Efficacy of Auditory Training Using the Auditory Brainstem Response to Complex Sounds: Auditory Processing Disorder and Specific Language Impairment

Abstract

Objectives: This study verified the efficacy of a formal auditory training (AT) program in children with hearing and language disorders using the auditory brainstem response to complex sounds (c-ABR) with and without background noise. Patients and Methods: Thirty children (7–13 years) were distributed into four groups: typical development (TD: n = 7), auditory processing disorder (APD: n = 9) and specific language disorder (SLIa: n = 6, and SLIb: n = 8). All children underwent behavioral assessment of auditory processing and c-ABR with and without background noise. The APD and SLIa groups underwent 8 weeks of formal AT, but all children were reevaluated 12 weeks after the initial assessment. Results: The TD group presented better behavioral performance than the other groups. For c-ABR in silence, no significant differences were observed among groups or assessments, except regarding VA complex measures, which were altered in the APD group. For c-ABR with background noise, however, the APD, SLIa and SLIb groups presented delayed latencies. Groups that underwent formal AT improved behavioral performance and decreased latencies to c-ABR in background noise at final assessment. Conclusions: These data suggest that efficacy of formal AT can be demonstrated by c-ABR with background noise.

O Potencial Evocado Auditivo com estímulo de fala pode ser uma ferramenta útil na prática clínica?

“…Similar results were also observed in a previous study (7) , which observed the responses of children with APD, and demonstrated that 80% of them had abnormal speech-evoked ABR . These data are in accordance with studies that showed a major relationship between deficits in speech-evoked ABR and in auditory perception (6)(7)(8) , and that demonstrated improved speech-evoked ABR response after auditory stimulation (5,9,11) . Based on the observations of the present study, and on the current knowledge about speech-evoked ABR, it is possible to discuss some clinical applications of this potential.…”

“…In Brazil, speechevoked ABR has been studied for approximately 10 years, and has only a few publications (2)(3)(4)(5)(6) .…”

“…Many studies agree as to the association between abnormal responses in speech-evoked ABR and difficulties in speech auditory processing (AP) (5)(6)(7)(8)(9) ; however, one of the main issues related to this potential refers to its clinical use.…”

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

“…Of the other five papers, one investigated the effects of formal auditory training on language skills (18), and the other four investigated the effects on auditory skills (20-23). Megale and Schochat (18) investigated the effectiveness of formal auditory training in elderly hearing aid users and reported effects similar to those of the Gil & Iorio study (19).…”

Improving the reading skills of Jordanian students with auditory discrimination problems

“…The suffering of students with learning difficulties appears in their perceptions; in order to address these difficulties, it is necessary to develop special auditory training programs for them, as they perceive things differently. It is wrong to put pressure on them because it makes them feel that they have failed and are unable to perceive and discriminate, as they are in need of special means to help them with their learning (Filippini, et al 2013). Perceptual processes are considered prerequisites to learning to read, because developmental learning difficulties represented in the synthesis of sounds (auditory perception) are one of the main reasons that prevent a child from learning to read (Herrmann, 2012; Al-Bashtawy et al, 2014).…”