Remediation of central auditory processing disorders in children with learning disability | ||||
| Journal of Current Medical Research and Practice | ||||
| Volume 1, Issue 3, September 2016, Page 86-91 PDF (461.8 K) | ||||
| DOI: 10.4103/2357-0121.199359 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Samah M. Ahmed; Somaia M. Tawfik; Mohamed S. Bakr; Emad K. Abdelhaleem; Enass S. Mohamed | ||||
| Abstract | ||||
| Objective The primary objective of this study was to compare the outcome of central auditory processing rehabilitation when using two different strategies. In the first strategy, the computer-based remediation program was used (temporal processing and phonemic awareness training). In the second strategy, the informal remediation program was used (temporal processing and phonemic awareness training). Patients and methods Fifty children with learning disability due to central auditory processing disorder were selected from primary schools in Assiut city. They were subjected to psychophysical test battery. It comprised dichotic digits test, pitch pattern sequence test, and electrophysiological test (cortical P1). They were divided into two equal groups, groups A and B. Each group was subdivided on the basis of age into three subgroups. Group A received the formal Auditory Training (AT) and group B received the informal AT for a minimum duration of 2 months. Re-evaluation of those children was carried out using the same test battery used in the diagnosis. Results The children were evaluated 1 month after training. There was a statistically significant difference in all psychophysical tests and electrophysiological P1. Subjective improvement was noticed also at the level of the questionnaire and school reports. Conclusion Both formal and informal remediation material used in this study proved to be effective and promising auditory training strategy for ameliorating central auditory disorder by remodeling the plasticity of the CANS. | ||||
| Keywords | ||||
| Auditory training; CAPD; Learning Disability | ||||
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