Remediation of central auditory processing disorders in children with learning disability: a comparative study

The effectiveness of an auditory temporal training program in children who present voiceless/voiced-based orthographic errors

“…EG’s results on Table 2 demonstrate that, besides improving the perceptual auditory temporal ordering ability, the auditory learning was transferred from the Monkey Game’s activities to the PPST, which presented a maximum of three tones of frequency that should be ordered in a specific period of time. The improvement on the performance of the auditory temporal ordering skill after the use of the ATTP meets research findings [20,21,22] that demonstrate improvement on the performance of this auditory skill in children who have learning and language disorders. Consequently, an improvement on the sensorial mechanism (“bottom-up”) was observed regarding differentiation and ordering of frequencies due to the neural plasticity in the central auditory nervous system, driven by the learning process [41,42].…”

“…Auditory temporal training is believed to contribute to improvements on the auditory temporal ordering [20,21,22] and linguistic skills in individuals with oral and spelling disorders [23,24,25,26,27]. However, further studies should be conducted to evaluate the effectiveness of this type of intervention on specific orthographic errors that may be associated to auditory temporal processing impairments, since, according to the Rapid Temporal Processing Theory, children with spelling disorders may have difficulty processing fast sounds (i.e.…”

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

“…Collectively, the age ranges of the participants spanned from 6 to 16 years old, but altogether, participants were aged between 7 and 12 years old for the majority of the studies ( n = 27). Some included 6-year-olds [ 45 , 46 , 48 , 52 , 53 ], 13-year-olds [ 42 , 44 , 57 , 69 , 81 ], 14-year-olds [ 54 , 68 , 70 ], 15-year-olds [ 79 ] and 16-year-olds [ 43 ]. 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.…”

“…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 ]. …”

“…Given that AP difficulties often coexist with other conditions, several studies listed the presence of concomitant disorders or challenges, including learning disabilities [ 52 ] or learning difficulties [ 70 ]; specific language impairment [ 69 ]; atypical phonological acquisition [ 72 ]; medicated ADHD, speech and language disorders and Chiari malformation [ 81 ]; difficulty with reading, apraxia, ocular and motor function difficulties, speech disorders, attention difficulties, or autism spectrum disorder (ASD) [ 49 ]; auditory memory, phonological, or language difficulties [ 38 , 39 ]; language impairment, reading disorders, autism, or ADHD [ 43 ]; Asperger syndrome, learning or language disabilities, or ADHD [ 75 ]; ADHD [ 77 , 80 ]; ASD, ADHD, or learning disabilities [ 79 ]; and language or reading disorders [ 42 , 44 ]. Children with ASD, Asperger syndrome or Chiari malformation were a minority in the specific studies that did not exclude these conditions.…”