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

Jacynthe Bigras¹, Josée Lagacé¹, Ahmed El Mawazini¹

¹School of Rehabilitation Sciences, Faculty of Health Sciences, University of Ottawa, Ottawa, ON K1N 6N5, Canada.

Healthcare (Basel, Switzerland)

|June 26, 2024

Summary

This review examines interventions for auditory processing (AP) disorder in children, finding most focus on auditory training. More research is needed on how children perceive changes from these interventions.

Keywords:

auditory processing disorder intervention outcome school-age scoping review speech in noise

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Area of Science:

Audiology
Neuroscience
Developmental Psychology

Background:

Auditory processing (AP) disorder impacts school-aged children's learning and daily activities.
Interventions for AP disorder are crucial for addressing associated learning difficulties.
This review focuses on school-aged children with normal audiograms but AP difficulties, excluding major neurological disorders.

Purpose of the Study:

To identify interventions for auditory processing disorder in school-aged children.
To provide audiologists with insights into intervention protocols and outcome measures.
To synthesize current research on auditory training and related therapies.

Main Methods:

A systematic scoping review of peer-reviewed and grey literature from January 2006 to August 2023.
Searched ten databases for studies in English or French.
Included intervention studies and systematic reviews meeting specific participant criteria (school-aged, normal audiogram, AP difficulties, specific exclusions).

Main Results:

Forty-two studies were included, primarily featuring auditory training (AT).
Interventions targeted spatial processing, dichotic listening, temporal processing, and speech-in-noise perception.
Other interventions included cognitive/language training and assistive devices; outcome measures varied widely.

Conclusions:

Most interventions employed bottom-up approaches, predominantly AT.
A limited number of top-down approaches were identified.
Further research is needed on the responsiveness of outcome measures and children's subjective experience of change.