Auditory Processing Disorder and Auditory/Language Interventions: An Evidence-Based Systematic Review
Language, Speech, and Hearing Services in Schools
Fey, M. E., Richard, G. J., et al. (2011).
Language, Speech, and Hearing Services in Schools, 42(3), 246-264.
This systematic review investigates auditory and language interventions in school-aged children, 6 to 12 years of age, with auditory processing disorder or spoken language disorder.
American Speech-Language-Hearing Association
1978-2008
Peer-reviewed, exploratory and efficacy studies
25
<p>Weak evidence suggests that intensive, short-term interventions "may be associated with improved auditory functioning among school-age children who meet broad criteria for APD [auditory processing disorder], with or without accompanying spoken language disorder. There is less evidence that these same interventions affect the spoken and written language performance of children with APD" (p. 252). These intensive, short-term interventions include:</p><ul> <li>traditional auditory intervention (e.g., speech-in-noise training, auditory recognition, and auditory discrimination),</li> <li>Fast ForWord (e.g., computer program that modifies acoustic stimuli to improve the processing of spoken language), and</li> <li>Earobics (e.g., computer program of activities that target listening, memory, and phonological skills in children).</li></ul>
"The evidence suggests that the acoustic modifications found in Fast ForWord and similar speech modification interventions generally are not responsible for improved spoken language performance for children with language disorders" (p. 253).
"AIT [Auditory Integration Training] is not efficacious for school-age children with APD [auditory processing disorder]" (p. 252).
With regard to auditory interventions for school-age children with spoken language disorders, though positive auditory outcomes and limited language outcomes were reported, "no firm conclusions can be made concerning the listening/auditory discrimination program" (p. 253).
