Auditory integration training
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Auditory integration training (AIT) is a program designed to treat auditory processing disorders (APD) (previously termed central auditory processing disorders or CAPD). AIT is an intervention that helps an individual make the most use of his or her residual hearing, in turn, improving the ability to understand speech and sounds in the environment (Davis 1999, 189). AIT typically involves 20 half-hour sessions of listening to specially modulated music over a 10- to 20-day period. The program was pioneered by Alfred Tomatis and Dr. Guy Berard.
AIT and music therapy
Music therapy is the use of music to achieve therapeutic goals. Some goals may be, but are not limited to, motor skills, social/interpersonal development, cognitive development, self-awareness, and spiritual enhancement. Music is a very large part of AIT. Speech and music are very similar in the way they are produced. Take pitch and duration of sounds for example. When two people talk, there is a difference between the pitch of the voices, and how long different people hold out different sounds. This is also evident when people sing. By stating this fact, it is evident that “music can effectively supplement an auditory training program by motivating the use of residual hearing” (Davis 1999, 189).
When setting up a session of music therapy there goals that have to be kept in mind. Some specific goals or objectives for music therapy and auditory training are sound detection, sound discrimination, sound identification, and comprehension of sound (Darrow and Gfeller 1996). AIT typically involves 20 half-hour sessions of listening to specially modulated music over a 10- to 20-day period. The sessions often start off with music and sounds that are familiar to the client, so they are easily recognizable. Then, gradually throughout the sessions the music and sounds become more technical and harder to discriminate. In a typical AIT session, the sounds that are used are generally recorded sounds that clients listen to through headphones. However when music therapy is added to the session a variety of instruments can be used. For example, any percussive instrument like the metallophone, xylophone, piano, or any drum can be used. These can be used very effectively because not only can the client see when the instrument is being played, they can also feel the vibrations coming from the instruments to feel when there is sound being made and when there is not (Fisher and Parker 1994). For example, an activity that is very useful and enjoyable is “balloons”. In this activity the client gets a balloon that is full of air. The therapist then plays a drum, piano, or any other percussive instrument and the client can feel the vibrations of that instrument in the balloon when that instrument is being played. The vibrations stop when the instrument stops. Every sound has a vibration or a certain frequency and by holding a balloon these frequencies are larger-than-life and can be easily felt by the client. It is important to use a multi-sensory approach, especially when dealing with clients that have multiple developmental disabilities. The more senses that are incorporated into a session, the better the result will be. Musical instruments such as the ones stated above, are pitched in various frequencies and they can be played very loudly, which allows the client to recognize these sounds sooner than they would recognize the human voice (Davis 1999, 190). To simply recognize when sound exists is very important in the early stages of sound awareness. If it were not for the music, AIT would not be nearly as effective.
Speech is greatly affected when someone has a deficiency in his or her auditory system. We learn how to speak from what we hear as a young child. By using music therapy for auditory training it helps to develop speech as well. It encourages free vocalization and vocal imitation. By singing songs that use words that begin with the same letter, or focus on one certain sound, the client will learn how to say that sound. When working on speech, using music therapy for auditory training, there are also certain goals and objectives to work on. For example an increased use of voice for free vocalization and an increased awareness of speech patterns and subsequent production of more natural speech rhythms, pitch and inflection (Darrow and Gfeller 1996). Music Therapy for Auditory Training is a very effective treatment for any client that has trouble with verbalization, any level of hearing impairment, Autism, ADD and ADHD. It is very important to start this whole process as soon as possible. The earlier the intervention the better the outcome will be.
References
- Darrow, A., & Gfeller, K. E. (2000). Effectiveness of music therapy procedures : Documentation of research and clinical practice. (Revised 3rd ed. ed.). Silver Spring, MD: American Music Therapy Association.
- Davis, W. B., Gfeller, K. E., & Thaut, M. H. (1999). An introduction to music therapy: Theory and practice. Boston; Burr Ridge, Il; Dubuque, IA; Madison, WI; New York; San Francisco; St. Louis; Bangkok; Bogota; Caracas; Lisbon; London; Madrid; Mexico City; Milan; New Delhi; Seoul; Singapore; Sydney; Taipai; Toronto: McGraw-Hill.
- Parker, D., & Fisher, M. F. K. (1994). In Bukovinsky J. (Ed.), Women of words : A personal introduction to thirty-five important writers. Philadelphia, Pa: Running Press.
External links
- [Judith W. Paton, M.A.] Diagnoses and works with Central Auditory Processing Disorders (CAPD). Contains useful information about CAPD and AIT training.
- [Autism Research Institute] The Efficacy of Auditory Integration Training
- [Article by Stephen M. Edelson, Ph.D. (Center for the Study of Autism, Salem, Oregon)] Basic Information about Auditory Integration Training (AIT)
- [link] "Auditory Integration Training" American Speech-Language and Hearing Association Technical Report
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