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Published on: September 7, 2022
Efficacy of auditory training using the auditory brainstem response to complex sounds: auditory processing disorder
R Filippini1, D M Befi-Lopes, E Schochat
1Department of Physiotherapy, Speech-Language and Hearing Sciences and Occupational Therapy, School of Medicine, University of Sao Paulo, Brazil. refilippini.rf@gmail.com
Insights
Formal auditory training (AT) improved auditory processing in children with disorders. Auditory brainstem response to complex sounds (c-ABR) in noise effectively demonstrated AT efficacy.
Area of Science:
- Pediatric audiology
- Neuroscience of hearing
- Speech and language pathology
Background:
- Auditory training (AT) is a rehabilitative approach for individuals with hearing and language impairments.
- Assessing auditory processing in children with disorders requires sensitive and objective measures.
Purpose of the Study:
- To verify the efficacy of a formal auditory training (AT) program in children with hearing and language disorders.
- To utilize auditory brainstem response to complex sounds (c-ABR) with and without background noise as a measure of AT efficacy.
Main Methods:
- Thirty children (7-13 years) were divided into typical development (TD), auditory processing disorder (APD), and specific language disorder (SLIa, SLIb) groups.
- All participants underwent behavioral auditory processing assessment and c-ABR with and without noise.
- APD and SLIa groups received 8 weeks of formal AT; all were reevaluated after 12 weeks.
Main Results:
- The TD group showed superior behavioral performance.
- No significant c-ABR differences in silence, except for altered VA measures in the APD group.
- APD, SLIa, and SLIb groups exhibited delayed c-ABR latencies in background noise; AT improved behavioral scores and reduced noise-induced latencies.
Conclusions:
- Formal AT demonstrates efficacy in improving auditory processing in children with disorders.
- c-ABR in background noise is a sensitive tool for demonstrating the effects of AT.
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.
