Ahmed, S., Tawfik, S., Bakr, M., Abdelhaleem, E., Mohamed, E. (2016). Remediation of central auditory processing disorders in children with learning disability. test, 1(3), 86-91. doi: 10.4103/2357-0121.199359
Samah M. Ahmed; Somaia M. Tawfik; Mohamed S. Bakr; Emad K. Abdelhaleem; Enass S. Mohamed. "Remediation of central auditory processing disorders in children with learning disability". test, 1, 3, 2016, 86-91. doi: 10.4103/2357-0121.199359
Ahmed, S., Tawfik, S., Bakr, M., Abdelhaleem, E., Mohamed, E. (2016). 'Remediation of central auditory processing disorders in children with learning disability', test, 1(3), pp. 86-91. doi: 10.4103/2357-0121.199359
Ahmed, S., Tawfik, S., Bakr, M., Abdelhaleem, E., Mohamed, E. Remediation of central auditory processing disorders in children with learning disability. test, 2016; 1(3): 86-91. doi: 10.4103/2357-0121.199359

Remediation of central auditory processing disorders in children with learning disability

Journal of Current Medical Research and Practice
Volume 1, Issue 3, September 2016, Pages 86-91    PDF (461.8 K)
DOI: 10.4103/2357-0121.199359
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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