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The Effects of Auditory Stimulation on Auditory Processing Disorder: A Summary of the Findings
Abstract
The study's purpose is to determine the efficacy of the Tomatis Method of auditory stimulation as a therapeutic intervention for Auditory Processing Disorders (APD). Forty-one subjects (18 females, 23 males; 4.3–19.8 years old) were evaluated for APD. Performance on standardized tests indicated weaknesses with auditory processing skills. Each subject participated in a 90-hour Tomatis Method protocol and, once completed, each subject was re-evaluated to measure improvement. All subjects demonstrated improvement with skills of immediate auditory memory, auditory sequencing, interpretation of directions, auditory discrimination, and auditory cohesion. Pre- and post-treatment comparison indicated statistically significant differences in the aforementioned skills. These findings suggest that the Tomatis Method of auditory stimulation can be effective as an intervention strategy for APD.
... The French physician Alfred A. Tomatis made the discovery of the TOMATIS EFFECT (TE) in the 1950s, as he held the belief that the sense of hearing, mental attitudes, speech, and language were closely linked. The TOMATIS EFFECT served as the foundation for Alfred A. Tomatis' invention of the Electronic Ear (EE) and the discovery of the TOMATIS EFFECT by Ross-Swain (2007), as it specifically targets the frequencies audible, and if a faulty ear is provided with the chance to perceive the accurate sound, sound processing is instantly and subconsciously enhanced. Ross-Swain (2007) discovered that TOMATIS auditory stimulation enhanced auditory processing abilities in children diagnosed with ASD. ...
... The TOMATIS EFFECT served as the foundation for Alfred A. Tomatis' invention of the Electronic Ear (EE) and the discovery of the TOMATIS EFFECT by Ross-Swain (2007), as it specifically targets the frequencies audible, and if a faulty ear is provided with the chance to perceive the accurate sound, sound processing is instantly and subconsciously enhanced. Ross-Swain (2007) discovered that TOMATIS auditory stimulation enhanced auditory processing abilities in children diagnosed with ASD. Additionally, TOMATIS demonstrated a positive impact on interpreting performance and sleep quality (du Toit et al., 2011). ...
Introduction
Autism spectrum disorder (ASD) is a neurological condition that is marked by deficits in social interaction, difficulty expressing oneself, lack of enthusiasm, and stereotypical conduct. The TOMATIS training method is an effective music therapy for children with ASD for its individually developed programs to improve behavioral deficits.
Methods
The research employed both longitudinal and crosssectional designs.
Results
In the cross-sectional study, the experimental group showed significant improvement in symptoms after TOMATIS training compared to the control group of children with ASD. The results validated the effect of TOMATIS treatment for ASD-related deficits, including perceptual-motor, attentional, social, and emotional issues.
Discussion
ASD’s auditory hypersensitivity hampers social information processing, but TOMATIS enhances cochlear frequency selectivity, aiding in capturing relevant auditory stimuli. In addition, the longitudinal study confirmed these findings, which proved TOMATIS training effective in clinically treating ASD. This study focused on audiometric indicators and behavioural improvement, elucidating the mechanisms behind the training’s success. Behavioral improvements might stem from TOMATIS’ frequency selectivity, reshaping auditory organ-cortical feedback loops to filter interference and focus on valid information.
... By re-educating the hearing mechanism to take in a full spectrum of sound, AT is adopted with the intention to stimulate and improve perception, and to provide a better integration between sensorial systems and neurophysiological responses [8]. Further, by improving EAIP pathways and listening functions as auditory memory, sequencing, and discrimination [9], AT develops higher-order (social) cognitive functions such as active listening, a skill that shares the same conceptual space with mindfulness. Patients with depression show a deficit in social cognitive capacities [10] and it is plausible that the amelioration of cognitive deficits through the development of active listening should assuage depressive symptoms. ...
... Our findings are in line with those of previous studies demonstrating an amelioration of depressive symptoms when clinically depressed patients are administered music medicine [19], [20]. Regarding the effects of AT, most studies investigated the Tomatis Method and mainly explored its effects in children and adolescents with auditory processing disorders [9]. Studies applying the Tomatis Method to psychological disorders remain inconclusive [21]. ...
