs, following the directions on her own and not concerned if it is not perfect.


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