Auditory Training In Children Research Articles

Different time courses of maturation for learning and generalization following auditory training in children

Objective We recently demonstrated that learning abilities among school-age children vary following frequency discrimination (FD) training, with some exhibiting mature adult-like learning while others performing poorly (non-adult-like learners). This study tested the hypothesis that children’s post-training generalisation is related to their learning maturity. Additionally, it investigated how training duration influences children’s generalisation, considering the observed decrease with increased training in adults. Design Generalisation to the untrained ear and untrained 2000 Hz frequency was assessed following single-session or nine-session 1000 Hz FD training, using an adaptive forced-choice procedure. Two additional groups served as controls for the untrained frequency. Study sample Fifty-four children aged 7–9 years and 59 adults aged 18–30 years. Results (1) Only adult-like learners generalised their learning gains across frequency or ear, albeit less efficiently than adults; (2) As training duration increased children experienced reduced generalisation, similar to adults; (3) Children’s performance in the untrained tasks correlated strongly with their trained task performance after the first training session. Conclusions Auditory skill learning and its generalisation do not necessarily mature contemporaneously, although mature learning is a prerequisite for mature generalisation. Furthermore, in children, as in adults, more practice makes rather specific experts. These findings should be considered when designing training programs.

Acoustically controlled auditory training in children with speech disfluency: a case report

ABSTRACT The purpose of this study was to verify the effect of the acoustically controlled auditory training on the speech fluency of children diagnosed with developmental stuttering. Two patients were submitted to speech fluency evaluation, basic audiological assessment, and central auditory processing assessment, before and after the intervention with the digital platform. Two male individuals (P1 and P2) participated in the research. They were respectively 8 and 9 years old, both were right-handed, native Brazilian Portuguese speakers, diagnosed with developmental stuttering, P1 presenting a moderate, and P2, a mild-to-moderate degree. There was an improvement in some auditory skills. However, there was no improvement in the speech fluency pattern in neither of the cases studied.

Home auditory training for children with impairment hearing due to cleft lip and palate

ABSTRACT Purpose: to verify the impact of home auditory training performed by parents for 30 days and the contribution to a better performance of the central auditory processing in children with auditory disorders resulting from cleft lip and palate. Methods: case studies were carried out with three children above seven years of age, presented with operated cleft lip and palate. Tests to assess peripheral hearing, behavioral and electrophysiological tests for central hearing assessment and Sustained Attention Auditory Ability ones, before and after the auditory training, were performed. Those responsible for the children answered a questionnaire which verified the auditory and attention behaviors altered by the impairment of the auditory processing. Results: improvement was seen in the majority of the behavioral tests of the auditory processing disorders, and in those which did not show variation after the training, the performance was maintained. Improvement was observed in the sustained attention as well as in the monitoring of all children of the study, post training. Improvement of the auditory behavior and also the decrease of latencies and the increase of amplitude of Na and Pa waves, after the training, were found. Conclusion: there was an enhancement in the performance of the central auditory processing of all children with operated cleft lip and palate, following auditory stimulation.

O uso de software no treinamento auditivo em crianças: revisão teórica

RESUMO: O distúrbio do processamento auditivo refere-se incapacidade do sistema auditivo central em captar e interpretar as informações sonoras oriundas do ambiente externo. Para minimizar ou sanar os efeitos deste distúrbio no cotidiano dos sujeitos, é indicado terapia com treinamento auditivo. O objetivo deste estudo foi apresentar uma revisão de literatura sobre o uso de software no treinamento de habilidades auditivas em crianças. Como estratégia de pesquisa realizou-se busca em bases de dados: Scientific Eletronic Library Online (SCIELO), Sistema da Literatura Latino-Americana em Ciências da Saúde (LILACS), National Library of Medicine (MEDLINE e PUBMED) e Índice Bibliográfico Espanhol de Ciência da Saúde (IBECS) considerando estudos publicados em 2008 a 2014, utilizando as palavras-chave: percepção auditiva; estimulação acústica; software; crianças. Para inclusão, os artigos deveriam possuir publicação posterior a 2008 e treinamento auditivo computadorizado como forma de intervenção terapêutica em crianças, independente da patologia e/ou distúrbio envolvida, idioma em inglês português ou espanhol. Nos estudos realizados nos últimos seis anos, o uso de software no treinamento auditivo em crianças tem se mostrado uma ferramenta eficaz. Os artigos analisados mostraram que o uso de programas computadorizado permite engajamento e motivação, além da reabilitação das habilidades auditivas alteradas.

