Auditory Training Research Articles

Effects of Frequency-Composition Algorithm and Phoneme-Based Auditory Training in Older Hearing Aid Users

Background and Objectives: Frequency-lowering (FL) algorithms improve the audibility of high-frequency sounds by shifting inaudible high-frequency components to audible low-frequency regions. However, the FL algorithm has yielded mixed findings. This study involved two experiments. The first experiment investigated whether objective and subjective auditory outcomes would be enhanced by activating frequency composition (Fcomp), which is a type of FL technique. The second experiment determined whether auditory training with Fcomp activation would provide perceptual benefits to older hearing aid users. Subjects and Methods: Twelve older hearing aid users with moderate to profound high-frequency sensorineural hearing loss participated in this study. In Experiment I, all participants received a 4-week adaptation period to Fcomp before the measurement, and then the influence of Fcomp was evaluated. In Experiment II, among the 12 participants in Experiment I, five received 8-week phoneme-based auditory training while activating Fcomp, whereas the remaining seven did not receive training but continued to use Fcomp as non-trained controls. Results: In Experiment I, 4-week passive accli­matization period to Fcomp did not improve speech-in-quiet recognition or self-perceived sound quality. In Experiment II, active pho­neme-based training enhanced recognition of consonants and words as well as better speech-quality ratings for trained participants. The consecutive use of Fcomp did not lead to any differences for non-trained participants. Conclusions: Overall, phoneme-based auditory training would allow older hearing aid users to relearn frequency-lowered speech sounds and reduce phonetic confusion. However, the analytical training approach did not lead to transfer to sentence recognition or overall satisfaction with the hearing aids.

Development of auditory training application for volleyball players

In various ball games, players make appropriate plays by obtaining information from their surroundings. In volleyball, players also obtain auditory information from the sound of balls being hit, people's voices, footsteps, etc. However, details such as how to use it have not been clarified. The purpose of this research is to develop a method for improving volleyball competitiveness using auditory information. The authors investigated the acoustic characteristics of good and bad sounds that athletes usually express intuitively in words, and also investigated the relationship between acoustic characteristics and athletes' subjective evaluations of the quality of the meat. We investigated the relationship. As a result, we confirmed that there are differences in the sounds that are perceived as "good" or "bad." Furthermore, we conducted acoustic measurements and acoustic analysis of serves and spikes for experienced volleyball players, and based on the analysis results, we developed an auditory training system to enable accurate discrimination of sounds during competition. In the future, we will collect logs from experiment participants who trained using the application and analyze differences in training effects due to differences in years of experience. We will also consider how to create a more efficient training system.

Community-based interventions for mitigating cognitive-linguistic decline in older adults.

This study focuses on exploring the effectiveness of interventions in two community-based language rehabilitation care centers located in an economically underdeveloped region of northwest China. The research focuses on 35 older adults with cognitive-linguistic decline enrolled in both centers. The interventions provided to the participants include auditory training, sign language use enhancement, second language interest classes, and the promotion of elderly-mode applications on smartphones. The interventions were particularly effective in enhancing auditory processing and language comprehension skills. Additionally, the promotion of elderly-mode applications on smartphones proved to be a valuable tool in improving participants' language cognition. The study underscores the importance of tailored community-based interventions in improving language skills and cognition and provides a basis for further research in this area.

Impact of an Auditory Processing Training Program on Individuals With Autism Spectrum Disorder.

Children and young adults diagnosed with autism spectrum disorder (ASD) often report and exhibit significant auditory processing difficulties, particularly in background noise. This study extends our previous work by examining the potential benefits of a 12-week auditory processing training (APT) program designed to address the auditory processing difficulties in individuals with ASD via auditory training and the use of remote-microphone technology. Effect sizes of training benefits also were calculated, and principal component analysis (PCA) was used to consolidate performance across various tests into fewer meaningful constructs related to auditory processing in this population. Twenty-eight children and young adults with ASD participated in a 12-week APT program that included one-on-one speech-in-noise training, computerized dichotic training, and use of remote-microphone technology at home and at school. Before and after training, each participant completed tests of speech recognition in noise, spatial processing, binaural integration, and general auditory processing skills. Significant performance improvements and medium-to-large effect sizes were found across most test measures after the participants completed the APT program and when using the remote-microphone system. PCA identified strong relationships among all test measures as well as documented the relationships between behavioral performance, training duration, and training improvements. The APT program significantly improved spatial processing, binaural integration, phonological processing, auditory memory, auditory cohesion, and speech recognition in noise in individuals with ASD when the remote-microphone system was used. PCA analysis of pre- and posttraining data showed a strong relationship among all test measures, suggesting an abbreviated auditory processing test battery may be feasible for individuals with ASD. Training duration (minutes) and training improvements were associated with performance outcomes measured by the test battery.

