Auditory Processing Disorder Research Articles

Daily Living Tasks Affected by Sensory and Motor Problems in Children with Autism Aged 5-12 Years

Background: Children with Autism Spectrum Disorder faces sensory and motor problems (Vestibular, proprioceptive, Tactile, Auditory and visual processing). Due to these problems, individuals faces difficulties in performing their daily task properly. Objective(s): The objective of this study was to determine how daily living (DL) tasks affected in children with autism Spectrum disorder having sensory and motor problems aged 5-12 years. Methodology: The study conducted in Rehab care school for special children and Hamza Montessori School for special children. Data was collected by using purposing sampling technique in the duration of 4 months. Cross sectional study design was used. 60 patients from both genders were included. Sample selection criteria included the children with autism spectrum disorder with age range of 05-12 years. Sensory profile questionnaire based on Ayers sensory integration theory and Standardized Barthel index scale were used and the data was analyzed by SPSS to determine how daily living task are affected by sensory and motor problems. Results: The results showed that Tactile and auditory processing disorders were highly affecting the performance of the children. About 70% of these individuals were having problems in performing their daily living tasks. Conclusion(s): It was concluded that most of the children with autism spectrum disorder have sensory and motor problems. The performance in activities of daily living is affected by sensory and motor problems especially the tactile and auditory processing. Tactile processing shows that children have difficulty in performing activities like dressing, eating and toileting. Keywords: ASD, DL, Sensory and motor problems DOI: 10.7176/JHMN/92-02 Publication date: August 31 st 2021

Impact of the central auditory processing disorder on children with phonological deviation: a systematic review.

Impact of the central auditory processing disorder on children with phonological deviation: a systematic review.

4-5세 기능적 조음음운장애 아동과 일반 아동의 음운처리능력 비교

목적 : 본 연구에서는 4-5세 기능적 조음음운장애 아동과 일반 아동의 음운처리능력을 비교하여 살펴보고 각 영역 간 상관관계를 살펴보고자 하였다.<BR>방법 : 검사도구 REVT-R, U-TAP, OSMSE-R을 이용하여 4-5세 기능적 조음음운장애 아동21명과 일반 아동 27명으로 총 48명을 본 연구의 대상자로 선정하였다. 본 연구에서는 일반 아동과 기능적 조음음운장애 아동의 음운처리 수행능력을 시각적 자극과 청각적 자극을 함께 제시하여 살펴보고자 그림을 이용한 음운처리검사 도구를 직접 제작하여 검사를 실시하였다. 음운적 작업기억 능력을 알아보기 위해 그림 바로 지시하기 과제와 그림 거꾸로 지시하기 과제를 실시하였다. 그 다음으로 음운인식 능력을 알아보기 위해 음운인식 탈락과제, 합성과제, 변별과제를 실시하였다. 그리고 음운적 정보회상 능력을 알아보기 위해 빠른 이름대기 과제를 실시하였다.<BR>결과 : 첫째, 기능적 조음음운장애 아동은 일반 아동에 비해 음운적 작업기억 능력이 낮았다. 둘째, 기능적 조음음운장애 아동은 일반 아동에 비해 음운인식 능력이 낮았다. 셋째, 기능적 조음음운장애 아동과 일반 아동은 음운적 정보회상 능력이 비슷하였다. 넷째, 기능적 조음음운장애 아동은 모든 하위영역 간 상관관계가 없었으며, 일반 아동은 바로 지시하기 과제-탈락과제, 바로 지시하기 과제-변별과제, 탈락과제-변별과제 간 상관관계가 있었다.<BR>결론 : 기능적 조음음운장애 아동의 임상적 중재에 앞서 아동의 음운적 작업기억 능력과 음운인식능력을 정확하게 파악하는 것이 중요하다는 것을 알 수 있었다. 그리고 일반 아동에 비해 비교적 주의력이 짧은 기능적 조음음운장애 아동에게 그림, 사진과 같은 시각적 자극물을 함께 활용하여 임상에서 음운처리능력을 지도하는 것이 더욱 효과적일 것이다.

