![]() ![]() Initial anecdotal reports suggested that AIT, when used with individuals having diagnoses of autism, pervasive developmental disorders, learning difficulties, attention deficit disorder, and dyslexia, resulted in reduced hyperacusis, increased attention span, better eye contact, more social awareness, fewer tantrums, increased verbalizations, improved auditory comprehension, and improved articulation.Īs a result of those reports, in 1994 the American Speech-Language-Hearing Association (ASHA) Subcommittee on Auditory Integration Training of the Ad Hoc Committee on Auditory Integration and Facilitated Communication published a report that reviewed the existing data on AIT. Over the past decade, audiologists, speech-language pathologists, and others have debated the contribution of auditory integration training (AIT), also known as auditory enhancement training and audio-psycho-phonology ( ![]() Brannen, ASHA vice presidents for professional practices, served as monitoring vice presidents. Miller (coordinating committee member), and Gail Linn (ex officio). Members of the Working Group were Anne Marie Tharpe (chair), Candace Bourland-Hicks, Judy Gravel, Jane Madell, Maurice H. It supersedes the technical report, “Auditory Integration Training,” 1994. About this Document: This technical report was prepared by the American Speech-Language-Hearing Association (ASHA) Working Group on Auditory Integration Training and was adopted by the ASHA Executive Board in March 2003. ![]()
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