When to Start Computer-Based Auditory Training After Cochlear Implantation: Effects on Quality of Life and Speech Recognition.

Computer-based auditory training (CBAT) has been shown to improve outcomes in adult cochlear implant (CI) users. This study evaluates in new CI users whether starting CBAT within 3 months of activation or later impacts CI outcomes. Prospective natural experiment. Tertiary academic medical center. Sixty-five new adult CI users. CBAT use over the first-year postactivation. Speech recognition scores and CIQOL-35 Profile score improvements between CI recipients who started CBAT resources early (<3 mo) and late (3-12 mo) postactivation. A total of 43 CI recipients started using CBAT within 3 months postactivation (early) and 22 after 3 months (late). Patients who used CBAT within 3 months postactivation showed significantly greater improvement in consonant-nucleus-consonant words (CNCw) (48.3 ± 24.2% vs 27.8 ± 24.9%; d = 0.84), AzBio Sentences in quiet (55.1 ± 28.0% vs 35.7 ± 36.5%; d = 0.62), and CIQOL-35 listening domain scores (18.2 ± 16.3 vs 6.9 ± 12.9, d = 0.73 [0.023, 1.43]), at 3 months postactivation, compared to those who had not yet initiated CBAT. However, by 12 months postactivation, after which all CI recipients had started CBAT, there were no differences observed between patients who started CBAT early or late in speech recognition scores (CNCw: d = 0.26 [-0.35, 0.88]; AzBio: d = 0.37 [-0.23, 0.97]) or in any CIQOL global or domain score (d-range = 0.014-0.47). Auditory training with self-directed computer software (CBAT) may yield speech recognition and quality-of-life benefits for new adult CI recipients. While early users showed greater improvement in outcomes at 3 months postactivation than users who started later, both groups achieved similar benefits by 12 months postactivation.

Phoneme-related potentials recorded from normal hearing listeners and cochlear implant users in a selective attention paradigm to continuous speech

Cochlear implants can restore the ability to understand speech in patients with profound sensorineural hearing loss. At present, it is not fully understood how cochlear implant users perceive speech and how electric hearing provided by a cochlear implant differs from acoustic hearing. Phoneme-related potentials characterize neural responses to individual instances of phonemes extracted from continuous speech.This retrospective study investigated phoneme-related potentials in cochlear implant users in a selective attention paradigm. Responses were compared between normal hearing listeners and cochlear implant users, and between attended and unattended conditions. Differences between phoneme categories were compared and a classifier was trained to predict the phoneme category from the neural representation.The phoneme-related potentials of cochlear implant users showed similar responses to the ones obtained in normal hearing listeners for early responses (< 100 ms) but not for later responses (> 100 ms) where peaks were smaller or absent. Attention led to an enhancement of the response, whereas latency was mostly not affected by attention. The temporal morphology of the response was influenced by the phonetic features of the stimulus, allowing a classification of the phoneme category based on the phoneme-related potentials.There is a clinical need for methods that can rapidly and objectively assess the speech understanding performance of cochlear implant users. Phoneme-related potentials may provide such a link between the acoustic and the neural representations of phonemes. They may also reveal the challenges of individual subjects and thus provide indications for patient-specific auditory training, rehabilitation programs or the fitting of cochlear implant parameters.

