Date Approved


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.


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.