scholarly journals Development and evaluation of a computer-based auditory training program for rehabilitation of children with decoding deficit

2018 ◽  
pp. 143-149
Author(s):  
Azam Aghaie ◽  
Ali Akbar Tahaei ◽  
Farnoush Jarollahi ◽  
Mohammad Kamali
Keyword(s):  
Training Program ◽  
Auditory Processing ◽  
Auditory Training ◽  
Face Validity ◽  
Control Group ◽  
Central Auditory Processing ◽  
Speech In Noise ◽  
Significant Difference ◽  
Before And After ◽  
Computer Based

Background and Aim: Decoding deficit is the most common central auditory processing disorder (CAPD). Given the benefits of computer-based auditory training programs for treatment of central disorders and the lack of such programs in Persian language, this study aimed to develop a computer-based auditory training program for decoding skill. We also evaluated this program in 8 to12 year old children with CAPD.Methods: The first stage of research was to develop a computer-based auditory training program. This program consists of three levels of phonological discrimination, syllable discrimination, and word discrimination. The second stage was to determine the content and face validity of the program. The third stage was to assess the program effect on five children with decoding deficit. The research method was interventional and had a pretest and post-test design with another five children as control group. The staggered spondaic word, phonemic synthesis (PS) and speech in noise tests was used to assess the children performance before and after training.Results: Mean scores of staggered spondaic word (SSW) and PS tests of the experimental group were significantly difference before and after the auditory training (p<0.05) as compared to control group. However, there was no significant difference with regard to the speech-in-noise test results (p>0.05).Conclusion: This computer-based auditory training program can be considered as a preliminary tool for the rehabilitation and treatment of decoding deficits in children with CAPD.

Can a Remotely Delivered Auditory Training Program Improve Speech-in-Noise Understanding?

2015 ◽  
Vol 24 (3) ◽  
pp. 333-337 ◽  
Author(s):  
Harvey B. Abrams ◽  
Kirsten Bock ◽  
Ryan L. Irey
Keyword(s):  
Training Program ◽  
Hearing Aids ◽  
Auditory Training ◽  
Control Group ◽  
Attractive Alternative ◽  
Time On Task ◽  
Speech In Noise ◽  
Hearing In Noise ◽  
Significant Difference ◽  
Noise Test

PurposeThe aims of this study were to determine if a remotely delivered, Internet-based auditory training (AT) program improved speech-in-noise understanding and if the number of hours spent engaged in the program influenced postintervention speech-in-noise understanding.MethodTwenty-nine first-time hearing aid users were randomized into an AT group (hearing aids + 3 week remotely delivered, Internet-based auditory training program) or a control group (hearing aids alone). The Hearing in Noise Test (Nilsson, Soli, & Sullivan, 1994) and the Words-in-Noise test (Wilson, 2003) were administered to both groups at baseline + 1 week and immediately at the completion of the 3 weeks of auditory training.ResultsSpeech-in-noise understanding improved for both groups at the completion of the study; however, there was not a statistically significant difference in postintervention improvement between the AT and control groups. Although the number of hours the participants engaged in the AT program was far fewer than prescribed, time on task influenced the postintervention Words-in-Noise but not Hearing in Noise Test scores.ConclusionAlthough remotely delivered, Internet-based AT programs represent an attractive alternative to resource-intensive, clinic-based interventions, their demonstrated efficacy continues to remain a challenge due in part to issues associated with compliance.

scholarly journals Scale of Auditory Behaviors in the monitoring of acoustically controled auditory training

Revista CEFAC ◽  
2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Ana Carolina de Oliveira Sobreira ◽  
Daniela Gil
Keyword(s):  
Training Program ◽  
Auditory Processing ◽  
Statistical Tests ◽  
Auditory Training ◽  
P Value ◽  
Subjective Perception ◽  
Central Auditory Processing ◽  
Auditory Thresholds ◽  
Time Period ◽  
Significant Difference