In this report, we present the first case of depression showing symptomatic improvement with an auditory training program – Music for the Mind 2 – added to a standard treatment regimen. This commercially available program combines advanced psychoacoustic techniques with the improvisational art of Ostad Elahi (1895–1974) to encourage active listening by targeting early auditory information processing (EAIP) pathways. We introduced MFM2 as an add-on therapy to standard treatment over a 3-week period and administered the listening regimen (minimum 20 min per day) to a young Caucasian male with a first episode of major depression. We assessed the impact of MFM2 on depressive symptomatology as well as his coping mechanisms and mindfulness. The results showed that through targeting EAIP pathways and thus accessing higher-order cognitive functions (e.g., active listening), recovery from depressive symptoms may be influenced. Further studies are needed to investigate the impact of auditory training, particularly MFM2, on clinical outcomes, brain structure, and function on more subjects. Through this case report, we introduce an innovative, safe, and effective music medicine that may provide opportunities to enhance the lives of people with depression.
... Music experience also affects auditory processing. Many studies indicate that various cerebral structures become more activated depending on the different notes and tones of the music experience (Ross-Swain, 2007;Thompson & Andrews, 2000; see also for a review Gerritsen, 2010). The brain is found to be more responsive to high frequency sounds-3000 Hz and above-which is assumed to provide an energizing effect on mood states that facilitate enthusiasm, psychological well-being, higher executive functioning, and spatial reasoning skills (Van Jaarsveld & du Plessis, 1988). ...
... Thus, we believe that auditory stimulation or sound therapy techniques can be used to regulate the emotional, behavioral, and cognitive problems of ADHD, particularly in terms of sustained attention, response timing, impulsivity/hyperactivity, and emotional control, by improving auditory processing. Accordingly, several studies related to sound therapy with the audio-psycho-phonological (APP) method have suggested that there are significant improvements in emotional, cognitive, linguistic, behavioral, and social adjustment, as well as the psychomotor skills of children presented with different clinical diagnoses including tinnitus, attention deficit disorder, specific learning disorders, intellectual disability and especially autism spectrum disorders (e.g., Beelmann, Kopka, Vervoort, & Vervoort, 2019;Esteki & Soltani, 2015;Kershner, Cummings, Clarke, Hadfield, & Kershner, 1990;Neysmith-Roy, 2001;Ross-Swain, 2007;Stillitano, Fioretti, Cantagallo, & Eibenstein, 2014;Weiss, 1985;Vervoort et al., 2008; for reviews, see also Gerritsen, 2010;Gilmor, 1999). ...
Attention Deficit Hyperactivity Disorder (ADHD) is a common disorder that affects individuals throughout life, although generally diagnosed during the school years. Multimodal perspectives are recommended during treatment. A variety of non-pharmacological interventions, including psychoeducational approaches, are widely available particularly for clients who refuse to use or are resistant to medication, although the real effect sizes remain uncertain. The effect of music therapy as a complement to ADHD treatment has emerged especially in the last 20 years with neuroimaging studies. Recent research has indicated that music experience influences reward, emotion, motivation and pleasure, stress and the immune system, and social relationships, as well as cognitive skills. Listening to filtered music also influences auditory functions. Sound or listening therapy originated from the Tomatis audio-psycho-phonological (APP) method aims to train the vestibular system auditory functions that are assumed to be connected with both top-down (higher brain structures) and bottom-up (peripheral to central) brain functioning and the peripheral nervous system. In this case report, we discuss the probable impact of listening or sound therapy in the management of ADHD symptoms, particularly in terms of sustained attention, reaction time, and inhibitory control (impulsivity/hyperactivity) measured by a distracted continuous performance test (CPT) and learning and behavioral problems assessed by rating scales. Three adolescents (aged 14, 15, and 17 years) in Turkey with ADHD-combined presentation diagnosed by a psychiatrist were given 30 sessions (totaling 60 h) of the sound program with an auditory stimulation device developed by an APP method. The participants were assessed before and after the program and their scores compared using the CPT (MOXO d-CPT), Conners Rating Scales for Parents (CPRS) and Teachers (CTRS), and Adult ADHD Self-Report Scale (ASRS) based on the ages of the participants, in addition to the listening checklist. Although the differences in the scores did not represent any statistical significance, the findings could still be noteworthy indicators of future prospective studies for the exact role of these non-pharmacological supportive interventions.
