Doctors Take on AIT PLUS

Of the over 2000 children who have come for treatment to the National Light & Sound Therapy Centre, there have been several dozen medical doctors, who have brought their own children for treatment.

This has been very useful as it gives the Centre staff and parents the opportunity to hear their opinions about a range of queries that parents often worry about.  The frequent question that comes up is whether the MMR vaccination could have caused autism like symptoms in their children.  Although the research of Dr. Wakefield [1]  was discredited several years ago, many parents still believe that their child’s problems arose only after receiving the MMR vaccination.

Even though banned in the UK, it seems that Mr Wakefield has become a prominent voice in the US ‘anti-vax’ movement, whose ideas appear to be shared by President Donald Trump.

Just reviewing the information on the data held at the National Light & Sound Therapy Centre, whether it is correct or false, many parents do believe there was a connection between their child receiving the MMR and their subsequent diagnosis of autism in UK.   One GP, who brought his own child to the Centre said, that he can’t be sure of the connection but anecdotal evidence can also be relied upon and he personally would only allow his child to have the MMR vaccination in three separate shots as he said that all three together is too much of an overload on a child’s system and he would rather be over cautious than take the risk.

This is of course just one Doctor’s opinion and each parent must make his own decision.  The National Light & Sound Therapy Centre takes no sides in the debate and remains neutral.



[1] Andrew Jeremy Wakefield (born 1957) is a British former gastroenterologist and medical researcher who was struck off the UK medical register for his fraudulent 1998 research paper, and other proven charges of misconduct, in support of the now-discredited claim that there was a link between the administration of the measles, mumps and rubella (MMR) vaccine, and the appearance of autism.


How does Auditory Integration Training (AIT PLUS) help autism?

After many years of working with children on the autistic spectrum it has become clear that Dr. Guy Berard’s original premise that “Hearing Equals Behaviour” is correct.

Of the over 2,000 children treated at the National Light & Sound Therapy Centre, the majority appeared to cut themselves off from normal interaction with people and sounds. They often gave the impression of being deaf and many had been diagnosed as being hard of hearing, even though the parents were convinced they could hear. They often covered their ears when they heard some sounds and other sounds they ignored completely. This wasn’t deafness.
Many of these children whilst often shying away from people and busy environments, acted out with sometimes extreme and unmanageable behaviour. They were called “autistic” but according to Dr. Berard’s research, backed up by the findings of the National Light & Sound Therapy Centre in London, their real problem wasn’t ‘autism’ but was caused by their super sensitive hearing which made their lives unbearable.

We have many documented cases where children and adults whose sensitive hearing has been improved by a course of Auditory Integration Training, suddenly change. They begin to interact with people, no longer hide away and close themselves up, they begin to speak and interact and their behaviour changes. Many of these children’s life is completely overturned. Being no longer super sensitive to some sounds, they realise that the world is not such a threatening place any more. We have seen remarkable changes in behaviour, communication and learning abilities.

Many of the children who come for the two week treatment are extremely difficult to manage, many are diagnosed as being learning disabled or hyperactive whilst in fact, their learning disability is caused by the constant intrusion of noises, which prevent them concentrating for any length of time.

Imagine you are in the airport, with lots of noise and people all around you. Can you concentrate on anything for more than a few seconds? Can you study anything, or even have a sensible proper conversation? Doesn’t all the hustle and bustle of the airport disturb your concentration? Doesn’t it give you a headache?
So too, our supersensitive children cannot concentrate and may be disturbed so much that they just act out their pain and their behavior may become unmanageable.

If you moved home to live close to a railway station, for a few weeks the sound of the trains day and night would annoy and bother you. You may want to scream sometimes, or you may just retreat to the bedroom and cover your ears to block out the sound of the trains. But magic happens, after a few weeks you can’t hear the trains anymore! Your brain and ears have adapted and have learned to block out the intrusive noise.