Relation Between the Screening Checklist for Auditory Processing in Adults and Diagnostic Auditory Processing Test Performance.

Purpose The aim of the study was to evaluate the relationship between the Screening Checklist for Auditory Processing in Adults and the performance of older adults on a battery of diagnostic tests for auditory processing. This was done for two versions of the checklist, one answered by older individuals at risk for auditory processing disorder (APD) and the other by the family of the older adults. Method Forty-nine older adults and 34 of their family members were initially tested with the screening checklist, each being tested with the version developed for them. Approximately half of the older adults had normal pure-tone thresholds, while the others had mild-moderate hearing loss above 2 kHz. The older adults were administered tests of auditory separation/closure, auditory integration, temporal resolution, temporal patterning, and auditory memory and sequencing. Results Most of the older adults and their family members reported of the presence of auditory processing difficulties on the screening checklist. On the diagnostic test battery, many of the older adults, irrespective of their high-frequency hearing sensitivity, failed the tests measuring temporal resolution and auditory integration. The sensitivity and specificity of the checklist answered by the older individuals were 69.05% and 71.43%, respectively. On the other hand, for the checklist answered by the family members, it was 77.78% and 33.33%, respectively. The test-retest reliability of the two versions of the checklist was found to be good. Conclusions As the specificity of the checklist answered by the family members was considerably lower than that answered by the older adults, the use of the version for the latter group is recommended. However, the checklist answered by the caregivers could be used to complement information obtained from the older adults at risk for APD when the older adults are unable to give valid responses.

Developmental Speech and Language Disorders According to ICD-11

Developmental Speech and Language Disorders According to ICD-11 Abstract. In ICD-11, similar to ICD-10, speech and language disorders are classified as neurodevelopmental disorders, which are part of ICD-11 Chapter 6 (Mental, Behavioural and Neurodevelopmental Disorders). The ICD-10 criteria were not well accepted by many professionals in research and clinic who work with children with speech and language disorders. Especially linguists and speech and language therapists see ICD-10 as too crude and lacking specification of individual language problems. Medical professions in turn criticize the missing aspect of organically caused speech and language problems. This paper presents the classification of speech and language problems or disorders according to ICD-11 compared to ICD-10. One essential aspect lies in the differentiation between "primary" and "secondary" neurodevelopmental disorders. In addition, we compare and discuss other recent classification approaches, such as DSM-5, CATALISE-2, and the classification "Auditory Processing Disorder" by pediatric audiologists. We present a classification approach based on ICD-11, supplemented by an additional specification of the respective impaired speech or language area in the individual child and based on a thorough speech and language assessment. We thus hope to pave the path for an interdisciplinary classification of speech and language disorders according to ICD-11, our aim being to establish a common terminology that can be used by all professions. We expect this common terminology to improve clinical care and to allow for the integration and comparability of speech- and language-related research efforts.

Hyperbaric Oxygen Therapy for Children and Youth with Autism Spectrum Disorder: A Review.

Autism spectrum disorder (ASD) is a common neurodevelopmental disorder determined by a complex of factors (genetic and environmental). On a pathophysiological basis hyperbaric oxygen therapy (HBOT) has been suggested as an effective therapeutic method in ASD, and thus many parents/guardians attempt to treat their child with ASD using this method. Therefore, this review aimed to verify the significant therapeutic value of this method for individuals with ASD. The literature review included all articles from the last 5 years (2015–2021) that met the inclusion criteria—both original papers and literature reviews. None of the 10 literature reviews indicated that HBOT was a clearly effective form of therapy in the case of ASD. Two out of four papers presenting the results of the intervention studies also did not recommend the use of this form of therapy in children with ASD. The results of the other two studies were not entirely relevant to the purpose of this review because one study had no control group, while the other study focused solely on auditory processing disorders. A review of the literature on whether HBOT as a therapy significantly affects the symptoms of ASD does not confirm its effectiveness.

Dyslexia and Auditory Processing Disorder: A Neurological Chicken or Egg Debate?

