Autism (ASD), Hyperacute (Hypersensitive) Hearing and AIT
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by S. Loebach, Parent of a 5 year old boy, San Jose, California.
Reprinted by permission. 12-20-2004.
"Shortly after
Berard AIT, we had a diagnosis from a developmental
pediatrician who does not think he has an autistic spectrum disorder...WOW!"
 "It's been almost one
month since my 5 year old son finished his Berard
AIT. The results far exceeded our expectations. Last year he
had enrolled in a special day class, 6 other kids, 1 teacher and 2 aids.
His academic skills had been above grade level, so this year he was fully
mainstreamed into a class with 20 other kids, no aid. I began to think
this was a huge mistake; he was suffering. I was getting calls to come
pick him up because he was so upset. When I'd come to see him in class,
I'd often see him just shut down and laying on the floor like a rag doll.
He would often get that "fight or flight response" when
attending assemblies. It was VERY heartbreaking.
When preparing for our upcoming
IEP meeting, I jotted down some of our main concerns regarding our sons
performance; inability to stay on task, poor interactive perspective taking
skills, inability to stay on topic, good rote memory but problems seeing
the large picture, relating the details that contribute to the big picture.
We wanted to illustrate the need for a full-time one-on-one aid.
Unexpectedly, we
have seen DRAMATIC improvement in these areas, as well as normalizing
his hearing. He had hyper-sensitive (also known as hyperacute) hearing, and figure ground
issues. In the past few weeks
teachers and other parents have stopped to tell me how well he is doing,
or how much he has changed. He no longer pats his ears, lays on the floor
or becomes catatonic in the class or recess when he is over stimulated.
I no longer think he needs a one-on-one aid in class.
Shortly after Berard
AIT, we had a diagnosis
from a developmental pediatrician who does not think he has an autistic
spectrum disorder...WOW! If this same Dr. saw him a few years ago,
before we addressed bio-medical and our recent Berard
AIT, I think she would have seen a much different child and would
have given a different diagnosis. Everyday, he seems to be acting more
like his neuro-typical fraternal twin. His humor is becoming more developed.
He can respond to me from the other end of the house when asked something;
previously we would need physical presence and eye contact."
He was able to see, and actually enjoy, Disney on Ice recently; he didn't
cover his ears. We did consider doing Berard
AIT a few years ago, but I do not think we would have gotten such dramatic
results if we had not addressed his bio-medical issues first: gluten/casein
intolerance and yeast overgrowths in particular.
Following are observations during his Berard
AIT:
Day
1: He seems more tired than usual, but energy focused on listening.
Day
2: Focusing on endings of words, words ending in "t".
Day
3: MUCH more observant of other people. He was completely engrossed in drawing,
but stopped to look and say, "How sweet", when he saw my husband give
me a hug.
Day 4: His perspective taking ability is improving. We were eating at
a restaurant and he met a girl whose name was Zoe; he has a cousin named Zoe.
Matt asked, "Does she think that she is our cousin?" My jaw dropped.
This
is the very first time I ever observed him take someone else's perspective.
Day
5: Matt is bothered by the hair dryer sound, the loudness of the TV. He
never complained of this before. Letting more sound in? I have a terrible habit
of talking and asking my kids questions from another room, without visual cues;
usually they ignore me. He answered me, "OK Mom!" or sometimes "I'm
still building!".
Day
6: He was able to follow and give instructions when constructing an obstacle
course today. Usually his brother has to look right at him, make sure he is
looking back at him, and only give short instructions in order for Matt to stay
on task. Matt was able to follow instructions that his brother gave and also
GIVE his brother instructions as never before.
Day
7: He is starting to stick things in his mouth, chew on his sleeve, hands
in his pants. More body awareness? I observed him today in class during class
party, lots of stimulation; never laid his head down or laid on the floor.
Day
8: He wanted to know the distinction between "naughty" and "just
teasing" in regards to his brother’s behavior. He was trying to figure
out if his brother was thinking something "naughty" or if his brother
was thinking about "just teasing". He is also becoming much more accepting
and flexible about alternate ways of getting to the same result or destination.
Day
9: His big picture thinking is definitely improving. He played 3 rounds
of Blues Clues with his brothers. Decided item to be guessed, planned what three
things to put clues on, made 3 play dough paw print to put on the clues, had
his little brother draw them in his notebook, sat down on the "thinking
chair" couch.
Day
10: His vocal range is changing. Includes lower range not used before.
Today I told my son I was feeling cold; he then asked me "what's making
you so cold?" I told him that maybe I was getting sick. He then told me,
"Maybe you should put on a sweater Mommy." This kind of interaction
many take for granted. Its new for us, and we love it.
"This
has been our best holiday yet; our son is fully participating in all the festivities!"
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