So too, the Auditory Integration Training (AIT PLUS) can reverse the sound sensitivity and your child, diagnosed as being “autistic” becomes relaxed, can concentrate and take part in conversations.

To many parents this seems like a miracle and indeed the book written by Annette Stehi, describing her daughter Georgina’s amazing ‘cure’ from autism in UK, is called, “The Sound of a Miracle.”

For more details please email to the National Light & Sound Therapy Centre, in London on


Increase Your Child’s Intelligence

Imagine your child’s brain is made up of millions of light bulbs. The more light bulbs you switch on, the brighter he or she will be. Parents have a unique opportunity to develop and increase their children’s intelligence and it doesn’t take more than a few minutes a day. It is fun and effective and easy

Your job is to give information, information and more information. And most important to help your child see the connections between those bits of information (synapses). The more connections you create, the cleverer your child will be and the more able he or she will be able to work out things for themselves. You can develop a muscle by exercising and you can develop the brain by using it

If you don’t talk much to your child when you push him in the buggy, you are missing a wonderful opportunity to increase his intelligence. There are hundreds of ‘lessons’ you can give your child, just by pointing out things around you. Tell him, “this is a brick wall” and let him touch it. Tell him, “this is a hedge; this is a wooden fence; these are iron railings etc. – within days he will be able to identify them even if he can’t say the words yet

When you pass a tree, tell him what kind of tree it is (find out yourself if you don’t know!) Tell her the name of the flowers you see, tell him the kind of dog you see in the street, the make of the cars etc. Each bit of information you give him or her is growing the brain. Best only talk about one category of things each time you go out, one day point out the cars, another day the trees another day the type of walls etc.

Most important NEVER ever test a child. The child is put under pressure and testing doesn’t teach him anything anyway. Testing just satisfies your curiosity, it doesn’t benefit the child in any way. Don’t ask him, what is the name of this tree, just tell him “This is an ….oak tree.” Pausing for a few seconds so he has the chance to say “oak” if he wants to. Have fun with this Intelligence game.


Consolidating Behaviour

Talk to your children first. Make a Family Meeting, without disturbances, after supper, after bathtime, when hopefully everyone is in a good mood. Take a big piece of paper and a thick red and blue felt pen. Make two lists: Do’s & Don’ts (Do’s in blue and Dont’s in red) with a line down the middle.

Tell your children that to have a happy household you need to make a plan and together are going to make a list of things that need to happen and things that you don’t want to happen. Your children (those old enough to participate) should give their ideas of what they think should be on each list. One might say, “no fighting.” Another might say, “no morning rush.” “no arguments.” You might say, “ no clothes left on floor.” “no toys left on floor.” “ Children should help clear the table.” Together agree on a short list of do’s and don’t’s.

Then, you need to talk to the children about HOW you are going to do each task. ( E.g. “no morning rush might need the clothes to be chosen the night before, or cereals and bowls and plates to be on the table the night before.) Discuss each thing on the list and decide together how you will achieve it. “No clothes on the floor” might mean you will buy a new big washing basket for the children to throw their clothes into. “Clearing the table” might mean that the younger children take 2 things off the table and the older ones taking 5 things off the table etc. Work it all out WITH the children and re-write the list with the instructions and put it up on the wall.

Give yourselves a start date and a daily chart so you can keep track of your progress. Tell them that if a whole week goes by and all the things are kept to, you will reward them (could be money put aside to save up for a treat or anything else you think is suitable.

Don’t talk about punishments. No one will be punished if the list isn’t kept to. Success breeds success and the possibility of a reward if they stick to the plan will keep the momentum up.

Have a weekly Family Meeting to talk about your successes and failures. Let the children be part of the programme. You can change or expand on THE LIST each week as it suits you.

This works well for some families and less well with others, but there is no family that cannot improve provided the children are clear about what is expected of them and what will happen if they keep the ‘rules.’ Make sure you are consistent and work with the list.

