Computer-based auditory training (CBAT): benefits for children with language- and reading-related learning...

Area of Science:

• Auditory Neuroscience
• Developmental Psychology
• Educational Technology

Background:

• Children with language, reading, and learning difficulties often face challenges with auditory processing.
• Computer-based auditory training (CBAT) has been proposed as an intervention to address these difficulties.
• Evidence for the efficacy of CBAT, particularly commercial programs like Fast ForWord (FFW) and Earobics, requires systematic review.

Purpose of the Study:

• To review and evaluate the evidence for CBAT in children with language, reading, and related learning difficulties.
• To assess the potential benefits of CBAT for children diagnosed with auditory processing disorder (APD).
• To rate the identified studies based on the American Speech-Language Hearing Association (ASHA) evidence hierarchy.

Main Methods:

• Searched literature for studies on CBAT published between 2000 and 2008.
• Included studies on commercial CBAT programs (FFW, Earobics) and other sound-based training methods.
• Rated study quality using the ASHA 2004 evidence hierarchy.

Main Results:

• FFW and Earobics showed minimal impact on language, spelling, and reading skills, with the exception of phonological awareness.
• Non-speech and simple speech sound training may improve reading skills when delivered via audio-visual methods.
• Preliminary evidence suggests CBAT might benefit children with auditory processing disorder (APD).

Conclusions:

• Current evidence indicates limited efficacy of FFW and Earobics for typical language and reading skill development in children.
• Audio-visual delivery of non-speech and simple speech sound training shows promise for reading improvement.
• Further rigorous research is essential to validate the preliminary findings on CBAT for auditory processing disorder.