Computerized Auditory Training in Students: Electrophysiological and Subjective Analysis of Therapeutic Effectiveness

Abstract

Introduction Computerized auditory training (CAT) has been building a good reputation in the stimulation of auditory abilities in cases of auditory processing disorder (APD). Objective To measure the effects of CAT in students with APD, with typical or atypical phonological acquisition, through electrophysiological and subjective measures, correlating them pre- and post-therapy. Methods The sample for this study includes14 children with APD, subdivided into children with APD and typical phonological acquisition (G1), and children with APD and atypical phonological acquisition (G2). Phonological evaluation of children (PEC), long latency auditory evoked potential (LLAEP) and scale of auditory behaviors (SAB) were conducted to help with the composition of the groups and with the therapeutic intervention. The therapeutic intervention was performed using the software Escuta Ativa (CTS Informática, Pato Branco, Brazil) in 12 sessions of 30 minutes, twice a week. For data analysis, the appropriate statistical tests were used. Results A decrease in the latency of negative wave N2 and the positive wave P3 in the left ear in G1, and a decrease of P2 in the right ear in G2 were observed. In the analysis comparing the pre- and post-CAT groups, there was a significant difference in P1 latency in the left ear and P2 latency in the right ear, pre-intervention. Furthermore, eight children had an absence of the P3 wave, pre-CAT, but after the intervention, all of them presented the P3 wave. There were changes in the SAB score pre- and post-CAT in both groups. The presence of correlation between the scale and some LLAEP components was observed. Conclusion The CAT produced an electrophysiological modification, which became evident in the effects of the effects of neural plasticity after CAT. The SAB proved to be useful in measuring the therapeutic effects of the intervention. Moreover, there were behavioral changes in the SAB (higher scores) and correlation with LLAEP.

Improvement in Performance of the Central Auditory System in Type 1 Neurofibromatosis

“…This indicates that even after the end of auditory training, CANS abilities continued to improve, despite the pathological process. This result corroborates the literature on the effect of brain plasticity under stimulation and demonstrates the effectiveness of auditory training [15,[51][52][53][54].…”

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

“…In most studies, children had NH acuity, with thresholds of 20 dB HL or better at 250 to 8000 Hz or from 500 to 4000 Hz. Children in eight of the intervention studies and both review studies had NH, but the criteria (decibels and frequencies measured) for NH were not described [ 42 , 43 , 44 , 54 , 63 , 67 , 71 , 72 , 76 , 79 ]. One study included 25 dB HL as the normal cut-off [ 78 ] and one study used a pure tone average (PTA) of less than 20 dB HL for 250 to 8000 Hz frequencies [ 40 , 41 ].…”

“…First, for the AT studies, some of the eligibility measures conducted were linked to the mechanism(s) addressed by the interventions. Inclusion criteria for AT studies involved obtaining abnormal results in tests assessing specific AP abilities, as follows: Dichotic listening (Dichotic Digits Test [DDT]) and temporal patterning (PPT) [ 52 ]; Dichotic listening (DDT), temporal patterning (Pitch Pattern Sequence Test [PPST]), and auditory fusion (Auditory Fusion Test [AFT]) [ 53 ]; Temporal resolution (RGDT), dichotic listening (Paediatric Speech Intelligibility—PSI test), and/or (Nonverbal Dichotic Test [NVDT]) [ 72 ]; Dichotic listening only: DDT [ 74 , 81 ]; Persian Randomized Dichotic Digits Test (PRDDT), Persian Competing Words Test (PCWT), Persian Competing Sentences Test (PCST) [ 59 ]; and Competing Words Test (CWT), Randomized Dichotic Digits Test (RDDT) [ 62 ]; DDT with abnormal right ear advantage (REA), temporal patterning (PPST) and selective attention (Monaural Selective Auditory Attention Test [mSAAT]) [ 65 ]; Temporal patterning (Frequency Pattern Test [FPT]) [ 47 ]; Temporal patterning (Persian PST [P-PST]) and dichotic listening (Persian-SSW [P-SSW]) [ 61 ]; Spatial processing (LiSN-S) [ 45 , 46 , 48 ]; Auditory figure ground (AFG test) [ 54 ]; Dichotic listening, temporal patterning and selective memory (Multiple Auditory Processing Assessment [MAPA]), dichotic listening (Spectro-Temporal Modulation (STM) detection tasks) and SIN perception (Consonant–Vowel in Noise [CVN]) and Words in Noise Test [WIN]) [ 60 ]; SIN perception (Monaural Speech Identification Test) [ 55 ]; Temporal patterning (Duration Pattern Test [DPT]) [ 56 ]. …”

Effect of Serious Gaming on Speech-in-Noise Intelligibility in Adult Cochlear Implantees: A Randomized Controlled Study

“…Despite technological advances, CI alone do not enable the satisfactory restoration of auditory skills and there is a consensus that speech re-education or AT is essential [ 12 , 13 , 14 , 15 ]. Traditionally, AT is provided in a face-to-face setting; however, there are some reports of computerized AT (CAT) programs for adult CI recipients, but not all are based on serious gaming [ 1 , 16 , 17 , 18 ].…”