One family, who were always late, had a list of jobs and times which worked well for them. They bought a big giant size clock and worked to keep their listed times, 7.30 get up, dress, clean teeth. 8am breakfast. 8.30 leave for school. It worked well for them but your family might need a completely different list.

Just remember that telling your children to keep tidy, not to fight, to help clear the table, to go to bed on time without making a list, will not work. A list on the wall has more authority than complaints and are a more effective way of getting your children to follow the rules. You can make a new set of rules for different occasions for example before a holiday or a visit to Grandma. Always do this at a Family meeting so the children are part of the plan. It’s certainly worth a try.


How to teach your child to speak

The best way to teach a child to speak is to teach him to READ. Words floating about in the air are hard to grasp and it’s a miracle that children manage to learn to speak at all. But children who are a bit behind need some help and that help comes in the form of Flash Cards.

This Reading Game can start as early as you like. Two years old is an ideal age to start. Take 10 big cards and write one large word on each card in red low case letters. Choose the words your child hears all the time, Mummy, Daddy, Grandma, Jimmy, dummy… doesn’t matter what words you start with but they must be words that your child understands and hears all the time.

On the first day, show him the card that says Mummy quickly. Say “This says Mummy” and put the card away. Do this four or five times a day as quickly as you can.

After three days, take out the second word, e.g. Daddy. Show him the word and say, “This says Daddy”. Do it four or five times on the first day and at the end of the day show him quickly the card for Mummy, followed by the word for Daddy. This says Mummy, This says Daddy. Say each word clearly and loudly.

For the next few days show both cards, one after the other and say the word. NEVER SHOW HIM BOTH CARDS AT ONCE. After another few days introduce the third word and continue in the same way until you are showing him all ten cards, one after the other, saying the word loudly, clearly and quickly. Don’t try to make him look at the card, just flash it in front of him for a second or two.

Develop this ‘game’ in any language, introducing new words every few days and leaving out one word, so you never show him more than 10 to 15 words at a time. After a day or two re-introduce the left-out words, so they are not forgotten.

I guarantee your child will very quickly recognise all the words, and will start saying them very soon.


Handwriting patterns in autistic children

Children with high-functioning autism spectrum disorder show unique handwriting patterns Integrative education system should consider this factor, say experts Date: June 1, 2016 Source: University of Haifa Summary: The new study found that children with high-functioning autism spectrum disorder integrated in regular schools find it difficult to perform writing tasks. This can impair their academic achievements, social availability, and self-confidence, say experts.



Kareem is an Egyptian child who came two and a half years ago. He was unable to speak. After the two week course of treatment he began speaking and one year later was fluent. He was not able to read. His parents (his mother is a medical doctor) brought him for a second course of treatment. Soon after he learnt to read and amazed the entire school in Cairo, when he read out aloud at a parents evening, a page from a book he had never seen before. Prior to his third treatment, his mother said he is perfect now and she didn’t know what she was hoping for this time, but as he had made such good progress previously, she thought it would be worthwhile coming again. We are now waiting to hear how he has progressed since the third treatment. Kareem’s Mother was so delighted with his progress, she went for training to Dr. Berard and is now a qualified AIT Practitioner herself.


Social Skills

Your child may not know how to react in some situations. Perhaps he is too shy to talk, perhaps the words don’t come easily and he may not know what to say. He may not know how to ask the shopkeeper for help if he can’t find what he needs. He may not know how to talk to other children or strangers.

The best way to deal with these and similar situations is: Social Skills Training. You don’t need to employ a therapist, you can do it yourself. This system is easy and effective and fun.

1) Talk to your child and together decide what is the one thing he needs to learn most of all. It may be talking to people, it may be making friends or any other issues he is having problems with.
2) Together decide on the ONE thing that you will tackle together.
3) Tell him or her that you are going to help him.
4) Tell him what you are going to do and make it a game.