... Sound stimulation impacts significantly the neuroplasticity of the brain through activating the middle ear, inner ear, and eight cranial nerve connections on the brain stem and each neural development (O'Connor, 2012), because neural structures of the brain keep changing and growing through sound energy. Particularly, brain is more responsive to high frequency sounds -3000 Hz and above-which provide energizing effect on emotions that promoting enthusiasm, sense of stability, feeling grounded and optimism (Ross-Swain, 2007;Thompson & Andrews, 2000). Shortly, these programs hypothesize that if the auditory system functions well including auditory perception, selectivity, sequencing, memory, and localization skills, one would be able to listen and have vocal control, able to spell, read and write, and able to accomplish higher cognitive skills such as attention, planning, working memory, and integration of the information more easily and correctly. ...
... Despite the high prevalence of practical use of these programs in the world as an alternative treatment rather than mere cure for many neurodevelopmental disorders, there has been relatively little randomize-controlled research on the effectiveness of sound therapies. A review of the existing empirical research with audio-psycho-phonological methods has shown that there are significant improvements on cognitive, linguistic, behavioral and social adjustment, and psychomotor skills of children presented different problems including tinnitus, ADHD, learning disorders, emotional and behavioral problems, motor problems and autism (e.g., AbediKoupaei, Poushaneh, Mohammadi, & Siampour, 2013, Esteki & Soltani, 2015Kershner, Cummings, Clarke, Hadfield, & Kershner, 1990;Neysmith-Roy, 2001;Ross-Swain, 2007;Stillitano, Fioretti, Cantagallo, Eibenstein, 2014). Eventhough some of the studies indicated lack of improvement based on statistical analysis such as Corbett et al. (2008) found that 5 children out of 11 showed no significant improvements, it has been proved that either these studies have small sample sizes or lack of random assignments (see Gerritsen, 2010;Gilmor, 1999 for reviews). ...
Music heals (Habibi & Damasio, 2014). Since ancient times, healing through music which evokes and regulates emotions from agony to euphoria has been accepted as a remedy method for centuries. For instance, in Anatolia, Greeks used to place an ill person into the middle of the amphitheater and exposed specific sounds and voices to him for recovery (Thompson & Andrews, 2000). Similarly, particularly during Ottoman Empire, having been accepted of the notion that “music is medicine” led different timbres and notes of Classical Turkish Music to be evolved and used for healing in various clinical conditions especially for psychiatric patients at hospitals called “Şifahane” (Gençel, 2006). Accordingly, many people today still tend to use music for feeling better, managing their emotions, concentrating more,
coordinating their movements. Especially in the last 20 years, music pyschology literature has shown that music processing even passive music listening affects the neurochemistry of the brain structures in both hemispheres (e.g., Bidelman, Krishnan, & Gandour, 2011; Blood & Zatorre, 2001; Brown, Martinez, & Parsons, 2004; Menon & Levitin, 2005; Peretz, & Zatorre, 2005). Hence, there has been a growing interest in the world related to music-making and music-listening therapies including sound therapies particulary used for various developmental difficulties (e.g., Esteki & Soltani, 2015; Molnar-Szakacs & Heaton, 2012; Neysmith-Roy, 2001) since the efficacy of auditory processing which plays a fundamental
role in many sensory, perceptual, and even higher-order cognitive functions empirically has been proved(see Kraus & Banai, 2007). Sound therapies such as audio-psycho-phonological methods (Tomatis, 1996) promote the training of listening perception instead of passive hearing that increase learning, listening and language skills. Also, keeping a steady beat can help individuals to develop a sense of security and internal stability feeling which bring order and harmony. Hence, the present paper aims to review on the roots of therapeutic use of music, the impacts of music on the nervous system, and lastly focus on the description and the implications of the audio-psycho-phonological methods with current literature
findings.