A Tale of Two Studies on Auditory Training in Children: A Response to the Claim that ‘Discrimination Training of Phonemic Contrasts Enhances Phonological Processing in Mainstream School Children’ by Moore, Rosenberg and Coleman (2005)

In a previous article, Moore, Rosenberg and Coleman (Brain and Language, 2005, 94, 72-85) reported evidence for significant improvements in phonological awareness in mainstream children following 6 h of exposure to a commercially available phoneme discrimination training programme, but not in a control group. In a follow-up study, we failed to replicate this finding, despite using an almost identical training programme (Halliday, Taylor, Millward, & Moore, Journal of Speech, Language, and Hearing Research, 2012, 55, 168-181). This paper directly compares the methods and the results of the two studies, in an effort to explain the discrepant findings. It reports that the trained group in Moore et al. (2005) showed significantly greater improvements in phonological awareness following training than the trained group in Halliday et al. (2012). However, the control group in Halliday et al. (2012) showed significantly greater improvements in phonological awareness than the control group in Moore et al. (2005). The paper concludes that differences in the randomization, blinding, experimenter familiarity and treatment of trained and control groups contributed to the different outcomes of the two studies. The results indicate that a plethora of factors can contribute to training effects and highlight the importance of well-designed randomized controlled trials in assessing the efficacy of a given intervention. © 2014 The Authors. Dyslexia published by John Wiley & Sons, Ltd.

Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance

Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.

A case study of the changes in the speech-evoked auditory brainstem response associated with auditory training in children with auditory processing disorders

BackgroundStudies related to plasticity and learning-related phenomena have primarily focused on higher-order processes of the auditory system, such as those in the auditory cortex and limited information is available on learning- and plasticity-related processes in the auditory brainstem. Design and methodA clinical electrophysiological test of speech-evoked ABR known as BioMARK has been developed to evaluate brainstem responses to speech sounds in children with language learning disorders. Fast ForWord (FFW) was used as an auditory intervention program in the current study and pre- intervention and post-intervention speech-evoked ABR (BioMARK) measures were compared in 2 school-aged children with auditory processing disorders (APD). Results and conclusionsSignificant changes were noted from pre-intervention to post-intervention and reflect plasticity in the auditory brainstem's neural activity to speech stimuli.

Auditory Training for Children With Auditory Processing Disorder and Language Impairment: A Response to Bellis, Chermak, Weihing, and Musiek

We respond to Bellis, Chermak, Weihing, and Musiek's (2012) criticisms of the evidence-based systematic review of Fey et al. (2011) on the effects of auditory training on auditory, spoken, and written language performance of children with auditory processing disorder or language impairment. In general, we argue that the conceptualizations and methods on which our review was based were well motivated, and that our original conclusions are valid given the limited evidence that is currently available from clinical studies of auditory training with school-age children with auditory processing disorder or language impairment.

Zaburzenia artykulacji u dzieci ze współistniejącymi zaburzeniami przetwarzania słuchowego – efekty terapii słuchowej

To assess effectiveness of the auditory training in children with dyslalia and central auditory processing disorders. Material consisted of 50 children aged 7-9-years-old. Children with articulation disorders stayed under long-term speech therapy care in the Auditory and Phoniatrics Clinic. All children were examined by a laryngologist and a phoniatrician. Assessment included tonal and impedance audiometry and speech therapists' and psychologist's consultations. Additionally, a set of electrophysiological examinations was performed - registration of N2, P2, N2, P2, P300 waves and psychoacoustic test of central auditory functions: FPT - frequency pattern test. Next children took part in the regular auditory training and attended speech therapy. Speech assessment followed treatment and therapy, again psychoacoustic tests were performed and P300 cortical potentials were recorded. After that statistical analyses were performed. Analyses revealed that application of auditory training in patients with dyslalia and other central auditory disorders is very efficient. Auditory training may be a very efficient therapy supporting speech therapy in children suffering from dyslalia coexisting with articulation and central auditory disorders and in children with educational problems of audiogenic origin.