Here is an example:

Say his difficulty is being too shy to talk. Talk to him about what could happen if he is shy, he might get red in the face, he might stutter, he might say something silly, other people might laugh at him etc……talk about each one of this possible outcomes. Act them out, make him laugh when you say something silly, when you stutter. Help him to accept the risks, explain everyone has the same fear and yet people still talk, they still say silly things, they still get red but nothing happens. Explain that everyone has the same problem but they get over it by getting used to it. And you are going to teach him how to get over the shyness.

Give him an easy task to work towards overcoming the shyness. Ask him to say “Hello, Good morning” for example to the Lollipop lady who helps him across the road. If he doesn’t have this opportunity, select someone else he can say Hello to. If he manages to say it, give him a warm smile and a hug and tell him it is going to get easier each day……..

When you have identified any problem, find a simple action which will start the process of teaching your child how to overcome it. Develop the skill and get your child used to talking to people by helping him to expand his repertoire – How are you today? It’s so hot today. Any simple short sentence in any language, which doesn’t lead to a conversation but are good practice for him on the road to full communication.

Later you expand the conversation and make little rehearsals, act it out together. You are the lollipop lady, you are the teacher, you are the shop keeper. Act it out and make it a game.

Once he has mastered this, and is comfortable about greeting people you go on to the next stage. This system is very effective and can be used to tackle any social skills problem.


How to deal with Tantrums

Identify the situations that are likely to set off a major tantrum. It could be when you don’t give your little one something he wants. If could be when she doesn’t want to do something you want her to do. Or it could be any number of other things that trigger off her temper. Make a list of the most likely causes. There are some useful strategies that could work (not guaranteed, but worth trying). Let’s call them the Three Ds.

When the tantrum is just starting, you can sometimes succeed to halt it in its tracks before it blows into a major episode. Never say “Don’t cry, don’t scream, don’t be naughty. By emphasising the negative, you are teaching your child to cry, to scream and to be naughty. Emphasise the positive.

If your child is small, immediately lift him up and say something like, “ Look at that spider crawling in the corner. Let’s catch it.” Go down on your hands and knees with him and pretend you are searching for the elusive spider. This can be varied by mentioning something he likes, for example. “Would you like to play ball with me in the garden?” “Shall we telephone Grandma to bring us an ice cream?” This is only limited by your imagination but the most important thing is that you cut short the tantrum and immediately replace it with an alternative interesting thing for him to think about or do.

If this doesn’t work, lift him up and take him into another room, the garden, upstairs, anywhere …. Changing the environment often changes the situation and together with Distraction, can be the most effective way of cutting the tantrum short. A change of scenery or a new activity can often change his mood and make him forget what he was crying about in the first place.

Older children need different strategies. They need a ‘Discussion’ approach where after a major tantrum (at least a few hours later or the next day) you sit your child on your lap, take him for a walk, curl up in bed with him and have a private chat. You shouldn’t say “I don’t like your behaviour, shouting, tantrums, bad behaviour etc. but emphasise that you want peace and quiet in the house with no shouting. Tell her that together you are going to make this happen.

Talk about why he shouts, what would be a better way of getting what he wants (e.g. asking nicely), what does he think you could do to make sure there are no raised voices or bad tempers. You will see that children often come up with a variety of ideas, some of which will open your eyes and make you understand what are the triggers and help you plan out how to avoid or at least minimise tantrums.

Make a plan with your child and let her know what will happen if she has a tantrum in future. You need to have a plan (no threats, no punishments, no shouting) but she needs to know in advance what you will do if she has a tantrum. It always has to be the same action or non-action. You can tell her that any tantrums will result in the same outcome, e.g. having a packet of crisps in her lunch bag or something which is relevant to your child. Think carefully what action or non-action you choose but make sure you always have the same reaction. Be consistent, don’t keep changing your reaction and keep your word.