Keywords: Music therapy, sound therapy, auditory stimulation, neuro-developmental disorders.
... Yet this study has also been criticized for methodological flaws (Gerritsen, 2010). Although not a scientifically rigorous study, Ross-Swain (2007) reported better comprehension, memory, and ability to follow directions following use of the Tomatis Method in a group of children who had auditory processing problems. ...
... Previous research reflects controversy as to the effectiveness of auditory programs. However, study has been limited to the Tomatis Method (Corbett et al., 2008;Gilmor, 1999;Ross-Swain, 2007); to Berard's Auditory Integration Training (Edelson et al., 1999;Gillberg et al., 1997;Rimland & Edelson, 1994, 1995; and to Therapeutic Listening (Bazyk et al., 2010;Hall & Case-Smith, 2007). This is only the second study to evaluate the use of the iLs program for children with sensory processing impairments. ...
Date Presented 4/8/2016
This pilot study provides preliminary support for the effectiveness of the Integrated Listening Systems program for children with sensory overresponsivity and auditory processing problems. Gains in individualized functional goals were an important outcome, as were physiological changes in arousal and reactivity.
Primary Author and Speaker: Sarah Schoen
Additional Author and Speaker: Lucy Jane Miller
... Yet this study has also been criticized for methodological flaws (Gerritsen, 2010). Although not a scientifically rigorous study, Ross-Swain (2007) reported better comprehension, memory, and ability to follow directions following use of the Tomatis Method in a group of children who had auditory processing problems. ...
... Previous research reflects controversy as to the effectiveness of auditory programs. However, study has been limited to the Tomatis Method (Corbett et al., 2008;Gilmor, 1999;Ross-Swain, 2007); to Berard's Auditory Integration Training (Edelson et al., 1999;Gillberg et al., 1997;Rimland & Edelson, 1994, 1995; and to Therapeutic Listening (Bazyk et al., 2010;Hall & Case-Smith, 2007). This is only the second study to evaluate the use of the iLs program for children with sensory processing impairments. ...
This pilot study explored the effects of Integrated Listening Systems (iLs) Focus Series on individualized parent goals for children with sensory processing impairments. A nonconcurrent multiple baseline, repeated measure across participants, single-case study design was employed (n = 7). The 40-session intervention was delivered at home and in the clinic. Individualized family goals served as the repeated measure. Exploratory analyses included the evaluation of physiological arousal. Participants showed improvement in home and education-related goals. Changes in physiologic arousal were noted in five of seven participants. Standardized scales demonstrated sensitivity to change. Thus, the iLs program may be beneficial for school- or clinic-based intervention.
... While there are no published studies regarding TLP specifi cally, research into sound-based therapy for ASD is beginning to emerge regarding similar programmes. The Tomatis Method has had several published studies regarding effi cacy (Gilmor, 1999;Neysmith-Roy, 2001;Ross-Swain, 2007). The Gilmor (1999) meta-analysis of the Tomatis Method research indicated that studies have found the treatment to have favorable outcomes regarding behaviour. ...
... The Gilmor (1999) meta-analysis of the Tomatis Method research indicated that studies have found the treatment to have favorable outcomes regarding behaviour. Neysmith-Roy (2001) and Ross-Swain (2007) echo this sentiment, indicating that, for the Occup. Ther. ...
