The efficacy of the Berard Auditory Integration Training method for learners with attention difficulties / Hannelie Kemp

• Main Author: Kemp, Johanna Jacoba
• Language: en
• Published: North West University 2014
• Subjects: Attention difficulties; Berard AIT; Listening profile; Frequencies; Auditory pathway system; Behaviour problems; Primitive reflexes; Brainwaves; QEEG (Quantitative electroencephalograph; IVA (Integrated visual & auditory continuous performance test)
• Online Access: http://hdl.handle.net/10394/12774

Research on the Berard Auditory Integration Training method has shown improvement in the regulation of attention, activity and impulsivity of children whose auditory system have been re-trained. Anecdotal reports have found improvements in sleeping patterns, balance, allergies, eyesight, eating patterns, depression and other seemingly unrelated physiological states. During the Auditory Integration Training (AIT) procedure dynamic music, with a wide range of frequencies, is processed through a system of filters in the AIT device. The volume and tone of the music is constantly and randomly modulated. The researcher explored Berard AIT as a possible intervention for learners between the ages of six and twelve years, who experienced problems with sustained attention and who have difficulty in shifting their attention from task to task. The aim was to investigate if Berard AIT method would enable the learner to stay calm, relaxed yet alert, with focused attention and thus concentration with appropriate reflection before action. An experimental quantative study, with a pretest-posttest control group design, was conducted to investigate the effect that Berard Auditory Integration Training has on learners with attention problems. Checklists and different measurements were conducted before the training started and repeated three months after the training was completed, to monitor if any change in the way that the learners pay attention, occurred the case group of ten learners was compared with ten learners in a control group who did not initially receive the intervention. Although the results of the post-tests varied amongst the learners, most learners in the experimental group experienced a statistical significant increase in attention control and a reduction in behavioural problems by the third month following the listening sessions. === Thesis (M.Ed.), North-West University, Vaal Triangle Campus, 2010