The Effectiveness of Familiar Auditory Sensory Training (FAST) in Increasing Consciousness Levels among Stroke Patients

Stroke is a leading cause of death worldwide, along with myocardial infarction and cancer. Stroke often results in loss of consciousness and neurological deficits that affect sensory perception. To support recovery, non-pharmacological therapies like auditory sensory stimulation are crucial. Familiar Auditory Sensory Training (FAST) is one such intervention. This study assessed the effectiveness of FAST in improving consciousness levels in stroke patients using a one-group pretest-posttest design. It involved 35 stroke patients aged 35-75, who were selected through purposive sampling and underwent three FAST sessions. Consciousness levels were measured using the Glasgow Coma Scale (GCS) before and after the intervention. Data analysis with the Wilcoxon rank test at α=0.05 revealed a significant increase in consciousness from a mean of 6.77 to 10.83 post-intervention (p=0.001), demonstrating FAST's effectiveness in enhancing consciousness in ICU stroke patients.

Utility of deficit-specific computer-based training on children with temporal processing deficit.

Children with temporal processing deficits struggle to detect and discriminate syllables, phonemes, and stress patterns in speech. To overcome these deficits, computer-based auditory training programs have been widely used as one of the rehabilitation alternatives in recent years. The present study aimed to examine the usefulness of one such computer-based temporal processing training (CBTPT) module on children with temporal processing deficits. Sixteen children (8-15years) with temporal processing deficits were enrolled in the study, further divided into active (CBTPT) and placebo (placebo training) groups. Further, 8 typically developing children (no training) were enrolled as a comparison group. The auditory outcome measures included Duration Pattern Test (DPT), Gap Detection Test (GDT), Dichotic CV (DCV), and Speech-in-Noise-Indian English (SPIN-IE) assessed before and after training for all three groups. Wilcoxon-sign rank test showed a statically significant difference between pre and post-test scores of DPT, GDT, and SPIN (p < 0.001) except DCV among the active group. However, no significant differences were noted in the pre and post-test scores among the placebo and TD groups. Mann Whitney U test showed a significant difference in DPT and SPIN post-training scores between active and placebo groups; active and TD group; placebo and TD group. From the above finding, it is inferred that the CBTPT module is useful among children having temporal processing deficits.

Multimodal training on L2 Japanese pitch accent: learning outcomes, neural correlates and subjective assessments

Abstract Japanese pitch accent is phonemic, making it crucial for second-language learners to acquire. Building on theories of multimodal learning, the present study explored how auditory, visual and gestural training of Japanese pitch accent affected behavioral, neural and meta-cognitive aspects of pitch perception across two experiments. Experiment 1 used a between-subjects pre/posttest design to train native English speakers to perceive Japanese pitch accents in one of the following three conditions: (1) baseline (audio + flat notation), (2) pitch height notation (audio + notation mimicking pitch height) and (3) pitch height notation + a left-hand gesture (L-gesture) (to engage the contralateral right hemisphere specialized for suprasegmental pitch processing). Our results indicated that (2) pitch height notation training was most robust in its benefits, as participants in this condition improved on trained and novel words alike. Experiment 2 used a within-subjects design to extend Experiment 1 in three ways: adding a right-hand gesture (R-gesture) condition (to engage more segmental language areas in the left hemisphere), introducing a neural correlate of cognitive load (measured by EEG alpha and theta power) and performing a metacognitive subjective assessment of learning (e.g., ‘Which training did you find the most helpful?’). The results showed that although there were no differences among our four training conditions on learning outcomes or EEG power, participants made the most positive subjective evaluations about pitch height notation and R-gesture training. Together, the results suggest that there may be a ‘just right’ amount of multimodal instruction to boost learning and increase engagement during foreign language pitch instruction.

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.

The Effectiveness of Familiar Auditory Sensory Training (FAST) in Increasing Consciousness Levels among Stroke Patients

Stroke is a leading cause of death worldwide, along with myocardial infarction and cancer. Stroke often results in loss of consciousness and neurological deficits that affect sensory perception. To support recovery, non-pharmacological therapies like auditory sensory stimulation are crucial. Familiar Auditory Sensory Training (FAST) is one such intervention. This study assessed the effectiveness of FAST in improving consciousness levels in stroke patients using a one-group pretest-posttest design. It involved 35 stroke patients aged 35-75, who were selected through purposive sampling and underwent three FAST sessions. Consciousness levels were measured using the Glasgow Coma Scale (GCS) before and after the intervention. Data analysis with the Wilcoxon rank test at α=0.05 revealed a significant increase in consciousness from a mean of 6.77 to 10.83 post-intervention (p=0.001), demonstrating FAST's effectiveness in enhancing consciousness in ICU stroke patients.