ABSTRACT Purpose: to identify the Scale of Auditory Behaviors perception after an acoustically controlled auditory training program. Methods: 23 individuals of both genders, aged 6 to 15 years, participated in this study. Inclusion criteria: to present auditory thresholds lower than 20 dBHL between 250 and 8000Hz, type A tympanometry and diagnosis of central auditory processing disorder confirmed by behavioral tests with indication of acoustically controlled auditory training which was performed in ten one-hour sessions. Hearing tests in progressively adverse listening conditions were used. In the first and last session of the acoustically controlled auditory training program, the individuals were submitted to the Scale of Auditory Behaviors. The appropriate statistical tests were applied considering a p-value less than 0.05. Results: questions Q1, Q2, Q4, Q7, Q8 and Q11 showed statistically significant results and improvement in behaviors after the acoustically controlled auditory training. On the other hand, questions Q3 and Q10 showed a tendency towards significance and the total score in the post time period increased in relation to the pre-moment, pointing to a statistically significant difference that represents complaint reductions. Conclusion: the subjective perception of the individuals and their family members could be identified by the application of SAB in the pre and post auditory training, revealing an improvement in auditory and attention behaviors.

scholarly journals Effect of “Spatially Separated Speech in Noise Training” on speech perception in noise in children with bimodal fitting

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Younes Lotfi ◽  
Mahdieh Hasanalifard ◽  
Abdollah Moossavi ◽  
Enayatollah Bakhshi ◽  
Mohammad Ajalloueyan
Keyword(s):  
Speech Perception ◽  
Intervention Group ◽  
Auditory Training ◽  
Control Group ◽  
Interventional Study ◽  
Post Intervention ◽  
Speech Perception In Noise ◽  
Speech In Noise ◽  
Significant Difference ◽  
Recognition Ability

Abstract Background The objective of this study was to evaluate the effect of “Spatially separated speech in noise” auditory training on the ability of speech perception in noise among bimodal fitting users. The assumption was that the rehabilitation can enhance spatial hearing and hence speech in noise perception. This study was an interventional study, with a pre/post-design. Speech recognition ability was assessed with the specific tests. After performing the rehabilitation stages in the intervention group, the speech tests were again implemented, and by comparing the pre- and post-intervention data, the effect of auditory training on the speech abilities was assessed. Twenty-four children of 8–12 years who had undergone cochlear implantation and continuously used bimodal fitting were investigated in two groups of control and intervention. Results The results showed a significant difference between the groups in different speech tests after the intervention, which indicated that the intervention group have improved more than the control group. Conclusion It can be concluded that “Spatially separated speech in noise” auditory training can improve the speech perception in noise in bimodal fitting users. In general, this rehabilitation method is useful for enhancing the speech in noise perception ability.

scholarly journals P3 Cognitive Potential in Cochlear Implant Users

2018 ◽  
Vol 22 (04) ◽  
pp. 408-414 ◽  
Author(s):  
Signe Grasel ◽  
Mario Greters ◽  
Maria Goffi-Gomez ◽  
Roseli Bittar ◽  
Raimar Weber ◽  
...  
Keyword(s):  
Speech Recognition ◽  
Cochlear Implant ◽  
Auditory Processing ◽  
Evoked Potential ◽  
Control Group ◽  
Central Auditory Processing ◽  
Speech Discrimination ◽  
Significant Difference ◽  
Cortical Responses ◽  
Peripheral Auditory System

