Effects of different types of auditory temporal training on language skills: a systematic review

Murphy, Cristina Ferraz Borges; Schochat, Eliane

doi:10.6061/clinics/2013(10)12

Cited by 4 publications

(11 citation statements)

References 34 publications

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“…Other researchers (10,11) reported similar results, with approximately 70% of the individuals assessed performing normally after AT. Moreover, prior studies also demonstrated the efficacy of AT in children with APD (4,(7)(8)(9)12,13) . The tests used in this study were considered stable by test-retest studies that involved individuals with typical development (26) .…”

Section: Discussionmentioning

confidence: 89%

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Manutenção das habilidades auditivas pós treinamento auditivo

Filippini

Brito

Neves-Lobo

et al. 2014

Audiol., Commun. Res.

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Objetivo Verificar a eficácia do Treinamento Auditivo e a manutenção das habilidades auditivas treinadas após um, dois, ou três anos do seu término, com o intuito de comprovar a eficácia do treino em longo prazo. Métodos Dez crianças com alteração do processamento auditivo - graus variando entre leve a moderado, moderado e moderado a severo - passaram por um programa de treinamento auditivo de oito semanas e foram reavaliadas imediatamente após o treino (PÓS-1) e um, dois, ou três anos depois (PÓS-2). Resultados Foram observadas diferenças significativas no desempenho médio, entre a avaliação pré-treino e as avaliações PÓS-1 e PÓS-2, sem diferenças entre as duas últimas. Não foram observadas correlações entre o intervalo de tempo entre PÓS-1 e PÓS-2 e a diferença no desempenho dessas avaliações. Em PÓS-1, a maioria das avaliações apresentou-se dentro da normalidade, ou com alterações leves do PA, sendo que 60% dos indivíduos mantiveram tais resultados em PÓS-2. Conclusão Verificamos, neste estudo, que o Treinamento Auditivo é eficaz na intervenção dos Transtornos do Processamento Auditivo e que os benefícios obtidos após o treinamento se mantêm, mesmo após um, dois, ou três anos do seu término.

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Section: Discussionmentioning

confidence: 89%

“…Several studies have been demonstrated the benefits of AT in children with APD using behavioral and electrophysiological assessments (4,(7)(8)(9)(10)(11)(12)(13)(14) , which suggests that the efficacy of the perceptual auditory system may be improved through training.…”

Section: Introductionmentioning

confidence: 99%

Manutenção das habilidades auditivas pós treinamento auditivo

Filippini

Brito

Neves-Lobo

et al. 2014

Audiol., Commun. Res.

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“…Typically, these children have problems with specific rules of grammar, such as the misuse of verb tense (Reilly et al, 2014). There appears to be consensus that SLI originates from deficits in low-level auditory processing of both linguistic and other sound materials (Fey et al, 2011; Murphy and Schochat, 2013). This hypothesis has led to the development of so-called auditory stimulation training (AST) to address children with SLI.…”

Section: Introductionmentioning

confidence: 99%

“…Murphy and Schochat (2013) conducted a systematic review and found a total of 29 studies eligible for review, which were categorized in terms of three different types of AST: software-based training, formal auditory temporal training, and music training. The first type of AST representing a majority of these studies entailed software programs including FastForWord, Earobics, AudioTraining or STAR (Cognitive Concepts, 1997; Scientific Learning Corporation, 1998).…”

Section: Introductionmentioning

confidence: 99%

Auditory Stimulation Training With Technically Manipulated Musical Material in Preschool Children With Specific Language Impairments: An Explorative Study

et al. 2019

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Auditory stimulation training (AST) has been proposed as a potential treatment for children with specific language impairments (SLI). The current study was designed to test this assumption by using an AST with technically modulated musical material (ASTM) in a randomized control group design. A total of 101 preschool children (62 male, 39 females; mean age = 4.52 years, SD = 0.62) with deficits in speech comprehension and poor working memory capacity were randomly allocated into one of two treatment groups or a control group. Children in the ASTM group (n = 40) received three 30-min sessions per week over 12 weeks, whereas children in the comparison group received pedagogical activities during these intervals (n = 24). Children in the control group (n = 37) received no treatment. Working memory, phoneme discrimination and speech perception skills were tested prior to (baseline) and after treatment. Children in the ASTM group showed significantly greater working memory capacity, speech perception, and phoneme discrimination skills after treatment, whereas children in the other groups did not show such improvement. Taken together, these results suggest that ASTM can enhance auditory cognitive performance in children with SLI.

