BÉRARD AUDITORY INTEGRATION TRAINING

New perspectives from the

international scene provide insight
into functional outcomes
Terrie Silverman, M.S.
T. Silverman Training & Consultation

Sally Brockett, M.S.

Director, IDEA Training Center
 Agenda
• Seeking the Root Cause
• Hearing, Listening, Processing
• Problems Affecting Hearing
• Problems Affecting Listening
• Addressing the Problems
• Results from Around the World
• Resources
 Does This Sound Familiar?
• Covers ears/fingers in ears
•Hears sounds before others
•Resists brushing teeth, hair cuts
•Has delays in language development
•Poor phonics and reading comprehension
•Easily distracted by background noise
•Can not follow verbal directions
•Has a short attention span
•Poor handwriting, spelling
 Hierarchy of
Cognitive Skills
Development
Writing Imagination
Spelling Visualization
Reading Self-Esteem
Arithmetic Capacity for abstract
thought and reasoning
Perceptual Skills Organization Speech &
Language
Attention Concentration
Visual Perception Auditory Perception
Fine Motor Speech & Language
Coordination Eye-Hand Coordination
Controlled Oculomotor
Gross Motor Bilateral Integration Visual-Motor Integration
Coordination Balance Lateralization
Motor Planning Body Percept

Innate Reflexes Tactile Comfort Eye Movements

Sucking Gravitational Security
Muscle Tone Oral Motor
Basic Sensory Auditory Visual
Channels Tactile Kinesthetic
Vestibular Proprioceptive
Physiological Nutrient Deficiencies Inflammation
Reactions Immune System Allergies
Malfunction Structure
Chemical Sensitivities
 I know he hears, so why
doesn’t he answer?

 Hearing is an unconscious
transmission of sound to the brain

 Listening is active focusing or tuning into sound

 Processing is the ability to

interpret or attach meaning
to the auditory stimulus
Poor Transmission of Sounds

Ear wax – may block transmission

in the outer ear canal

Ear infection/fluid – may block

transmission in the middle ear

Negative Eustachian tube pressure - decreases

quality of sound transmission
 Ear Check - Middle Ear Monitor

• Indicates the likelihood of middle ear fluid

• Assists parents in determining when to seek

medical attention

• For home and school

 Potential Causes of Problems

Medications
Exposure to excessive noise
Imbalances in biochemistry:
toxins, deficiencies
Illnesses that affect the auditory system
Head trauma: falls, whiplash
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Audio Test

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Left Ear

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Audio Tests

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(ADHD)

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Ear
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Audio Tests (Autism)

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Hearing Quality / Learning Ability Study
Maria Vega, Sp. Ed., Spain

Age - Years 6 – 11 12 - 16 16 - 18

Number of Students 60 50 48

Typical 30 36 29

Learning 30 14 19
Difficulties

Predicted By 93.1 % 92.9 % 94.7 %

Listening Test
 Problems Affecting Listening

 Hypersensitivity: hearing with more intensity.

Causes distractibility, distortions

 Delayed Response Time: Slow processing of

signals. May miss parts of words, hears
bits and pieces.

 Uncoordinated Hearing: each ear hears

differently. Causes confusion,
misunderstanding
 Problems Affecting Listening
 Selectivity: difficulty hearing pitch relationships,
and understanding tone of voice/emotions.
May not sing on tune.
 Laterality: lack of dominant ear to process all
frequencies. Causes delay in processing
sounds, problems with sequencing,
spelling.
How Auditory Problems Affect Learning

• Sounds Cause Distractibility, Irritability, Stress

• Difficulty with Processing Reduces Attention Span

• Difficulty with Processing Reduces Memory

• Timing Delays Distort the Message

• Distortion of Speech Sounds Affects Phonics

 Addressing the Problems

Berard Auditory Integration Training

Requires listening to modulated music for
10 hrs. to stimulate reorganization of
auditory system
Neural Plasticity: allows the brain to reorganize
when given novel stimulation with intensity and
repetition. Creates new neural
connections for a more efficient
system
 Bérard Protocol

• 30 minutes each session

• 2 times per day w/ at least 3 hours in between

• 3 years of age and older

• Headphones

• Limited Distractions

• Provided directly (on-site)

by the Berard practitioner
 Bérard Protocol
Berard AIT Equipment is evaluated and
proven effective.
Currently two devices are accepted:

• Earducator

• Audiokinetron
 Berard
Auditory Stimulation

Visual System Auditory System Vestibular System

Observed Benefits
Auditory Integration Visual Motor Integration
Attention Modulation Visual Spatial Orientation
Memory Motor Planning
Sensory Integration Motor Coordination
Affective behavior Oral-Motor
Academic Learning
 Results from Around the World

Berard protocol is easily replicable

Practitioners in 27 countries obtain similar

results when following the protocol and
using Berard AIT devices
Sensory Dysfunction (Decrease)
Sensory Integration Checklist
Median Change (%)
100
80
79% Improvement
60
40
20
0
0 2 4 6 8
IDEA Training Center
Months Sample Size = 14
 Short Sensory Profile (SSP)
Change During 6 Months Post AIT
N = 54

Pre AIT Post AIT

1 Mo.
6 Mo.

Typical Performance < 10% > 30% > 40%

Probable Difference < 20% > 30% ~ 20%

Definite Difference > 70% > 30% >

30%
Attention Deficit Disorders Evaluation Scale

Percentile - Median
60 Gain of 24
Percentile
Points
50

40

30

20
0 2 4 6
Months After AIT N = 48
 Test for Auditory Processing Disorders
for Children (SCAN-C)
Percentile Scores
Pre
Post-AIT