Introduction The P3 cognitive evoked potential is recorded when a subject correctly identifies, evaluates and processes two different auditory stimuli. Objective to evaluate the latency and amplitude of the P3 evoked potential in 26 cochlear implant users with post-lingual deafness with good or poor speech recognition scores as compared with normal hearing subjects matched for age and educational level. Methods In this prospective cohort study, auditory cortical responses were recorded from 26 post-lingual deaf adult cochlear implant users (19 with good and 7 with poor speech recognition scores) and 26 control subjects. Results There was a significant difference in the P3 latency between cochlear implant users with poor speech recognition scores (G-) and their control group (CG) (p = 0.04), and between G- and cochlear implant users with good speech discrimination (G+) (p = 0.01). We found no significant difference in the P3 latency between the CG and G+. In this study, all G- patients had deafness due to meningitis, which suggests that higher auditory function was impaired too. Conclusion Post-lingual deaf adult cochlear implant users in the G- group had prolonged P3 latencies as compared with the CG and the cochlear implant users in the G+ group. The amplitudes were similar between patients and controls. All G- subjects were deaf due to meningitis. These findings suggest that meningitis may have deleterious effects not only on the peripheral auditory system but on the central auditory processing as well.

scholarly journals The Effects of the TPACK-P Educational Program on Teachers’ TPACK: Programming as a Technological Tool

2018 ◽  
Vol 7 (3.34) ◽  
pp. 636
Author(s):  
Seong Won Kim ◽  
Youngjun Lee
Keyword(s):  
Statistical Analysis ◽  
Training Program ◽  
Content Knowledge ◽  
Educational Program ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Technological Tool ◽  
Experimental Group

Background/Objectives: This study examined the effects of introducing programming as a technological tool for teachers’ Technological Pedagogical Content Knowledge (TPACK) development.Methods/Statistical Analysis: Thirty-two teachers were divided into two groups, completing different types of TPACK educational programs. The control group’s TPACK training program was based on information and communication technology (ICT), while that of the experimental group was based on programming. To verify the effectiveness of the TPACK training program, tests were administered before and after the educational program. A statistical analysis of questionnaire results also investigated changes resulting from TPACK.Findings: Both the control and experimental groups showed statistically significant improvements in the post-test compared with the pre-test. However, in the detailed areas of TPACK by group, the improvements in the two groups differed. Unlike the control group, the experimental group showed a statistically significant improvement in the knowledge related to technology. This result illustrated that programming is effective in solving the problem of integrating technology into the classroom. In contrast, there was no significant difference in the post-test, as this was applied in the short term. However, programming has been shown to affect Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and TPACK. In summary, the results showed that a TPACK educational program based on programming is effective for teachers’ TPACK development. Keywords: TPACK, In-service teacher, Programming, TPACK-P, Educational program

Efficacy of Computer-Based Noise Desensitization Training in Children With Speech-in-Noise Deficits

2021 ◽  
pp. 1-16
Author(s):  
Prawin Kumar ◽  
Niraj Kumar Singh ◽  
Reesha Oovattil Hussain
Keyword(s):  
Auditory Memory ◽  
Auditory Training ◽  
Control Group ◽  
Training Module ◽  
Indian Children ◽  
Long Latency Responses ◽  
Long Latency ◽  
Significant Difference ◽  
Computer Based ◽  
Experimental Group

Purpose Auditory training is known to improve the speech-perception-in-noise (SPIN) skills in children with auditory processing disorders (APDs); however, conventional non–computer-based trainings are dreary and nonmotivating. This study intended to develop a computer-based noise desensitization training module in Indian English and test the efficacy of the same in children with APD having SPIN deficits. There are no such modules available at present to be used in Indian children. Method The module incorporated words-in-noise training, with monosyllables and trisyllables as target words in the presence of speech-shaped noise as well as multitalker babble at different signal-to-noise ratios ranging from +20 to −4 dB SNR. The study included 20 children with SPIN deficits diagnosed with APD and who were recruited randomly to the experimental group who received the training ( n = 10; M age = 11.1 years) and to the control group who did not receive any training ( n = 10; M age = 11.4 years). The outcome measures included behavioral measures and electrophysiological measures (auditory long latency responses for speech in quiet and noise). Results Compared to children in the control group, children in the experimental group exhibited improvements in the SPIN scores as well as temporal processing measures after training. Dichotic consonant–vowel tests and auditory memory and sequencing tests did not yield significant improvement post training. Also, auditory long latency responses in quiet and noise revealed significant reduction in the amplitudes after training. No significant difference was noted in the latencies of auditory long latency responses post training. Control group participants did not show any significant difference in any of the measures between the initial and follow-up evaluations. Conclusions The developed training module was successful in fetching improvements in behavioral and electrophysiological measures. It would be a great addition to the evidence-based rehabilitation support inventory for children with SPIN deficits in India. Supplemental Material https://doi.org/10.23641/asha.14551041

