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Research project: The evidence-base for different auditory processing management strategies, programmes and software

Currently Active: 

Evidence-based practice is essential in the assessment and management of auditory processing disorder

The British Society of Audiology’s APD Special Interest Group (Chair Nicci Campbell) has published a nationally and internationally peer-reviewed (1) Position Statement, (2) Practice Guidance Document, and (3) ‘White Paper’ in the International Journal of Audiology with an international set of commentaries from leading researchers. The APD Management Guidance document (lead author: N. Campbell) provides an extensive overview of current management options, citing evidence levels, to inform clinicians of current best practice whilst simultaneously guiding further research.

A further project has looked specifically at the efficacy of computer-based auditory training. This project formed part of a PhD study and has been published and presented as a poster presentation at the American Academy of Audiology Annual Conference (C)APD Symposium Day, March 2012, in Boston.

Computer-based auditory training (CBAT): benefits for children with language- and reading-related learning difficulties.
J. Loo, D. Bamiou, N. Campbell and L. Luxon

This project reviewed the evidence for computer-based auditory training (CBAT) in children with language, reading, and related learning difficulties, and evaluates the extent it can benefit children with auditory processing disorder (APD). Searches were confined to studies published between 2000 and 2008, and they are rated according to the level of evidence hierarchy proposed by the American Speech-Language Hearing Association (ASHA) in 2004. We identified 16 studies of two commercially available CBAT programs (13 studies of Fast ForWord (FFW) and three studies of Earobics) and five further outcome studies of other non-speech and simple speech sounds training, available for children with language, learning, and reading difficulties. The results suggest that, apart from the phonological awareness skills, the FFW and Earobics programs seem to have little effect on the language, spelling, and reading skills of children. Non-speech and simple speech sounds training may be effective in improving children's reading skills, but only if it is delivered by an audio-visual method. There is some initial evidence to suggest that CBAT may be of benefit for children with APD.

Related research groups

Bioengineering Science

I am excited about some of the newer evidence-based software and programmes that are becoming available.




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