Filtered Words 50 84

Figure Ground 37 75

Competing Words 84 84

Competing Sentences 50 63

Composite Total Score 55 86

 SCAN-A: Test for Auditory Processing
Disorders in Adolescents and Adults
Percentile Results for 38 Year Old Male
90
80
70
60
50
40
30
20
10
0
Filtered Figure Competing Competin Total
Ground Words g Test
Words Sentences
IDEA Training
Center April 2006 Pre-AIT 6 Mos. Post
AIT
PHELPS Kindergarten Readiness Scale
Pre/Post AIT Results
5 year old boy

Percentile Rank
Pre AIT Post AIT

Verbal Processing 25 75

Perceptual Processing 9 50

Auditory Processing <1 91

Total Readiness Score 3 77

 Test of Problem Solving
Age Equivalent Scores

Before AIT
After AIT
Chronological Age: 7 yr. 8 yr. 9 yr.

Explaining Inferences 4.4 5.1 9.7

Determining Causes 5.10 5.10 11.1
Negative Why Questions 6.5 6.11 8.10
Determining Solutions 5.11 6.5 9.10
Avoiding Problems 6.6 6.6 9.9
 COLORING - 5 Year Old

Before AIT

After 6 days of AIT

 Handwriting - 7 year old
Before AIT After 6 Days of AIT
 Handwriting
Before AIT

6 Months After AIT

 Doaa El Hadary, M.D., Egypt
Autism Treatment Effectiveness Checklist (ATEC)
4 Year Old Boy

Areas Pre-AIT Post-AIT (1 yr.) % Change

Speech/Communication 26 10 62

Sociability 35 11 69

Sensory/Cognitive 29 18 38

Health/Physical/ 54 22 59
Behavior

Total Scores 144 61 58

Isamar Gonzalez, M.S. Audiologist: Puerto Rico
Aberrant Behavior Checklist
5 Year Old Boy

Areas Pre-AIT Post-AIT (2 mo.) % Change

Irritability 27 11 59

Lethargy 14 6 57

Stereotypy 8 1 87

Hyperactivity 30 17 43

Inappropriate Speech 3 2 63
Isamar Gonzalez, M.S., Audiologist: Puerto Rico
Autism Treatment Effectiveness Checklist (ATEC)
5 Year Old Boy

Areas Pre-AIT Post-AIT (2 mo) % Change

Speech/Communication 16 6 62

Sociability 14 15 -7

Sensory/Cognitive 7 4 43

Health/Physical/ 25 13 48
Behavior

Total Scores 62 38 39
 Berard’s Method Center, Antalya, Turkey
Lars Persson, Berard AIT Practitioner

Date of Study: 2005 – 2006

Number of Subjects: 52 Age Range: 8 – 18 yrs.

Functioning Level: normal, or with minor attention/

concentration difficulty, placement in regular
education program.

Data: Baseline rating form, repeated at 6 months

post-AIT
 Items % change

1. Evaluate your ability to maintain focus

on a task of your choice 15

2. Evaluate your ability to maintain focus

on a task choosen by your teacher 92

3. Evaluate your state of alert

getting started on a task 61

4. Evaluate your motivation performing tasks/

solving problems 42

5. Evaluate your working memory 64

6. Evaluate your long term memory 37

 Items % Change
7. Evaluate your stress level at tests/exams
(reversed scale) 180

8. Evaluate your self confidence

51

9. Evaluate your determination, will power

and endurance 71

10. Evaluate anxieties, fears, feelings of

insecurity (reversed scale) 76

11. Evaluate your sleeping situation 81

12 Evaluate your distractability by back ground

sounds when performing tasks (reversed scale) 108

Total improvement, mean value on 12 variables: 73%

 Summary of 28 AIT Studies
le
ous na
b
e u o
ion sti iv big s t i
a t o e
p u l P Am Q u
Po

Autism 13 2 1

ADHD 4 0 0

CAPD 2 0 1
Mixed Populations 2 0 1
Animals (chicks) 2 0 0

Visit berardaitwebsite.com/sait
for details
 Resources
AIT for You – Terrie Silverman, M.S. Speech
Pathology, Board of Directors for Berard AIT
International Society, Member of Autism Society of
America, Developmental Delay Resources.

www.aitforyou.com

IDEA Training Center – Sally Brockett, M.S. Berard AIT

Instructor/Practitioner, Special Ed Consultant,
Founder and President of Berard AIT International
Society, Member of Autism Society of America,
Developmental Delay Resources

www.IdeaTrainingCenter.com
 Resources

• Dr. Guy Bérard

• Hearing Equals Behavior

• Books by Annabel Stehli:

• Sound of a Miracle
• Dancing in the Rain
• Sound of Falling Snow
 Resources
Official Berard AIT Website
www.berardaitwebsite.com

International List of Berard AIT Practitioners

www.berardaitwebsite.com/PracList.htm

Berard AIT International Society

www.berardaitwebsite.com/BAITIS.htm

Dr. Guy Berard: www.drguyberard.com

Official Website for the Earducator

www.earducator.com

Autism Research Institute

www.autism.com
 Resources

EarCheck Middle Ear Monitor Information

www.earcheck.com

Ototoxicity Information

hearinglosshelp.com/articles/ototoxicupheaval.htm

hearinglosshelp.com/articles/ototoxicaudiology.htm
Documented Results
Berard AIT efficiently produces
positive functional outcomes
Berard AIT Improves Quality of Life!