It may seem impossible to keep up with new information in the technological age we live in today, especially if that new information is not a dramatic breakthrough in its field. However, progress is progress regardless of its contribution, and in this blog Little Listeners would like to keep you informed on a recent study about remediation programs for children with Auditory Processing Disorder.
“Comparing Outcome of Formal and Informal Remediation Programs in Children with Central Auditory Processing Disorder” by Samah Oraky, Somaia Tawfik, Mohamed Salama, and Enass Mohamed was accepted to The Egyptian Journal of Otolaryngology in January of 2017. This study focused on fifty children who suffered from Auditory Processing Disorder and divided them into two groups. These two groups were then treated with two different remediation methods. The first method was formal auditory training, which involves a set program with specialized equipment. The second method is informal auditory training, which does not require a professional or special equipment.
Both groups underwent two months of their respective therapy programs. The variables measured were their results with four tests including dichotic digits, pitch pattern sequences, auditory fusion, and electrophysiological tests. The dichotic digits test involved repeating a set of four digits. The pitch pattern sequence test involved a series of either high or low pitches, and the patient must recall the order of the pitches. The auditory fusion test involved determining when a sound occurred between long periods of silence. The electrophysiological test was used to determine any specific changes occurring while listening to certain sounds using electrodes placed on the head.
The results of the tests were very promising for both groups. Temporal auditory processing ability, dichotic listening ability, and phonemic awareness were all tested and the results showed significant improvement for both groups.
So, what does this mean for Little Listeners? We use a formal training method (Interactive Metronome) with some supplementary informal training (games and distractions), and our results have mimicked the results in this study. This study proves the effectiveness of our methods and can act as proof beyond testimonials and the extensive research done by Dr. Christa. We look forward to finding more studies related to our field of expertise, as well as contributing more of our own studies.
Resource: Oraky SM, Tawfik S, Salama M, Mohamed ES. Comparing outcome of formal and informal remediation programs in children with central auditory processing disorder. Egypt J Otolaryngol 2017;33:502-7