AIT Helps Improve the
Lives and Learning of Those with Autism, ADHD, Hyperacute Hearing, Speech Delays
& Tinnitus...in 10 Days. The
AIT Institute is the #1 Provider off
AIT At Home Services
globally and is the largest AIT resource website in the world.
AIT
is the #1 clinically studied auditory based
educational intervention! All sessions are
conveniently completed at home under the supervision of an
AIT
Practitioner. AIT services are available in the
USA, Canada and other English speaking countries.
AIT
requires 10 hours of sound therapy, with 20 sessions of 30 minutes
each, done 2 times daily over 10 consecutive days. This
listening therapy helps to
correct
hyperacute
hearing,
tinnitusand other auditory
challenges.
AIT
has been used successfully with children and adults with many
different
diagnoses for
over 60 years.
AIT Auditory Integration Training: What Is AIT And How It Works in 10 Days (11:00 minutes) AIT is now
done in the home environment with no need to travel to an office for services.
Families considering AIT are encouraged to watch this 11 minute
educational video.
This video explains the basics
of AIT,
why AIT works and the many types
benefits AIT provides as a sound
therapy. In this video, parents, teachers and other
professionals share success
stories and
testimonials about the impact of AIT
on the lives of children.
This video about Berard AIT was produced by and features
Laurie Ross-Brennan, AIT Practitioner providing In Office Services only in Albuquerque, NM
Five-year old Evan lives with his parents in Winchester,
Virginia. I spent ten days with them to understand their family dynamics and
treat Evan with Auditory Integration Training.
As with many autistic
children, Evan resisted being held, squirmed and whined, could not maintain
eye contact, and talked seldom. When I first met him the best his mother
Paula could do was try to keep him on her lap.
I discovered that Evan was
also very light-sensitive and at first needed a dim room to function even
marginally—but ironically his response to light became an indicator of his
progress. By the third day he could wear the headset
if his brother
Ryan would lie on the sofa with him in a dim room, and he began calling his
AIT sessions his “goodnight music time.” As a reward for listening quietly I
offered him a “drum machine” and he began to play definite rhythms and
experiment with the melodies programmed into it.
This phase of his
development peaked when he was able to remember and sing “Twinkle, Twinkle,
Little Star” in response to Ryan in a fully lighted room. By the way, I have
noticed that many autistic children seem to have perfect pitch, and Evan
appears to be no exception. And music evidently provides him with structure.
One day I asked him if he was ready for his music and was
dumbfounded when he replied, “Yes; it’s on my schedule.”
Other advances came one
on the heels of the other. Evan could now name the shirt he wanted
(“Madagascar”) and dress himself. He learned to hold a sandwich and use
tableware—when his place was bare in a restaurant, he indignantly asked,
“Hey! Where’s my fork? He no longer covered his ears from loud noises,
and his sentences were as long as 8 words. He loves water and the nearby
lake, just like other children his age.
Evan now will talk on
the phone and invite others to play with him. And by the way, he’s now fully
POTTY-TRAINED.
Watch
this exciting short video about Ganesh Srinivasan, age 5,
diagnosed with
mild autism and
hyperactivity - who responded
amazing to
AIT!
Read About Ganesh's AIT Success
Story
by
Connie Soles, AIT Practitioner,
Virginia
"You’d never guess it
from the angel in this picture. When I first met five-year-old Ganesh he was
an IFO — an Incredible Flying Object. Everything was
done at a full run; he stopped only to melt down into major tantrums when
batteries ran down, if it was time for bed or meals, or if nobody catered to
him. His expression was limited to physical effort and a few
isolated nouns and verbs. He preferred tantrums, so adults could only
offer him a menu of activities to pick and choose from. His pictures, which
he called “fireworks,” imitated the motions of up-and-down scribbles—in
brown, of all things. It was an unhappy color for a frustrated boy.His input was nearly
all visual -- after catching him, his parents could feed him only by
distracting him with a computer and sneaking waffles into him when he wasn’t
looking. He looked like a tattooed pagan -- to him, art was drawing on his
own body with felt pens. I couldn’t video him because he moved too fast, and
trying to get him to listen got me a kick in the shins that took over three
weeks to heal. He wasn’tADHD. He simply could not
assimilate by listening, and his inability to handle input just caused more
frustrated activity. So everyone else
was frustrated too.But there was a way out. He
worshipped his older brother Michael and adored his parents, but his
feelings were unfocused. As soon as Michael and his mother started wearing
them too, Ganesh put on the AIT headphones -- though, as with all children,
popping bubble-wrap helped a lot. His coloring
quickly became focused --
solving his hearing confusion
freed him to make pictures that looked like real things instead of aimless
actions, and at once he got the idea that coloring inside the
lines made shapes and
not just movements. He had started slowing down and observing.
