Date Approved
2008
Degree Type
Open Access Thesis
Degree Name
Master of Arts (MA)
Department or School
Special Education
Committee Member
Gilbert Stiefel, Ph.D.
Committee Member
Carole Gorenflo, Ph.D.
Committee Member
Kyung-Hee Kim, Ph.D.
Abstract
This study is a double-blind experiment that assessed the effectiveness of auditory integration training (AIT) on the academic performance and behavior of 10 high school students between the ages of 15 and 17 years, all diagnosed as having attention deficit hyperactivity disorder (ADHD). The subjects were administered a standardized test of auditory processing skills (TAPS) (Gardner, 1996), after which they participated in 15-20 minute sessions of auditory integration training (AIT) once a day for a period of four weeks. Some participants were exposed to filtered music, whereas others were exposed to non-filtered music. At the end of the 4 weeks, the students were re-administered the auditory processing test in order to note any improvements in these skills. The instructors of each student were also invited to respond to a survey that asked them to comment on the overall behavior of each student before and after the 4-week music sessions. Although the results of this study were suggestive, no statistically significant increase in auditory processing skills or decrease in aberrant behaviors was demonstrated.
Recommended Citation
Lauterbach, Jenny, "The academic and behavioral benefits of auditory integration training in high school-aged students with attention deficit hyperactivity disorder" (2008). Master's Theses and Doctoral Dissertations. 160.
https://commons.emich.edu/theses/160