An estimated 10 million students in the United States have dyslexia and of those students, 2.5 million are estimated to have auditory processing disorder. There is an ongoing debate on whether auditory processing disorder causes or contributes to dyslexia or the disorders are just co-morbid. This paper examines dyslexia and auditory processing disorder and then considers current research on the nature of the relationship between the two disorders.

Role of orff music therapy in improving auditory processing skills in children with intellectual disability.

Orff Music Therapy improves auditory processing, language, and cognitive functions in children who have Intellectual Disability (ID). In literature, there are no studies from the auditory processing skills reviewing perspective. The current study examined the role of Orff Music Therapy in terms of auditory processing skills of children who have ID. Twenty-nine children who have ID were subjected in a 6-week Orff Music Therapy program. The mean musical assessment scores improved after Orff Music Therapy. The total Listening Inventory (TLI) scores before Orff Music Therapy were considered to be risky above the cut-off level for children who have ID. The criterion cutoff scores show if the child's behaviors may indicate a disorder or dysfunction. The TLI scores were reduced after Orff Music Therapy, which means there was an improvement in auditory processing skills. Auditory processing skills are essential for children who have ID. If a child who has ID has been identified as having auditory processing disorder (APD), there is a need for a proven therapeutic approach, like Orff Music Therapy. It has been considered that ID and APD can be linked in the same category of neurodevelopmental disorders.

Perception of prosody in children with auditory processing disorders

ABSTRACT The objective of this study was to investigate perception of affective prosody in a group of children diagnosed as having auditory processing disorders (APDs) and compare their performance with those of typically developing children. Auditory Linguistic Integration test in Marathi, which assesses affective prosody, was administered on 159 children in the age range of 5–7 years. Among them, 53 children had APD, and 106 children did not have APD. The results of the study revealed that the perception of affective prosody was significantly poor in children with APD when compared to typically developing children. The results of the study suggested that a subset of children with APD may show difficulty in the perception of affective prosody. Further studies need to be carried out to explore the factors that can affect the perception of affective prosody in children with APD.

An Objective Approach Toward Understanding Auditory Processing Disorder.

Purpose In the field of audiology, auditory processing disorder (APD) continues to be a topic of ongoing debate for clinicians and scientists alike, both in terms of theory and clinical practice. In the current viewpoint, we first lay out the main issues that are central to the controversy surrounding APD, and then suggest a framework toward their resolution. Method The current viewpoint is informed by reviewing existing studies in the field of APD to better understand the issues contributing to the controversies in APD. Results We found that, within the current definition of APD, the two main issues that make the APD diagnosis controversial are (a) comorbidity with other disorders and (b) the lack of domain specificity. These issues remain unresolved, especially with the use of the existing behavioral APD test batteries. In this viewpoint, we shed light on how they can be mitigated by implementing the administration of an objective, physiological test battery. Conclusions By administering an objective test battery, as proposed in this viewpoint, we believe that it will be possible to achieve a higher degree of specificity to the auditory domain that will not only contribute towards clinical practice but also contribute towards strengthening APD as a theoretical construct.

Executive functions in Persian-speaking preschool children with speech sound disorders and comparison with their typically developing peers

This study aimed to compare working memory, inhibitory control, and cognitive flexibility, the core components of executive functions, among two prevalent subtypes of preschool children with speech sound disorder, i.e., phonological delay (n = 16) and consistent phonological disorder (n = 15), and a group of typically developing children (n = 18). The correlation between executive function components and the accuracy of speech sound production were also investigated. Nonword repetition task and syllable repetition task were used to evaluate the phonological loop of working memory. Backward digit span was administered to examine the central executive of working memory. Cognitive flexibility was assessed using the second selection of the flexible item selection task and inhibitory control using Stroop-like and Go/No-Go tasks. The percentage consonants correct was applied to calculate the accuracy of speech sound production. Results of a one-way multivariate analysis of covariance revealed statistically significant differences between groups in the combined dependent variables after controlling for age (F(14, 80) = 17.289, p < .001, Pillai’s trace = 1.503, partial ηƞ 2 = .752). Typically developing children outperformed in all measurements of executive functions than both speech sound disorder subgroups. Moreover, children with phonological delay performed better in nonword repetition and corrected responses of Stroop-like than consistent phonological disorder group. All executive function measurements also correlated with speech sound production. The results of the present study highlight the importance of including domain-general cognitive skills in current assessment protocols for children with phonological delay and consistent phonological disorders.