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

Long Latency Auditory Evoked Potentials can be used to monitor changes in the Central Auditory Nervous System after Auditory Training. AIM: The 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. MATERIAL AND METHODS: twenty 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. RESULTS: The 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. CONCLUSION: P300 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.

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

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.

Rewiring the dyslexic brain

Overcoming learning disorders is now becoming a realistic goal for neuroscientists and therapists. Seven years after their twin papers in Science suggesting the efficacy of intensive auditory training in children with language learning impairment, the Tallal–Merzenich team now report convincing evidence of just what such training programs can change in these children's brain. With the help of functional imaging, they demonstrate significant reorganization in both hemispheres after only eight weeks of daily training.

Neural plasticity following auditory training in children with learning problems

This study examined the plasticity of the central auditory pathway and accompanying cognitive changes in children with learning problems. Children diagnosed with a learning disability and/or attention deficit disorder worked with commercial auditory processing training software for 8 weeks; control groups consisted of normal-learning and learning-impaired children who did not participate in any remedial programs. Auditory brainstem function was evaluated in response to click and speech stimuli in quiet; cortical responses to speech stimuli were obtained in quiet and noise. Academic achievement and cognitive abilities were assessed with standardized measures. Compared to controls, the trained group improved on measures of auditory processing and exhibited changes in cortical responses in quiet and in noise. In quiet, cortical responses reflected an accelerated maturational pattern; in background noise, cortical responses became more resistant to degradation. Brainstem responses did not change with training. Children with learning problems who practiced with auditory training software exhibited plasticity of neural encoding of speech sounds at the cortical, but not subcortical, level of the auditory pathway. This plasticity was accompanied by improvement in behavioral performance. This study demonstrates that in learning-impaired children working with commercial auditory processing training programs affects both the perception and the cortical representation of sound.

Auditory Training for Children With Processing Disorders

It is not surprisingly that most books and articles dealing with Central Auditory Processing (CAP) disorders place heavy emphasis on the diagnosis of the problem and its associated disabilities, with little mention of habilitation. In the natural course of events it is first necessary to know that a problem exists, what its impact may be, and how it can be identified before venturing to remediate it. To date, considerable research and clinical effort has been expended to better understand the problems and to identify the children who are impaired. A wide variety of procedures has also been used to measure CAP disabilites. It would follow that emphasis should now be directed toward what can be done to improve a child's ability to perform at school and home whne auditory difficulties are uncovered.

The Sequential Observation of Hearing Threshold in Hearing Impaired Children

For the purpose of auditory training in children or infants with nerve deafness, it is very important to use the hearing aids as earlier as possible, and then also essential to find out the real ability of hearing. However, it is relatively difficult to get the hearing threshold of the impaired children or infants, because the results of response do not necessary mean the real sensitivity.These children were observed for a long period, and their threshold were discussed from many viewpoints, for example, the types or grades of hearing level and frequencies (0.5kHz, 1kHz, 2kHz and 4kHz). The results were as follows.The threshold of hearing was tended to decrease until the children grew up to 8 to 10 years old, particularly in 0.5kHz. This decreasing tendency was observed up to the age of 8 to 9 years at 1, 2 and 4kHz, and about 12 years old at 0.5kHz. Therefore, the reliable threshold of hearing in children should be determined after twelve years of age.In addition, the increasing tendency of the hearing threshold was observed not only in high frequency response (4kHz), but also in middle ones (1kHz and 2kHz).

Study About Auditory Training for Children with Profound Hearing Loss

It seems that auditory training of children who has 80dB hearing loss is very difficult. But in order to habilitate their language and speech, it is a distinctly advantageous approach to use their residual hearing through hearing aid.This study attempted to investigate how children who has 80dB hearing loss are able to hear sounds and discriminate speech sounds.Five children who has flat type of hearing curve, a verage 80dB, congenital hearing loss were chosen as samples.The summary in this study is as follows.1) Although their score are very poor, they can discriminate simple speech sounds by using powerfully amplified hearing aids.2) Their unaided and aided speech reception threshold shorned almost the same level with their unaided average and aided hearing loss for pure tone.3) In dealing with discrimination for vowel sounds, discrimination score had the tendency to become worse in “a, o, i, u, e” order. They discriminate “u” sounds very hardly and did not discriminate “e” sounds at all.4) Correct and effective hearing aid and volume control should be considered.