The aim of this study was to determine the efficacy of The Listening Program (TLP) in treating a child with pervasive developmental disorder-not otherwise specified (PDD-NOS). Using a single-subject case study design, one child with PDD-NOS was administered a 20-week TLP intervention focused on improving sensory processing and language function. Data collection included pre- and post-evaluations using video footage, and Sensory Profile and Listening Checklist questionnaires. Results of the study indicated improved behaviour and sensory tolerance in the post-intervention video footage, including active participation in singing and movements to song. Sensory Profile and Listening Checklist questionnaires indicated significant improvements in sensory processing, receptive/expressive listening and language, motor skills, and behavioural/social adjustment at the post-intervention assessment. Although small in scope, this study highlights the need for continued research by occupational therapists into sound-based interventions. Particularly, occupational therapists need to perform larger-scale studies utilizing TLP to verify the efficacy of this alternative treatment method.
... Results of the study also revealed that for these two children with perceptual disorders, auditory training improves auditory figure-ground, auditory memory and blending. These results were in agreement with a past study on the investigation of the auditory processing abilities of children diagnosed with autism (Egelhoff, 2011;Deborah, 2007). Parents of children with autism completed the screening questionnaire through an online survey. ...
Introduction: Perceptual disorders are a broad group of disturbances or dysfunctions of the central nervous system that interfere with the conscious mental recognition of sensory stimuli. Such conditions are caused by lesions of specific sites in the cerebral cortex that may result from any illness or trauma affecting the brain at any age or stage of development.
Purpose: The purpose of the study was to find and establish the effect of auditory training intervention on the auditory perception problems of children with perceptual disorders in Alheri Special School, Yangoji, Kwali Abuja, Nigeria.
Methods: This study adopted quasi-experimental design. Specifically, the Case Study Report is applied in this study, with two (2) children identified with perceptual disorders as participants for the study. Two set of instruments were adapted and validated.
Results: The results of the study revealed that auditory perception of child A and B at pre-test are significantly low, and an increase in the levels of auditory perception were recorded for the two children post-test. The findings also showed the extent of which auditory training improves auditory discrimination, awareness, figure-ground, memory and auditory blending of children with perceptual disorders.
Conclusion: The study concluded that children with perceptual disorders who have auditory perceptual disorders have improved in their auditory perception, and there is need for more auditory training therapy for children with perceptual disorders. The study recommended that teachers and professionals should develop a positive attitude towards auditory training therapy for children with perceptual disorders.
... A more recent study by Ross-Swain (2007) looked at changes in auditory processing for 41 participants (age range 4 years to 19 years old) after they completed Tomatis Method treatment. Ross-Swain looked at changes in auditory memory, auditory sequencing, following directions, auditory discrimination, and auditory cohesion. ...
Professionals may recommend listening therapies for people identified with auditory processing problems. A concern arises whether the therapies have evidence supporting changes that occur after completing such training. The authors looked at a large sample of people over a wide age range who completed TLP training. Using each individual as his/her own control, the following study was undertaken. Files of people ranging in age from 5-year to 50-year old for people who had completed TLP training were evaluated. Assessment was completed via results of the SCAN test of auditory processing both before and after completing training. Analyses of changes on the SCAN were computed via paired samples t-tests. Measures found significant improvements with large effect size improvements. Findings support a conclusion that one should expect improvements in auditory processing abilities in people completing TLP training.
... Previous research has reported the Tomatis ® Method to be an effective intervention model for addressing learning disabilities and behavioral problems [55], attention deficit disorders [56], stuttering [57], auditory processing disorders [58,59], and psychological disorders [60]. Some, such as Corbett, Shickman and Ferrer, have been particularly critical of the lack of clinical research on the method and its reported findings. ...
... Past studies involving the Tomatis Method in the treatment of disorders include learning difficulties (Gilmore, 1999;Ross-Swain, 2007;Stutt, 1983), anxiety (du Plessis and Van Jaarsveld, 1988), disabled children (Kershner, Cummings, Clarke, Hadfield, and Kershner, 1990), children with autism (Neysmith-Roy, 2001) and music (du Plessis, et al., 2001). ...
This was a pilot study that used the Tomatis Method to see the effects it had on L2 reading fluency in a group of Taiwanese learners. Eight volunteers participated in this study undertaking 40-hours of before-and-after-experimental treatments. The results from the analysis showed that the participants had significant improvements in the areas of fluency, tone, stress, and intelligibility. However, there was not a significant improvement in pronunciation. This study concludes that the Tomatis Method seemed to help participants improve their reading fluency as well as increase the levels of confidence and motivation when learning the target language.