Separating the Causes of Listening Difficulties in Children.

Auditory processing disorder, defined here as a deficit in the way sounds are analyzed by the brain, has remained a controversial topic within audiology for decades. Some of the controversy concerns what it is called. More substantively, even its existence has been questioned. That view has likely emerged because there has not been sufficient rigor in determining when difficulty in understanding speech has been the consequence of some type of auditory processing deficit, versus when it is the consequence of a cognitive deficit or a language deficit. This article suggests that the field use the term “listening difficulty” as an umbrella term to indicate a reported deficit in recognizing sounds or understanding speech, one possible cause of which is an auditory processing disorder. Other possible causes are hearing deficits, cognitive deficits, and language deficits. This article uses a plausible, and hopefully noncontroversial, model of speech understanding that comprises auditory processing, speech processing, and language processing, all potentially affected by the degree of attention applied and the listener’s memory ability. In a fresh approach to the construction of test batteries, the stages of the model are linked to tests designed to assess either all or selected parts of the processes involved. For two of the stages, a listener’s performance is quantified as the additional signal to noise ratio that he or she needs to function equivalently to his or her age peers. Subtraction of the deficits revealed by each test enables the contributions of each processing stage to a listening deficit to be quantified. As a further novel contribution, the impact of memory and attention on each test score is quantitatively allowed for, by an amount that depends on each test’s dependence on memory and attention. Attention displayed during the test is estimated from the fluctuations in performance during the test. The article concludes with a summary of the research that must be conducted before the structured tests can be used to quantify the extent to which different potential causes of listening difficulties are responsible for real-life difficulties in an individual child.

Auditory Processing Disorders in Elderly Persons vs. Linguistic and Emotional Prosody.

Background: Language communication, which is one of the basic forms of building and maintaining interpersonal relationships, deteriorates in elder age. One of the probable causes is a decline in auditory functioning, including auditory central processing. The aim of the present study is to evaluate the profile of central auditory processing disorders in the elderly as well as the relationship between these disorders and the perception of emotional and linguistic prosody. Methods: The Right Hemisphere Language Battery (RHLB-PL), and the Brain-Boy Universal Professional (BUP) were used. Results: There are statistically significant relationships between emotional prosody and: spatial hearing (r(18) = 0.46, p = 0.04); the time of the reaction (r(18) = 0.49, p = 0.03); recognizing the frequency pattern (r(18) = 0.49, p = 0.03 (4); and recognizing the duration pattern (r(18) = 0.45, p = 0.05. There are statistically significant correlations between linguistic prosody and: pitch discrimination (r(18) = 0.5, p = 0.02); recognition of the frequency pattern (r(18) = 0.55, p = 0.01); recognition of the temporal pattern; and emotional prosody (r(18) = 0.58, p = 0.01). Conclusions: The analysis of the disturbed components of auditory central processing among the tested samples showed a reduction in the functions related to frequency differentiation, the recognition of the temporal pattern, the process of discriminating between important sounds, and the speed of reaction. De-automation of the basic functions of auditory central processing, which we observe in older age, lowers the perception of both emotional and linguistic prosody, thus reducing the quality of communication in older people.

Evaluation of Diadochokinesis in Greek Preschoolers With Speech Sound Disorders Using a Diadochokinetic Rates Protocol

The study aimed at evaluating the diadochokinetic (DDK) skills of Greek-speaking preschool children with phonological disorder (PD) by means of a structured evaluation protocol and at proposing cut-off points for children at risk of speech impairment. The participants were 36 children with PD and 60 typically developing (TD) peers. The groups were matched on age and gender. The PD group performed significantly slower than the TD group in all speech DDK tasks but not in the oral-motor tasks. The ROC analysis showed a statistically significant positive discrimination for all speech tasks. The internal consistency of the protocol was excellent (Cronbach’s α = .844), while complex stimuli showed a better discriminatory ability. The obtained results agree with Dodd’s classification for speech sound disorders (SSDs). Different types of speech stimuli must be included in the evaluation of DDK performance as a clinical predictor for preschoolers with SSDs who face difficulties in speech maturation.