scholarly journals Study of Acute and Sub-Acute Effects of Auditory Training on the Central Auditory Processing in Older Adults with Hearing Loss—A Pilot Study

2020 ◽  
Vol 17 (14) ◽  
pp. 4944
Author(s):  
Carla Matos Silva ◽  
Carolina Fernandes ◽  
Clara Rocha ◽  
Telmo Pereira
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Speech Perception ◽  
Auditory Processing ◽  
Test Group ◽  
Auditory Training ◽  
Central Auditory Processing ◽  
Speech In Noise ◽  
Noise Test ◽  
Group 1

Background: Impairment in speech perception is a common feature of older adults. This study aimed at evaluating the acute and sub-acute (after three months) effects of auditory training on central auditory processing in older people with hearing loss. Methods: A nonrandomized study was conducted enrolling 15 older adults with hearing loss and an average age of 78.6 ± 10.9 years. All participants underwent a baseline otoscopy, tympanogram, audiogram and speech-in-noise test with a signal-noise ratio (SNR) of 10 and 15 dB. Afterwards, auditory training intervention was implemented consisting of 10 training sessions over 5 weeks. Participants were divided into two groups: group 1 (G1) underwent auditory training based on a speech-in-noise test; group 2 (G2) underwent a filtered-speech test. Auditory processing was evaluated at baseline (T0) immediately after the intervention (T1) and 3 months after the intervention (T2). Results: Group 1 were quite efficient regardless of the SNR in the right ear with statistically significant differences from T0 to T1 (p = 0.003 and p = 0.006 for 10 dB and 15 dB, respectively) and T0 to T2 (p = 0.011 and 0.015 for 10 dB and 15 dB, respectively). As for the left ear, the increase of success was statistically significant for the SNR of 10 dB and 15 dB from T0 to T1 (p = 0.001 and p = 0.014, respectively) and from T0 to T2 (p = 0.016 and p = 0.003). In G2, there was a significant variation only from T0 for T1 in the left ear for an SNR of 10 dB (p = 0.001). Conclusion: Speech perception in noise significantly improved after auditory training in old adults.

scholarly journals Acoustically controlled auditory training in children with speech disfluency: a case report

Revista CEFAC ◽  
2020 ◽  
Vol 22 (6) ◽  
Author(s):  
Priscila Biaggi Alves de Alencar ◽  
Priscila de Araújo Lucas ◽  
Edilamar De Bortoli ◽  
Luiza Maria Bernert ◽  
Letícia Paola Rodrigues ◽  
...  
Keyword(s):  
Auditory Processing ◽  
Brazilian Portuguese ◽  
Auditory Training ◽  
Central Auditory Processing ◽  
Moderate Degree ◽  
Speech Fluency ◽  
Before And After ◽  
Speech Disfluency ◽  
Developmental Stuttering ◽  
Auditory Skills

ABSTRACT The purpose of this study was to verify the effect of the acoustically controlled auditory training on the speech fluency of children diagnosed with developmental stuttering. Two patients were submitted to speech fluency evaluation, basic audiological assessment, and central auditory processing assessment, before and after the intervention with the digital platform. Two male individuals (P1 and P2) participated in the research. They were respectively 8 and 9 years old, both were right-handed, native Brazilian Portuguese speakers, diagnosed with developmental stuttering, P1 presenting a moderate, and P2, a mild-to-moderate degree. There was an improvement in some auditory skills. However, there was no improvement in the speech fluency pattern in neither of the cases studied.

