Auditory integration training for children with autism: No behavioral benefits detected

Author(s): Cross, B. A., Breen, S., Cullen, C., Reeves, D., Gould, J., Douglas, J.

Journal/Book: Amer J Ment Retard. 2000; 105: 444 N Capitol St NW, Ste 846, Washington, DC 20001-1512, USA. Amer Assoc Mental Retardation. 118-129.

Abstract: Auditory integration training and a control treatment were provided for 16 children with autism in a crossover experimental design. Measures, blind to treatment order, included parent and teacher ratings of behavior, direct observational recordings, IQ, language, and social/adaptive tests. Significant differences tended to show that the control condition was superior on parent-rated measures of hyperactivity and on direct observational measures of ear-occlusion. No differences were detected on teacher-rated measures. Children's IQs and language comprehension did not increase, but adaptive/social behavior scores and expressive language quotients decreased. The majority of parents (56%) were unable to report in retrospect when their child had received auditory integration training. No individual child was identified as benefiting clinically or educationally from the treatment.

Note: Article Mudford OC, Univ Keele, Keele ST5 5BG, Staffs, ENGLAND

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