Skip to main content
The Egyptian Journal of Otolaryngology
Download PDF

Comparing outcome of formal and informal remediation programs in children with central auditory processing disorder

The Egyptian Journal of Otolaryngology volume 33, pages 502–507 (2017)Cite this article

Abstract

Aim

The aim of this study was to compare the outcome of central auditory processing rehabilitation when using two different strategies:

In the first strategy, computer-based remediation program (temporal processing and phonemic awareness training) was used.

In the second strategy, informal remediation program (temporal processing and phonemic awareness training) was used.

Patients and methods

Fifty children with learning disability due to Central Auditory Processing Disorder (CAPD) were selected from primary schools in Assiut city. They were subjected to psychophysical test battery. It comprised dichotic digits, pitch pattern sequence, auditory fusion test and electrophysiological test (cortical P1). They were divided into two equal groups (A and B): 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 performed using the same test battery used in the diagnosis.

Results

There was a statistically significant difference in all psychophysical tests and electrophysiological P1. Subjective improvement was noticed also at the level of the questionnaire.

Conclusion

Both formal and informal remediation programs used in this study proved to be effective and promising AT strategies for ameliorating central auditory disorder.

References

  1. American Speech-Language-Hearing Association. (Central) Auditory Processing Disorders, Working Group on Auditory Processing Disorders; 2005 (Technical Report). Retrieved from: http://www.asha.org/docs/html/TR2005-00043.html. Technical Report. p. 1–20.

  2. Chermak GD. Central resources training: cognitive, metacognitive, and metalinguistic skills and strategies. In: Chermak GD, Musiek FE, editors Handbook of (central) auditory processing disorder. Volume II: comprehensive intervention. San Diego, CA: Plural; 2007. pp. 107–166.

    Google Scholar 

  3. Bellis T. Interpretation of central auditory assessment results. In: Bellis T, editor. Educational setting. Chapter 7. London: Singular Publishing Group Inc.; 1996. pp. 167–193.

    Google Scholar 

  4. Musiek FE, Baran JA, Schochat E. Selected management approaches to central auditory processing disorders. Scand Audiol 1999; 28(Suppl 51):63–76.

    Google Scholar 

  5. Tye-Murray N. Foundations for aural rehabilitation. San Diego: Singular Publishing Group; 1998.

    Google Scholar 

  6. Tawfik S, Hassan DM, Mesallamy R. Evaluation of long term outcome of auditory training programs in children with auditory processing disorders. Int J Pediatr Otolaryngol 2015; 79:2404–2410.

    Article  Google Scholar 

  7. Seats T. Treatment efficacy of temporal exercises in the habitation of central auditory processing disorder. Quoted from Medwetsky L. Central auditory processing [Chapter 26]. In: Katz J, editor. Handbook of clinical audiology. 5th ed. Baltimore, MD, USAL: Williams and Wilkins; 1998. pp. 510–524.

    Google Scholar 

  8. Chermak GD, Musiek FE. Auditory training: principles and approaches for remediating and managing auditory processing disorders. Semin Hear 2002; 23:297–308.

    Article  Google Scholar 

  9. Tawfik S, El-Danasoury I, Shalaby A, Ramadan M. Development of an Arabic remediation program for central auditory processing disorder in children. In: International association of logopedics and phoniatrics: proceedings CAPD composium. 2009 (Available from: http://ialp.info/Proceedings-CAPD-Composium-Cairo-2009-pg16343.html).

  10. Tawfik S, Sadek I, El-Kholy W, Thabet M. Remediation of temporal processing disorder in Egyptian children using computer-based program [Doctorate Degree Thesis]. Cairo: Ain Shams University; 2006.

    Google Scholar 

  11. Campbell JD, Cardon G, Sharma A. Clinical application of the P1 cortical auditory evoked potential biomarker in children with sensorineural hearing loss and auditory neuropathy spectrum disorder. Semin Hear 2011; 32:147–155.

    Article  Google Scholar 

  12. Abou El-Ella MY, Sayed EM, Farghaly WM, Abdel Haleem EK, Hassan ES. Construction of an Arabic reading test for assessment of dyslexic children. Neurosciences (Riyadh) 2004; 40:487–500.

    Google Scholar 

  13. Edwards V, Giaschi D, Dougherty R, Edgell D, Bjornson B, Lyons C, Douglas R. Psychophysical indexes of temporal processing abnormalities in children with developmental dyslexia. Dev Neuropsychol 2004; 25: 321–354.

    Article  Google Scholar 

  14. Scientific Learning Corporation. Improved language and early reading skills by students who used fast for word middle & high school, MAPS for learning. Product Rep 2004; 8:1–4.

    Google Scholar 

  15. Angew J, Dorn C, Eden G. Effect of intensive training an auditory processing on reading skills. Brain Lang 2004; 88:21–25.

    Article  Google Scholar 

  16. Strehlow U, Haffner J, Bischof J, Gratzka V, Parzer P, Resch F. Does successful training of temporal processing of sound and phoneme stimuli improve reading and spelling? Eur Child Adolesc Psychatry 2006; 16:21–29.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Audiology Unit, Department of ENT, Faculty of Medicine, Assiut University, Assiut, Egypt

    Samah M. Oraky MSc, Mohamed Salama & Enass S. Mohamed

  2. Audiology Unit, Department of ENT, Ain Shams University, Cairo, Egypt

    Somaia Tawfik

Authors
  1. Samah M. Oraky MSc
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Somaia Tawfik
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Mohamed Salama
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Enass S. Mohamed
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Samah M. Oraky MSc.

Additional information

This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as the author is credited and the new creations are licensed under the identical terms.

Rights and permissions

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Oraky, S.M., Tawfik, S., Salama, M. et al. Comparing outcome of formal and informal remediation programs in children with central auditory processing disorder. Egypt J Otolaryngol 33, 502–507 (2017). https://doi.org/10.4103/ejo.ejo_3_17

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.4103/ejo.ejo_3_17

Keywords