Soon he stopped resisting the
headphones and started responding to a
range
of sounds, including voices. Now he could HEAR the
difference between a statement, a question, and a command. His playful
father found that the mantras he had taught
Ganesh began paying off. Ganesh learned patience because he could respond to the tone of those
talking to him, and tantrums faded away as he saw that only sentences could
get what a very bright boy really wanted.By then his parents
had stopped responding to his tantrums and had learned how to tell him what
he must do and why. Ganesh’s vocabulary and grammar
exploded because he could communicate just what he wanted in sentences.
He could quietly play by himself on the computer (with remarks but no pants,
as most boys his age do), and he even played “air guitar.” He grinned at
using a fork and spoon, and proudly ate huge portions neatly at the table, a
first for him.Better, Ganesh shared
voluntarily—is popup books, identifying things and even emotions in
pictures, and horseplay with his father. When we confirmed what he saw
and heard himself, his thoughts and laughter came like lightning. He is
possibly the quickest child I have ever worked with."
Watch
this heart warming short video about Trace, a 10 year old boy diagnosed with
autism and ADHD and Ashley, his 9 year old sister
with autism - both who responded
amazing to AIT!
Read About Trace and Ashley William's AIT Success Story
by Connie Soles, AIT Practitioner,
Hampton, Virginia
"Ashley was almost 9 years old and
her brother Trace was 10 1/2 when they first arrived with a large set of
challenges, not “simple” autism alone. Trace’s ADHD kept him from
concentrating to develop coherent language skills, and incomplete thoughts
leaped from him like sparks. Ashley rarely spoke or responded because of
poor conceptualizing — when asked to pick up a yellow ball she apparently lacked
the concept of a ball, much less a yellow one. And neither one of them was potty
trained.
But a few
AIT sessions later their growth seemed miraculous. Suddenly they
could both multitask; at the same time they listened to the AIT disks, both of
them could concentrate enough to draw and spell. Their mother remarked that for
the first time Trace was drawing things she could recognize, and Ashley was
proud of being able to color inside the lines and assign colors to keep track of
different objects. “Conventional Wisdom” has it that multiple tasks split a
child’s attention. But these were autistic siblings; an invitation to these
tasks not only piqued their interest in the sessions, it also eliminated any
wrangling over who had their mother with them by placing her in the
“nontreatment room". They now showed two new expressions — concentration while
working and smiles at their results.
Soon both of them branched out.
Ashley loved solving puzzles, and Trace made a variety of designs with lots of
things — even candy, which was replaced in the jar instead of eaten. When one of
them was in a session, the other had no trouble thinking of things to do and
even talk about. Trace no longer went off in three directions at once, and
Ashley’s blank stares had disappeared. Both of them discovered rhythms and made
a game of them, first with objects of different sizes and then using musical
notation. When they returned home everything suddenly felt dull.
The following Saturday was
Ashley’s ninth birthday, and what a surprise! She invited her whole softball
team, and she laughed and gabbed with her friends over her presents. She and
Trace even found time to play with each other. What a change from our first
meeting; their smiles and excitement made everyone happy.
Potty training was no longer a
problem, and they called about their progress. And the best surprise of all was
the hand drawn and lettered cards they sent for our birthdays. Now it’s hard to
remember that first meeting when its place has been taken by the photo of them
sitting together on the porch swing."
Watch
this encouraging short video about Helena, a 14 year old teenager
diagnosed with
autism - who responded favorably to
AIT!
Read About Helena Victor's AIT Success Story by Connie Soles, AIT Practitioner,
Hampton, Virginia
"We thought Helena
would be scary—14, adult sized, and sometimes she kicked, hit, and bit when
frustrated.
Then in walked a sweet young lady, a little scared but smart
and curious, too.
Her mom’s support and a favorite blanket
calmed her, and for while she needed it; at first she spent most of her energy
just finding comfort. She even smelled things to
investigate them.
And then play therapy and crafts
connected with AIT and hearing, and Helena’s short attention span grew,
disproving the idea that autistic children can’t “multitask.”
At first she
resisted the headphones; then we saw that her “objections” were actually a GAME
about socializing and joking with adults. She wore the phones longer each day,
then started putting them on and adjusting them herself.
Her coloring began as just slashes to
satisfy adult requests. Quickly the room filled with
pictures and collages, and soon she had “Helena’s Gallery.” She
layered pinks, blues, purples, greens, and reds as she made sea creatures,
animals, hands and feet, and even letters into art. She spelled her name,
then words, and the “gallery” grew.
Soon she went to
the session room because it was FUN. She strung beads with deep
concentration, looking up only to laugh. She solved puzzles quickly by turning
the pieces so the heads were on top. She connected deliberate movements with
the word S-L-O-W, and laughed at the concept with us.
And all this time, amazing Helena increased
her hugs and smiles. She talked with her mother about her visits, and at the end
she left a card: “to Miss Connie and Mr. Conrad,” with a square, triangle, and
circle—all colored in."
