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Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities
Published on: January 29, 2014
A systematic review of electrophysiological outcomes following auditory training in school-age children with auditory
Wayne J Wilson1, Wendy Arnott, Caroline Henning
1School of Health and Rehabilitation Sciences, The University of Queensland , Brisbane , Australia.
Insights
Auditory training (AT) shows limited evidence for measurable electrophysiological changes in children with auditory processing disorders. More research is needed to guide the use of electrophysiological outcomes for assessing AT effectiveness.
Area of Science:
- Neuroscience
- Audiology
- Pediatric Medicine
Background:
- Central auditory processing disorder ((C)APD) affects auditory skills in school-aged children.
- Auditory training (AT) is a common intervention, but its effectiveness is often measured behaviorally.
- Electrophysiological outcomes offer objective measures of auditory system function.
Purpose of the Study:
- To systematically review the literature on electrophysiological outcomes after auditory training (AT) in children with (central) auditory processing disorder ((C)APD).
- To assess the current evidence base for AT effectiveness using objective electrophysiological measures.
Main Methods:
- Systematic review of peer-reviewed literature.
- Searched 16 electronic databases for studies on school-aged children with (C)APD undergoing AT.
- Included studies with treated/untreated control groups and pre/post AT electrophysiological measures.
Main Results:
- Limited evidence suggests AT does not consistently lead to measurable electrophysiological changes in children with auditory processing deficits.
- Few studies met the inclusion criteria, indicating a small and weak evidence base.
Conclusions:
- The current evidence is insufficient to guide the use of electrophysiological outcomes for assessing AT in children with (C)APD.
- Click-evoked AMLR and P300 may detect AT outcomes in (C)APD, while speech-evoked ALLR might reflect phonological changes in non-(C)APD children.
Objective:
To systematically review the peer-reviewed literature on electrophysiological outcomes following auditory training (AT) in school-age children with (central) auditory processing disorder ([C]APD).
Design:
A systematic review.
Study Sample:
Searches of 16 electronic databases yielded four studies involving school-aged children whose auditory processing deficits had been confirmed in a manner consistent with ASHA (2005) and AAA (2010) and compared to a treated and/or an untreated control group before and after AT. A further three studies were identified with one lacking a control group and two measuring auditory processing in a manner not consistent with ASHA (2005) and AAA (2010).
Results:
There is limited evidence that AT leads to measurable electrophysiological changes in children with auditory processing deficits.
Conclusion:
The evidence base is too small and weak to provide clear guidance on the use of electrophysiological outcomes as a measure of AT outcomes in children with auditory processing problems. The currently limited data can only be used to suggest that click-evoked AMLR and tone-burst evoked auditory P300 might be more likely to detect such outcomes in children diagnosed with (C)APD, and that speech-evoked ALLR might be more likely to detect phonological processing changes in children without a specific diagnosis of (C)APD.
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