The Effectiveness of Computerized Auditory Training Programme on Children With Auditory Processing Disorder
Condition: Central Auditory Processing Disorder
MeSH terms: Auditory Perceptual Disorders; Language Development Disorders
Study type: Interventional

Summary: 
      The current study aimed to examine the effectiveness of a Computer-based auditory training
      (CBAT) intervention for children with Central Auditory Processing Disorder (CAPD) by
      comparing the changes in auditory processing (AP) and functional listening skills of these
      children immediately post-intervention, to that of the untrained controls. The AP skills of
      the trained group were evaluated again at 3 months post-intervention to examine the
      sustainability of any improvements made from the CBAT intervention. I hypothesised that after
      intervention, children from the auditory training (AT) group would improve in their AP
      skills, and that improvement would be greater than the changes in AP skills of those
      untrained controls. I also hypothesised that the improvement made from the intervention would
      sustain for at least 3 months after the end of intervention. Finally, I examined if the
      training outcomes are predictable from any underlying factors such as the initial AP,
      language, or cognitive skills of these children.
    

Detailed description: 
      This prospective study incorporated a parallel group design that randomly assigned
      participants identified with CAPD to an auditory training (AT) group or a no intervention
      (Control) group. Both groups were matched for age and gender. Baseline measures were
      conducted prior to the randomisation process.

      Participants from the AT group were given a 3-month home therapy using a CBAT programme
      developed for this study, while participants from the control group received no intervention
      for the same period of time. Apart from regular school attendance and activities, all
      participants were requested to discontinue any other auditory-based interventions, which
      might affect the outcomes of this study. All the participants were assessed again after the
      conclusion of the training period.

      After the end of the intervention, participants from the AT group were requested to undergo a
      no-intervention phase for a period of 3 months before another assessment. This was intended
      to examine the sustainability of any improvement made through the CBAT programme.

      An auditory test and two validated questionnaires were used as outcome measures, administered
      at baseline, and at post-3 months (immediately post-intervention).
    

Intervention name(s): Computer-based auditory training (CBAT)
Intervention type(s): Other
Intervention description(s): There are 3 listening games (i.e. Doggy, Who-Is-Right, Story-in-noise) that target on speech-in-noise training and 1 listening game (i.e. TATP) that aims to train dichotic listening.
Patient was required to undergo the training for 30 minutes per day, 5 sessions per week, for a duration of 12 weeks. Parents were advised to keep a journal to record child's training hour of the day.
Allocation: Randomized
Intervention model: Parallel Assignment
Masking: Single (Participant)
Primary purpose: Treatment
Keywords: auditory processing disorder; central auditory processing disorder; auditory processing; auditory training