Dichotic listening deficits in amblyaudia are characterized by aberrant neural oscillations in auditory cortex

ObjectiveChildren diagnosed with auditory processing disorder (APD) show deficits in processing complex sounds that are associated with difficulties in higher-order language, learning, cognitive, and communicative functions. Amblyaudia (AMB) is a subcategory of APD characterized by abnormally large ear asymmetries in dichotic listening tasks. MethodsHere, we examined frequency-specific neural oscillations and functional connectivity via high-density electroencephalography (EEG) in children with and without AMB during passive listening of nonspeech stimuli. ResultsTime-frequency maps of these “brain rhythms” revealed stronger phase-locked beta-gamma (~35 Hz) oscillations in AMB participants within bilateral auditory cortex for sounds presented to the right ear, suggesting a hypersynchronization and imbalance of auditory neural activity. Brain-behavior correlations revealed neural asymmetries in cortical responses predicted the larger than normal right-ear advantage seen in participants with AMB. Additionally, we found weaker functional connectivity in the AMB group from right to left auditory cortex, despite their stronger neural responses overall. ConclusionOur results reveal abnormally large auditory sensory encoding and an imbalance in communication between cerebral hemispheres (ipsi- to -contralateral signaling) in AMB. SignificanceThese neurophysiological changes might lead to the functionally poorer behavioral capacity to integrate information between the two ears in children with AMB.

Automated phonological analysis and treatment target selection using AutoPATT

ABSTRACT Automated analyses of speech samples can offer improved accuracy and timesaving advantages that streamline clinical assessment for children with a suspected speech sound disorder. In this paper, we introduce AutoPATT, an automated tool for clinical analysis of speech samples. This free, open-source tool was developed as a plug-in for Phon and follows the procedures of the Phonological Analysis and Treatment Target Selection protocol, including extraction of a phonetic inventory, phonemic inventory with corresponding minimal pairs, and initial consonant cluster inventory. AutoPATT also provides suggestions for complex treatment targets using evidence-based guidelines. Automated analyses and target suggestions were compared to manual analyses of 25 speech samples from children with phonological disorder. Results indicate that AutoPATT inventory analyses are more accurate than manual analyses. However, treatment targets generated by AutoPATT should be viewed as suggestions and not used to substitute necessary clinical judgement in the target selection process.

Assessment of auditory processing in children with non-syndromic cleft lip and/or palate

Objective Few studies have shown that children with non-syndromic cleft lip and/or palate (NSCLP) experience auditory processing disorder to some degree. APD can negatively affect communication skills and academic performance. This study aimed to assess important aspects of auditory processing in school-age children with NSCLP. Method Dichotic digits (DD), gaps in noise (GIN) and monaural selective auditory attention tests (mSAAT) were assessed in school-age children with NSCLP in this study. Results Mean scores of dichotic digits of the right ear in children with NSCLP was higher than the control group without cleft (p < .001). There was no significant difference between the two groups in the DD score of the left ear (p = .112). The score of right ear advantage (REA) in the NSCLP group was higher than the control group (p = .002). NSCLP group obtained lower scores in the GIN and mSAAT tests compared to the control group without craniofacial abnormalities (p = .008 for GIN% of the right ear and p < .001 for GIN threshold of both ears, GIN% for left ear and mSAAT scores). Conclusion The results indicate that some children with NSCLP may suffer from APD to some degree.

Impact of Central Auditory Processing Disorder (CAPD) on the Academic Performance of Children of Early Childhood Stage: A Systematic Review and Meta-analysis.

