Computer-Based Auditory Training (CBAT): Benefits for Children With Language- and Reading-Related Learning Difficulties
Developmental Medicine and Child Neurology
Loo, J. H., Bamiou, D. E., et al. (2010).
Developmental Medicine and Child Neurology, 52(8), 708-717.
This review investigates the effect of computer-based auditory training (CBAT) programs (e.g., Fast ForWord-Language, Earobics, non-speech and simple speech sounds training) on a variety of outcomes (e.g., language, phonological awareness, reading, spelling, auditory processing skills) in children with language, reading, and related learning difficulties and/or with auditory processing disorders.
Not stated
2000-2008
English-language studies (not further specified)
21
"Non-speech (tone) and simple speech sounds (phonemes or consonant–vowel syllables) training are effective in improving auditory processing skills of children" (Level II, III, & IV Evidence; p. 715). In the five studies reviewed, different auditory processing outcomes were measured. Children demonstrated improvements in: voicing contrast discrimination, frequency discrimination, masked frequency discrimination, vowel discrimination, consonant-vowel discrimination, phoneme processing, intensity discrimination, and gap detection" (p. 716). Further research is needed.
The impact of Fast ForWord on auditory processing skills in children is unclear and inconclusive. The four studies that reported improvement in temporal tasks "included no untrained comparison group, one study showed no improvement in frequency discrimination, and another study showed improvement in brain potentials that are indirect measures of auditory attention" (Level III & IV Evidence; p. 714). Further research is needed.
"There is some initial evidence to indicate that [Computer-Based Auditory Training] CBAT may remediate auditory processing and phonological awareness deficits, with no clear effects on reading and spoken language in populations with language, reading, and related learning difficulties" (Ungraded; pp. 715-716).
"Non-speech and simple speech sounds training seems to aid in improving reading skills of children if the training is delivered using audio-visual methods but not otherwise.... Three of the four studies [examining non-speech and simple speech sounds training] reported no significant training effect on the spelling skills of children" (Ungraded; p. 715). Too few studies examined language or phonological awareness outcomes so it was not possible to determine the if the training had any effect on these skills.
For children with auditory processing deficits, "earobics training may improve the morphology, amplitudes, and latencies of speech-evoked cortical and subcortical responses in noise, which have been shown to have direct correlation with auditory perceptual changes (e.g. improved speech discrimination abilities). However, this conclusion is based on only three studies that were conducted by the same group of researchers; replications of results from other independent researchers are necessary" (Level III Evidence; p. 714). Further research is needed.
