Treating Deficits in Auditory Processing Abilities

Autor/inn/en	Barker, Matthew D.; Hicks, Candace Bourland
Titel	Treating Deficits in Auditory Processing Abilities
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 2, S.416-427 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Auditory Perception; Outcomes of Treatment; Correlation; Children; Diagnostic Tests; Auditory Training; Speech Impairments; Language Impairments; Skill Development; Reading Skills; Special Schools + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Korrelation; Child; Kind; Kinder; Diagnostic test; Diagnostischer Test; Belgien; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Special school; Sonderschule
Abstract	Background: The relationship between auditory processing (AP) test results and reading has shown significant correlations in the literature; however, whether the relationship is more coincidental or more causal is uncertain. Improving AP deficits is also not well understood, especially regarding its impacts on real-world benefits such as with reading and language. Purpose: This study investigates the efficacy of two deficit-specific AP therapy programs and compares them to a control therapy program on behavioral AP measures. It also investigates relationships between the improved AP skills and related real-world skills, particularly reading ability. Method: From three school regions, 335 children were tested using the Feather Squadron Diagnostic Assessment AP test and, if qualified, given a deficit-specific AP therapy (either Insane Earplane or Zoo Caper Skyscraper) or placed in a control therapy group. After therapy, AP abilities were measured again and compared across groups. For one region, pre- and posttherapy reading abilities were also compared across groups. Results: Both experimental therapies were significantly efficacious for the AP areas in which they claimed to target, whereas the control therapy group was not. One experimental therapy revealed significant improvement (p < 0.01) and the other approached significant improvement (p < 0.02) of the reading ability of the participants, whereas the control group did not. Conclusions: The current study found significant improvements for both AP skills and real-world skills compared to the control group. This information provides evidence that bottom-up, deficit-specific therapy approaches are beneficial for the targeted areas and can have associated benefits as well. One of the schools in the study was a special school for children with known speech and language disorders. Of the children tested at this special speech and language school, 83% of them qualified for an AP deficit-specific therapy, indicating a very strong relationship between AP and speech/language difficulties. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01