Hearing is a vital issue for the adequate development of every child, especially for early childhood children, because it helps in the development of language and speech. Many studies focus on the effect of central auditory processing disorder (CAPD) on the academic performance of children of early childhood stage on various aspects of education. It is well known that children who have been diagnosed with central auditory processing disorder frequently have spoken and written language disorders. Emotional and social problems, as well as issues with academic performance, can result from central auditory processing disorder. Early diagnosis can help overcome those negative impacts. Central auditory processing disorder can affected early childhood children’s academic performance in the communication and attention domains, and it may affect academic performance later in life. Researchers have begun to conduct a lot of research on how central auditory processing disorder affects the academic performance of early childhood children. The aim of this paper is to investigate the effects of central auditory processing disorder on the academic performance of early childhood children based on a literature review. This concept paper aims to shed light on the impact of central auditory processing disorder and the challenges that teachers and children can face. The results of this paper show that central auditory processing disorder has negative impacts on the early childhood children’s academic performance. These negative impacts can be overcome if we use and adapt suitable training programs earlier.

Factor Analysis on Multiple Auditory Processing Assessment–2 and Listening in Spatialized Noise–Sentences Test in Children

Introduction There is need for greater understanding of tests used in assessing all aspects of auditory processing disorder (APD). This is important so that specific deficits can be identified and later remediated with the smallest possible test battery. The American Speech-Language-Hearing Association (ASHA) recommends five areas/domains for behavioral assessment: (a) temporal, (b) binaural (dichotic) separation/integration, (c) monaural low redundancy, (d) binaural interaction/localization/lateralization, and (e) auditory discrimination. Multiple-factor studies support the first three domains, which are most often used for APD assessment and which can be measured in a test battery normed within the United States (Multiple Auditory Processing Assessment-2 [MAPA-2]). This study was designed to determine if factored results from children would clarify whether a behavioral test (Listening in Spatialized Noise-Sentences Test [LiSN-S]) would factor within one of the first three domains or be separate, possibly within the fourth domain, binaural interaction. Method Fifty-one 8- and 9-year-olds with normal development and normal otoscopy and hearing responses bilaterally from 500 to 4000 Hz at 20 dB HL were recruited. Two sets of APD tests were administered: MAPA-2 and LiSN-S. Results Results verified the expected three-factor structure for MAPA-2. LiSN-S did not factor within one of those three, suggesting that some processes involved in the LiSN-S tasks require interactions between the two ears different from those involved in dichotic perception and thus better belong in the ASHA binaural interaction/lateralization domain. Conclusions Auditory processing abilities are sufficiently independent of each other that test batteries spanning the first three ASHA domains are not sensitive to at least some abilities in the fourth domain. This additional factor evidence is helpful. Future research should examine the utility of measuring additional factors within APD in order to achieve the most efficient and comprehensive test battery.

Efficacy of Computer-Based Noise Desensitization Training in Children With Speech-in-Noise Deficits.

Purpose Auditory training is known to improve the speech-perception-in-noise (SPIN) skills in children with auditory processing disorders (APDs); however, conventional non-computer-based trainings are dreary and nonmotivating. This study intended to develop a computer-based noise desensitization training module in Indian English and test the efficacy of the same in children with APD having SPIN deficits. There are no such modules available at present to be used in Indian children. Method The module incorporated words-in-noise training, with monosyllables and trisyllables as target words in the presence of speech-shaped noise as well as multitalker babble at different signal-to-noise ratios ranging from +20 to -4 dB SNR. The study included 20 children with SPIN deficits diagnosed with APD and who were recruited randomly to the experimental group who received the training (n = 10; M age = 11.1 years) and to the control group who did not receive any training (n = 10; M age = 11.4 years). The outcome measures included behavioral measures and electrophysiological measures (auditory long latency responses for speech in quiet and noise). Results Compared to children in the control group, children in the experimental group exhibited improvements in the SPIN scores as well as temporal processing measures after training. Dichotic consonant-vowel tests and auditory memory and sequencing tests did not yield significant improvement post training. Also, auditory long latency responses in quiet and noise revealed significant reduction in the amplitudes after training. No significant difference was noted in the latencies of auditory long latency responses post training. Control group participants did not show any significant difference in any of the measures between the initial and follow-up evaluations. Conclusions The developed training module was successful in fetching improvements in behavioral and electrophysiological measures. It would be a great addition to the evidence-based rehabilitation support inventory for children with SPIN deficits in India. Supplemental Material https://doi.org/10.23641/asha.14551041.