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“…Studies have shown the effects of the Computer-Based Auditory Training (CBAT) in different populations: people with hearing loss (1)(2)(3) , people with normal hearing and Central Auditory Processing Disorder (CAPD) (4,5) , people with normal hearing, auditory processing disorder and language (6,7) or speech disorder (5,8) , and others.…”

Section: Introductionmentioning

confidence: 99%

Desempenho no treinamento auditivo computadorizado Performance in computerized auditory training

Boaz

Biaggio

2019

Audiol., Commun. Res.

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Purpose: Analyze and correlate the auditory performance in the evaluation stage in the chosen software and electrophysiological responses pre and post computer-based auditory training. Methods: This is a longitudinal, comparative, clinical and experimental study, performed after the approval of the ethics committee. The sample consisted of seven children, aged 7 to 8 years and 11 months, from both genders, diagnosed with auditory processing disorder. The therapeutic intervention was based on the training with the Escuta Ativa  software and composed of 12 sessions, perforned twice a week, lasting approximately 30 minutes each. The score in the evaluation stage in the chosen software and the findings of the electrophysiological measurement on Long-Latency Potential Evoked Auditory, specifically P3 component, pre and post-training, were analyzed through an adequate statistical study. Results: Among the three stages of the evaluation by the software, there was no statistically significant post-training result. As for the P3 component, 3 out of the 4 children started to have it post-intervention therapy. In the search for correlation between behavioral and electrophysiological results, there was no statistical significance in either moments of the evaluation. Conclusion: It was not possible to verify a significant difference between the pre and post-training periods in the evaluation stage of the software itself, showing the need for further studies to verify the use of this evaluation tool in a clinical setting. An effect of post-training plasticity with the appearance of P3 component was noted in some children. There was no correlation between the evaluation steps by the software and the electrophysiological measurement. RESUMOObjetivo: Analisar e correlacionar o desempenho auditivo na etapa de avaliação existente no software escolhido e respostas eletrofisiológicas pré e pós-treinamento auditivo computadorizado. Métodos: Trata-se de um estudo longitudinal, comparativo, clínico e experimental, realizado após aprovação do comitê de ética. A amostra foi composta por sete crianças, com idade entre 7 anos e 8 anos e 11 meses, de ambos os gêneros, diagnosticadas com transtorno do processamento auditivo. A intervenção terapêutica foi baseada no treinamento com o software Escuta Ativa  e composta por 12 sessões, realizadas duas vezes por semana, com duração aproximada de 30 minutos cada. Analisou-se a pontuação nas etapas de avaliação existente no software escolhido e os achados da medida eletrofisiológica potencial evocado auditivo de longa latência, especificamente o componente P3, pré e pós-treinamento, por meio de estudo estatístico adequado. Resultados: Dentre as três etapas de avaliação pelo software, não houve resultado estatisticamente significativo pós-treinamento. Quanto ao componente P3, 3 das 4 crianças com ausência do componente passaram a tê-lo, pós-intervenção terapêutica. Na busca de correlação entre resultados comportamentais e eletrofisiológicos, não houve significância estatística, em ambos os momentos...

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Effects of different types of auditory temporal training on language skills: a systematic review

Cited by 4 publications

References 34 publications

Manutenção das habilidades auditivas pós treinamento auditivo

Manutenção das habilidades auditivas pós treinamento auditivo

Auditory Stimulation Training With Technically Manipulated Musical Material in Preschool Children With Specific Language Impairments: An Explorative Study

Desempenho no treinamento auditivo computadorizado Performance in computerized auditory training

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