scholarly journals Deficits in central auditory processing among migraine patients

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Somia Tawfik ◽  
Randa Amin ◽  
Sahar Ibrahim ◽  
Tayseer Taha Abdel Rahman
Keyword(s):  
Auditory Processing ◽  
Study Groups ◽  
Statistical Correlation ◽  
Control Group ◽  
Study Group ◽  
Central Auditory Processing ◽  
Test Results ◽  
Memory Tests ◽  
Significant Difference ◽  
Noise Test

Abstract Background Migraine is a neurological disease associated with abnormal excitability in visual, somatosensory, and motor cortex. This study aimed to verify and compare auditory processing performance in migraine patients with and without dizziness and healthy controls. Results Sixty subjects were divided into 3 groups: control group, twenty normal healthy subjects, and study group I (twenty subjects diagnosed with migraine) and study group II (twenty subjects diagnosed with vestibular migraine). They were evaluated using the Central Auditory Processing Questionnaire for adults, tympanometry, pure tone audiometry, Psychophysical Central Auditory Tests, including Arabic Speech Intelligibility in Noise Test for adults, Arabic Dichotic Digit Test [version II], Gap in Noise Test, Duration Pattern Test, and Arabic Memory Tests. No significant difference was found between the two study groups I and II, but the significant difference was found between the study groups and the control group in all central auditory test results. Statistically significant difference was found between the control group and study groups I and II regarding all memory tests. The highest percentage of abnormality was present in temporal resolution and selective auditory attention in both study groups. There was no significant statistical correlation between the number of attacks/month and central auditory test results. There was no significant statistical correlation between the frequency of attacks in VM patients and central auditory test results. Conclusions Patients with migraine and vestibular migraine had an inferior performance in all psychophysical central auditory tests when compared with control. Also, there was no significant difference between the 2 study groups regarding central auditory test results which may support that both migraine with and without dizziness have the same pathophysiology.

scholarly journals Home auditory training for children with impairment hearing due to cleft lip and palate

Revista CEFAC ◽  
2018 ◽  
Vol 20 (2) ◽  
pp. 154-165
Author(s):  
Lucimara de Almeida Coelho ◽  
Marielli Fernanda Bezerra de Morais ◽  
Priscila de Araújo Lucas Rodrigues ◽  
Gabriela Coelho Pereira DeLuccia ◽  
Taina Maiza Bilinski Nardez ◽  
...  
Keyword(s):  
Sustained Attention ◽  
Auditory Processing ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Auditory Training ◽  
Central Auditory Processing ◽  
Electrophysiological Tests ◽  
Before And After ◽  
Hearing Assessment ◽  
The Impact

ABSTRACT Purpose: to verify the impact of home auditory training performed by parents for 30 days and the contribution to a better performance of the central auditory processing in children with auditory disorders resulting from cleft lip and palate. Methods: case studies were carried out with three children above seven years of age, presented with operated cleft lip and palate. Tests to assess peripheral hearing, behavioral and electrophysiological tests for central hearing assessment and Sustained Attention Auditory Ability ones, before and after the auditory training, were performed. Those responsible for the children answered a questionnaire which verified the auditory and attention behaviors altered by the impairment of the auditory processing. Results: improvement was seen in the majority of the behavioral tests of the auditory processing disorders, and in those which did not show variation after the training, the performance was maintained. Improvement was observed in the sustained attention as well as in the monitoring of all children of the study, post training. Improvement of the auditory behavior and also the decrease of latencies and the increase of amplitude of Na and Pa waves, after the training, were found. Conclusion: there was an enhancement in the performance of the central auditory processing of all children with operated cleft lip and palate, following auditory stimulation.

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