Concepts in cognitive neuroscience fundamental to intervention are summarized. The functional plasticity of the maturing central nervous system offers opportunity to improve auditory processing skills. A comprehensive approach to improve listening comprehension and learning in children and youth with central auditory processing disorders is outlined. The management approach emphasizes development of both specific and general problem-solving strategies in conjunction with self-regulation of strategy use.
Limitations of particular tests, the advantages of larger test batteries to more broadly examine multiple auditory processes, the degree to which the present results can be generalized clinically to populations without known brain lesions, and other clinical considerations are discussed.
Recent reports suggest that auditory training (AT) can serve as a valuable intervention tool, particularly for individuals with language impairment and auditory processing disorder (APD). This article suggests a continuum of AT approaches, including those that do not require major instrumentation and can be implemented by speech-language pathologists and audiologists through their clinical practices. AT approaches are categorized as formal and informal. Formal AT is conducted by the professional in a controlled setting. Informal AT can be conducted as part of a home or school management program for APD. Formal AT employs acoustically controlled, bottom-up tasks using tones and speech elements, as well as language-based or top-down tasks. Informal AT is designed to improve auditory perceptual skills through language-based, predominantly top-down tasks. Coupling formal with informal AT should maximize treatment efficacy as skills are practiced toward mastery and automatism in real world settings that establish functional significance and provide repeated opportunities for generalization of skills.Learning Outcomes: Upon completion of this article, the reader will be able to (1) differentiate informal from formal auditory training approaches, (2) identify at least three informal auditory training exercises and the auditory process(es) targeted, and (3) identify at least three formal auditory training exercises and the auditory process(es) targeted.Downloaded by: University of Florida. Copyrighted material.
This paper presents a brief review of temporal processing, its relevance to audiologists, and methods for its clinical evaluation. Results are then summarized from the administration of four tests of auditory temporal resolution (Auditory Fusion Test-Revised [AFTR], Random Gap Detection Test [RGDT], Binaural Fusion Test [BFT], and Gaps-In-Noise Test [GIN]) to ten children with normal hearing (mean age = 8.7 years). Statistically significant differences in mean temporal resolution thresholds derived from the four tests resulted from differences in stimulus and task variables. From a clinical perspective, however, all tests yielded comparable results, indicating normal temporal resolution for all 10 children. Differences among the four tests with regard to ease of use, time required for administration and scoring, and face validity are discussed. Additional research is needed to determine the relative sensitivity and specificity, and, therefore, the clinical utility of these four temporal resolution tests in both pediatric and adult populations.
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