The efficacy of formal auditory training in children with (central) auditory processing disorder: behavioral and electrophysiological evaluation

Renata Alonso,Eliane Schochat

doi:10.1016/s1808-8694(15)30525-5

Renata Alonso, Eliane Schochat

Open Access

https://doi.org/10.1016/s1808-8694(15)30525-5

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Abstract

SummaryLong Latency Auditory Evoked Potentials can be used to monitor changes in the Central Auditory Nervous System after Auditory Training.AimThe aim of this study was to investigate the efficacy of Auditory Training in children with (Central) Auditory Processing Disorder, comparing behavioral and electrophysiological findings before and after training.Materials and Methodstwenty nine individuals between eight and 16 years of age with (Central) Auditory Processing Disorder - diagnosed by behavioral tests - were involved in this research. After evaluation with the P300, the subjects were submitted to an Auditory Training program in acoustic booth and, at the end, a new evaluation of (central) auditory processing and a new recording of P300.ResultsThe comparison between the evaluations made before and after the Auditory Training showed that there was a statistically significant difference among P300 latency values and also among behavioral test mean values in evaluation of (central) auditory processing.ConclusionP300 appears to be a useful tool to monitor Central Auditory Nervous System changes after Auditory Training, and this program was effective in the rehabilitation of the auditory skills in children with (Central) Auditory Processing Disorder.

Highlights

Auditory processing disorders (APD) comprise a complex and heterogeneous set of alterations frequently associated with a number of auditory and sensorial deficits[1,2].Auditory training (AT) is a broadly used means to intervene upon individuals with APD
In the cases where no match was found for P300, the amplitude value considered for statistical analysis was 0 μV and the latency value ascribed was 500ms
The results described are in agreement with the findings published by Jirsa[27] on 20 children with APD and ages ranging between 9 and 12 years submitted to a 14-session AT program

Summary

Introduction

Auditory processing disorders (APD) comprise a complex and heterogeneous set of alterations frequently associated with a number of auditory and sensorial deficits[1,2].Auditory training (AT) is a broadly used means to intervene upon individuals with APD. Auditory processing disorders (APD) comprise a complex and heterogeneous set of alterations frequently associated with a number of auditory and sensorial deficits[1,2]. Various studies have indicated that AT may have a positive impact on the temporal processing of children experiencing linguistic and learning difficulties[3,4,5]. Musiek et al.[6] have defined AT as a set of conditions and/or tasks designed to activate the auditory system and other systems associated with it, aimed at producing beneficial changes to auditory behavior and the central auditory nervous system (CANS). Auditory training optimizes neural circuits by increasing the number of neurons involved in the process, changing neural temporal synchronicity, and increasing the number of synaptic connections[7]

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