Evaluating Changes in Adult Cochlear Implant Users' Brain and Behavior Following Auditory Training.

To describe the effects of two types of auditory training on both behavioral and physiological measures of auditory function in cochlear implant (CI) users, and to examine whether a relationship exists between the behavioral and objective outcome measures. This study involved two experiments, both of which used a within-subject design. Outcome measures included behavioral and cortical electrophysiological measures of auditory processing. In Experiment I, 8 CI users participated in a music-based auditory training. The training program included both short training sessions completed in the laboratory as well as a set of 12 training sessions that participants completed at home over the course of a month. As part of the training program, study participants listened to a range of different musical stimuli and were asked to discriminate stimuli that differed in pitch or timbre and to identify melodic changes. Performance was assessed before training and at three intervals during and after training was completed. In Experiment II, 20 CI users participated in a more focused auditory training task: the detection of spectral ripple modulation depth. Training consisted of a single 40-minute session that took place in the laboratory under the supervision of the investigators. Behavioral and physiologic measures of spectral ripple modulation depth detection were obtained immediately pre- and post-training. Data from both experiments were analyzed using mixed linear regressions, paired t tests, correlations, and descriptive statistics. In Experiment I, there was a significant improvement in behavioral measures of pitch discrimination after the study participants completed the laboratory and home-based training sessions. There was no significant effect of training on electrophysiologic measures of the auditory N1-P2 onset response and acoustic change complex (ACC). There were no significant relationships between electrophysiologic measures and behavioral outcomes after the month-long training. In Experiment II, there was no significant effect of training on the ACC, although there was a small but significant improvement in behavioral spectral ripple modulation depth thresholds after the short-term training. This study demonstrates that auditory training improves spectral cue perception in CI users, with significant perceptual gains observed despite cortical electrophysiological responses like the ACC not reliably predicting training benefits across short- and long-term interventions. Future research should further explore individual factors that may lead to greater benefit from auditory training, in addition to optimization of training protocols and outcome measures, as well as demonstrate the generalizability of these findings.

Development of Trisyllabic Word Recognition in Noise Test for Marathi-Speaking Children

Abstract Background Language and culture-specific speech perception tests help in the assessment of children's linguistic proficiency and comprehension. Recognizing difficulties in speech perception and implementing interventions in challenging auditory conditions are pivotal for their holistic development. Objective The aim of this study was to develop a speech perception in noise test in Marathi using trisyllabic words for children between the age ranges of 3 and 6 years. Method The study was conducted in two phases. The first phase comprised the development of trisyllabic word recognition in noise test in Marathi and the second phase comprised administration of the test on 90 typically developing normal hearing children aged 3 to 6 years. These children were divided into three groups (group A: &gt;3–4 years; group B: &gt;4–5 years; and group C: &gt;5–6 years), with 30 participants in each group. Results As the signal-to-noise ratio (SNR) increases, children across different age range show an improvement in their speech perception scores. Also, young children require a more favorable SNR compared with older children to effectively comprehend speech in noisy conditions. Conclusion The Trisyllabic word recognition in noise test will help in optimizing classroom acoustics for typical developing and hearing-impaired children. An SNR-based evaluation can provide guidance regarding interventions, amplification decisions, and auditory training, ensuring effective education and communication for children with hearing impairment.

Speech-in-Noise and Dichotic Auditory Training Students With Autism Spectrum Disorder.

Individuals diagnosed with autism spectrum disorder (ASD) often exhibit auditory processing issues, including poor speech recognition in background noise and dichotic processing (integration of different stimuli presented to the two ears). Auditory training could mitigate these auditory difficulties. However, few auditory training programs have been designed to target specific listening deficits for students with ASD. The present study summarizes the development of an innovative, one-on-one, clinician-developed speech-in-noise (SIN) training program that has not been previously described and an existing dichotic auditory training program to address common auditory processing deficits in students with ASD. Twenty verbal students with ASD, ages 7-17 years, completed a one-on-one, clinician-developed SIN training program and a commercially available dichotic training program 2-3 times a week (30-45 min per session) for 12 weeks. Maximum and minimum training levels from the SIN and dichotic training programs were analyzed statistically to document changes in training level over the training period. Analyses of the pre- and posttraining data revealed significant improvements in training level for both the SIN and dichotic training programs. Overall, the proposed SIN training resulted in significant improvements in training level and may be used along with dichotic training to improve some of the most common auditory processing issues documented in verbal individuals with ASD requiring minimal support. Both types of auditory training may be implemented in one-on-one therapy in clinics and in the schools.

