Auditory training methods in children with psychiatric diagnosis: an integrative literature review

Humberto De Oliveira Simões,Erikson Felipe Furtado,Sthella Zanchetta

doi:10.1590/1982-0216/202022218318

Humberto De Oliveira Simões, Erikson Felipe Furtado + Show 1 more

Open Access

https://doi.org/10.1590/1982-0216/202022218318

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Abstract

ABSTRACT Purpose: to identify auditory training approaches used in the pediatric population with psychiatric diagnoses and to characterize the contexts in which the intervention took place, as well as protocols and discernment of the results. Methods: a search was carried out in four databases, using the fixed terms "auditory training" OR "auditory rehabilitation". Regarding the sampling, there was a considerable range of diagnoses, signs and symptoms, including the most common ones. Articles published until August 2018 whose population did not present hearing loss were selected; articles whose subjects had made use of any personal sound amplification products, presented otitis or had any isolated diagnosis of auditory processing disorder, were excluded. Results: 16 articles out of the 103 references found, met the inclusion criteria. The samplings studied were children and adolescents with learning, language or reading disorders, dyslexia, attention deficit hyperactivity disorder, autism spectrum disorder and schizophrenia. The bottom-up intervention and the combined approach (bottom-up and top-down), in the formal context, were the most frequent approaches, whose results led to the improvement in linguistic, metalinguistic and auditory skills. The amount and frequency of sessions, as well as their duration varied. Conclusion: the heterogeneity of auditory training techniques diversified the results. However, it seems there is a potential for recommending auditory training in the reviewed population.

Highlights

Auditory processing, in its classical definition, refers to what we do with what we hear[1]
In the perspective of changes in the auditory behavior in the auditory processing, the training of auditory skills necessary to process acoustic information is defined as a set of strategies aimed at activating the auditory system and its associations, positively changing the auditory behavior and the central auditory nervous system (CANS)[3,4,5]
After some attempts and reviews of the results obtained in each database, considering the losses resulting from the use of the MeSH and DeCS full terms, it was decided to use more encompassing expressions for the terms that referred to the kind of participants and the type of intervention, which were used in all search interfaces

Summary

Introduction

In its classical definition, refers to what we do with what we hear[1]. It’s a necessary function for the development of social interaction skills, learning aspects, speech and language[2]. It must be considered that the auditory processing includes the auditory system’s mechanism, both peripheral and central, and is influenced by top-down mechanisms, such as language, attention, memory and executive functions[6]. The main components of the therapeutic intervention approach in auditory training (AT) propose a development by means of bottom-up and top-down mechanisms[7]. In top-down the supramodal processes to hearing (e.g., memory, attention and language) act directly upon the analyses of the acoustic codes, working with language, cognitive and metacognitive strategies, as well as educational interventions with strategies for learning and/or facilitating in the work/home environment, offering compensating methods to minimize deficit in functional hearing

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