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Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities
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Auditory processing disorders: can they be treated?

Genevieve M McArthur1

  • 1Macquarie Centre for Cognitive Science, Macquarie University, Macquarie, Australia. genevieve.mcarthur@maccs.mq.edu.au

Current Opinion in Neurology
|June 18, 2009
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Summary
This summary is machine-generated.

Auditory training programs for children with developmental disorders show promise for improving auditory processing skills. However, these programs have minimal impact on reading, spoken language, or attention, suggesting potential cost savings by removing certain training components.

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Area of Science:

  • Auditory neuroscience
  • Developmental psychology
  • Educational audiology

Background:

  • Commercial auditory training programs are widely marketed to treat developmental disorders in children.
  • These programs claim to improve auditory processing skills through targeted training.
  • Significant financial investment has been made by parents and schools in these commercial interventions.

Purpose of the Study:

  • To evaluate the efficacy of auditory training programs for children with developmental disorders.
  • To examine the impact of auditory training on auditory processing, reading, spoken language, and attention.
  • To assess the scientific validity of claims made by commercial auditory training programs.

Main Methods:

  • Systematic review of six auditory training studies published in 2007-2008.
  • Studies involved children with developmental disorders undergoing auditory training with nonspeech and simple speech sounds.
  • Analysis focused on reported outcomes related to auditory processing and broader cognitive/linguistic skills.

Main Results:

  • Auditory training using nonspeech and simple speech sounds demonstrated effectiveness in treating auditory processing disorders.
  • No significant improvements were observed in reading, spoken language, or attention following the training.
  • The findings indicate a dissociation between improvements in auditory processing and other developmental domains.

Conclusions:

  • Commercial auditory training programs may be streamlined by removing non-speech and simple speech sound components to enhance efficiency and reduce costs.
  • There is a critical need to educate parents, educators, and the media on critically evaluating auditory training research.
  • The current landscape of auditory training research is characterized by a lack of well-controlled studies and the prevalence of misleading findings from poorly designed research.