A Systematic Review of Electrophysiological Outcomes Following Auditory Training in School-Age Children With Auditory Processing Deficits
International Journal of Audiology
Wilson, W. J., Arnott, W., et al. (2013).
International Journal of Audiology, 52(11), 721-730.
This systematic review investigates the effects of auditory training on electrophysiological outcomes in school-aged children with central auditory processing disorders and/or language, reading, or learning difficulties.
University of Queensland Uniquest Firstlink Grant (Australia)
Through October 2012
Published studies with pre- and post-treatment measures (not further specified)
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<p>Electrophysiological measures vary in their sensitivity to detect behavioral changes after auditory training (AT), language training, or phonological training in children with central auditory processing disorder (CAPD). Although available evidence is limited and weak and further research is needed, current evidence suggests that:</p><ul> <li>"Click-evoked AMLR [auditory middle latency response] and tone-burst evoked auditory P300 might be more likely to detect such outcomes in children diagnosed with CAPD, and </li> <li>speech-evoked ALLR [auditory late latency response] might be more likely to detect phonological processing changes in children without a specific diagnosis of CAPD" (p. 721).</li></ul><p>The following electrophysiological measures were not sensitive to changes after treatment:</p><p></p><ul> <li>Click-evoked auditory brainstem response (ABR) after AT;</li> <li>Click or speech-evoked ABR after phonological training; and</li> <li>ALLR after AT and language training.</li></ul>
"There is limited evidence that AT [auditory training] leads to measurable electrophysiological changes in children with auditory processing deficits" (p. 721) as compared to no treatment or placebo treatment.