Neural Delays in Processing Speech in Background Noise Minimized after Short-Term Auditory Training.

Background noise disrupts the neural processing of sound, resulting in delayed and diminished far-field auditory-evoked responses. In young adults, we previously provided evidence that cognitively based short-term auditory training can ameliorate the impact of background noise on the frequency-following response (FFR), leading to greater neural synchrony to the speech fundamental frequency(F0) in noisy listening conditions. In this same dataset (55 healthy young adults), we now examine whether training-related changes extend to the latency of the FFR, with the prediction of faster neural timing after training. FFRs were measured on two days separated by ~8 weeks. FFRs were elicited by the syllable "da" presented at a signal-to-noise ratio (SNR) of +10 dB SPL relative to a background of multi-talker noise. Half of the participants participated in 20 sessions of computerized training (Listening and Communication Enhancement Program, LACE) between test sessions, while the other half served as Controls. In both groups, half of the participants were non-native speakers of English. In the Control Group, response latencies were unchanged at retest, but for the training group, response latencies were earlier. Findings suggest that auditory training can improve how the adult nervous system responds in noisy listening conditions, as demonstrated by decreased response latencies.

Virtual Reality Audio Game for Entertainment &amp; Sound Localization Training

Within the gaming and electronics industry, there is a continuous evolution of alternative applications. Nevertheless, accessibility to video games remains a persistent hurdle for individuals with disabilities, especially those with visual impairments due to the inherent visual-oriented design of games. Audio games (AGs) are electronic games that rely primarily on auditory cues instead of visual interfaces. This study focuses on the creation of a virtual reality AG for cell phones that integrates natural head and torso movements involved in spatial hearing. Its assessment encompasses user experience, interface usability, and sound localization performance. The study engaged eighteen sighted participants in a pre-post test with a control group. The experimental group underwent 7 training sessions with the AG. Via interviews, facets of the gaming experience were explored, while horizontal plane sound source localization was also tested before and after the training. The results enabled the characterization of sensations related to the use of the game and the interaction with the interfaces. Sound localization tests demonstrated distinct enhancements in performance among trained participants, varying with assessed stimuli. These promising results show advances for future virtual AGs, presenting prospects for auditory training. These innovations hold potential for skill development, entertainment, and the integration of visually impaired individuals.

You Can Make it Too Easy: Simulating Easy-To-Hard Effects in Auditory Perceptual Learning with an Unsupervised Neural Network Model of Plasticity

ABSTRACT The easy-to-hard effect is a phenomenon where training on initially easy perceptual discrimination contrasts before introducing hard contrasts yields greater perceptual learning than training with hard contrasts for the same amount of time. However, easy-to-hard effects can be erased if initial easy trials are made too easy. Here, we show that this seemingly paradoxical result naturally emerges out of an artificial neural network model of perceptual learning based on the incremental differentiation of stimulus representations: the self-organizing map (SOM). Like human listeners, networks show a sweet spot for easy-to-hard effects at intermediate levels of easy contrast somewhere between too easy and too hard. This trend is apparent across a wide range of free parameters. Analysis of network learning dynamics shows that easy-to-hard effects manifest when competition for network representational space is reduced (relative to constant hard training), but the learned stimuli are still similar enough to hard contrast stimuli to allow generalization. The data show that an incremental perceptual learning model can account for subtle characteristics of easy-to-hard effects where learning theories grounded in attentional discovery of relevant features cannot. We suggest several avenues for further development of the model in order to account for a wider range of auditory learning phenomena, its use in the optimization of auditory training regimens, and its role in elucidating perceptual learning mechanisms.

The Efficacy of Wireless Auditory Training in Unilateral Hearing Loss Rehabilitation.

The purpose of this study was to evaluate the efficacy of auditory training (AT) in patients with unilateral hearing loss (UHL) using hearing aids (HAs), comparing traditional methods with a new approach involving a wireless remote microphone. The study included 96 participants, divided into two groups, with ages ranging from 42 to 64 years, comprising both male and female subjects. A clinical trial including consecutive moderate UHL patients was performed at our institution. For the study group, a Roger Pen was used during AT with patients inside a sound-attenuating cabin. Controls followed conventional sessions. Professional speech and language pathologists performed the rehabilitation. Audiological outcomes were measured, including word recognition at signal-to-noise ratios (SNRs) of 0 dB, +5 dB, and +10 dB, to determine the effectiveness of the training. Measurements also included the Speech, Spatial, and Qualities of Hearing Scale to assess perceived auditory abilities. A total of 46 and 50 UHL patients were randomly included in the study and control groups, respectively. No differences were found in terms of sex, age, presence of tinnitus, duration of hearing loss, pure tone average, and speech-in-noise perception without an HA. Following HA fitting and AT, a notable enhancement in the ability to identify speech in noisy environments was observed in the study group. This improvement was significant at SNRs of +5 and +10. When comparing the ability to identify speech in noise using HAs across both groups, it was observed that hearing capabilities post-wireless AT showed a significant improvement at an SNR of +5. Only the study group had a significant improvement in the total Speech, Spatial, and Qualities of Hearing Scale score after the training. In our group of UHL patients, we found significantly better speech-in-noise perception when HA fitting was followed by wireless AT. Wireless AT may facilitate usage of HAs, leading to binaural hearing in UHL patients. Our findings suggest that future interventions might benefit from incorporating wireless technology in AT programs.

Assessment of the Acute Effects of Wearable Sensor Derived Auditory Biofeedback on Gross Lumbar Proprioception

Lower back disorders (LBDs) affect a large proportion of the population, and treatment for LBDs have been shifting toward individualized, patient-centered approaches. LBDs are typically associated with poor proprioception. Therefore, there has been a recent uptake in the utilization of wearable sensors that can administer biofeedback in various industrial, clinical, and performance-based settings to improve lumbar proprioception. The aim of this study was to investigate whether wearable sensor-derived acute auditory biofeedback can be used to improve measures of gross lumbar proprioception. To assess this, healthy participants completed an active target repositioning protocol, followed by a training period where lumbar-spine posture referenced auditory feedback was provided for select targets. Target re-matching abilities were captured before and after acute auditory biofeedback training to extract measures related to accuracy and precision across spine flexion targets (i.e., 20%, 40%, 60%, 80% maximum). Results suggest a heterogenous response to proprioceptive training whereby certain individuals and spine flexion targets experienced positive effects (i.e., improved accuracy and precision). Specifically, results suggest that mid-range flexion targets (i.e., 40-60% maximum flexion) benefited most from the acute auditory feedback training. Further, individuals with poorer repositioning abilities in the pre-training assessment showed the greatest improvements from the auditory feedback training.

Interventions for School-Aged Children with Auditory Processing Disorder: A Scoping Review.

(1) Background: Auditory processing (AP) disorder is associated with learning difficulties and poses challenges to school-aged children in their daily activities. This scoping review identifies interventions and provides audiologists with protocol insights and outcome measures. (2) Methods: A systematic search of both peer-reviewed and grey literature (January 2006 to August 2023) covered ten databases. Studies included had the following characteristics: (i) published in French or English; (ii) participants were school-aged, and had a normal audiogram, AP difficulties or disorder, and no cognitive, developmental, congenital or neurological disorder (with the exception of learning, attention, and language disabilities); (iii) were intervention studies or systematic reviews. (3) Results: Forty-two studies were included, and they predominantly featured auditory training (AT), addressing spatial processing, dichotic listening, temporal processing and listening to speech in noise. Some interventions included cognitive or language training, assistive devices or hearing aids. Outcome measures listed included electrophysiological, AP, cognitive and language measures and questionnaires addressed to parents, teachers or the participants. (4) Conclusions: Most interventions focused on bottom-up approaches, particularly AT. A limited number of top-down approaches were observed. The compiled tools underscore the need for research on metric responsiveness and point to the inadequate consideration given to understanding how children perceive change.