... A metaanalysis 60 found no effect on auditory-related outcomes across studies using the Tomatis method. More recently, Ross-Swain, 61 who evaluated retrospective reports of individuals between the ages of 4 and 19 years who completed the Tomatis method, found significant benefits of the method on auditory memory, sequencing, discrimination, and cohesion. This study is limited in that it used a nonrandomized retrospective design of selected patients who completed the 90-hour Tomatis method. ...
This article provides a select review of treatments for addressing reading disorder, mathematics disorder, disorder of written expression, auditory processing disorder, and poor working memory. This information will be valuable to practitioners in determining the suitability of certain treatments for these various disorders and problems, which has direct implications for providing comprehensive, multidisciplinary treatment for youth.
В статье приводятся результаты оценки влияния аудио-психо-фонологического тренинга по методу Альфреда Томатиса на скорость проведения слуховой информации структурами ствола головного мозга у двух групп детей. В первую группу вошли дети с аутизмом, во вторую — дети с расстройствами речевого развития и аутистическими проявлениями в поведении. Диагнозы были установлены психиатром, неврологом и логопедом до проведения тренинга. Для проведения тренинга по методу Томатиса использовалась аппаратура компании Besson of Switzerland (Швейцария). Дети слушали акустически модифицированную музыку Моцарта, григорианские хоралы, запись голоса своей матери и собственный голос во время активных сессий с микрофоном. Программа создавалась индивидуально после проведения теста слухового внимания с помощью аудиометра. Вопрос об эффективности использования метода Томатиса для детей с аутизмом и нарушениями речи актуален, так как метод широко применяется во всем мире, но количество исследований с использованием аппаратных методов оценки эффективности этого воздействия недостаточно. Для анализа эффективности тренинга мы использовали электрофизио-логическую диагностику — оценку акустических стволовых вызванных потенциалов (АСВП). Обследование назначалось неврологом в качестве диагностической процедуры и проводилось в детской неврологической клинике. Кроме классического варианта АСВП проводился модифицированный вариант исследования, который позволяет оценить время проведения слухового сигнала от улитки внутреннего уха до медиального коленчатого тела таламуса — регистрация шестого пика. Обследование детей проводилось до тренинга по методу Томатиса, после первого и второго циклов тренировок. У всех детей, которые принимали участие в исследовании, по результатам АСВП до тренинга была выраженно снижена скорость проведения слуховой информации структурами ствола мозга. Это могло быть причиной центральных нарушений обработки слуховой информации. Статистически значимое улучшение показателей АСВП было выявлено с помощью модифицированной методики уже после первого курса тренинга. После второго курса показатели не только сохранились, но и улучшились. Полученные результаты позволяют высказать предположение, что нейроакустические тренировки по методу Томатиса способствуют ускорению темпов морфофункционального созревания слуховых центров и трактов в стволе головного мозга как у детей с аутизмом, так и у детей с нарушениями речи.
Now Audiofonol, 2018; 7(3): x–xx DOI: 10.17431/1002775
Streszczenie
Od ponad siedmiu lat w Instytucie Fizjologii i Patologii Słuchu (IFPS) stosowana jest kompleksowa terapia słuchowa przeznaczona dla pacjentów z zaburzeniami głosu zwana Stymulacją Słuchową Głosu (SSG). W czasie tej terapii pacjenci poddawani są wieloaspektowej stymulacji, której istotne elementy to: stymulacja słuchowa, ćwiczenia autokontroli słuchowej, ćwiczenia oddechowe, fonacyjne, dykcji i prozodii mowy oraz właściwego nastawienia głosu. Ćwiczenia logopedyczne dobierane są indywidualnie, w zależności od trudności występujących w procesie tworzenia głosu.
Słowa kluczowe: dysfonia • autokontrola słuchowa • ćwiczenia głosu • SSG – Stymulacja Słuchowa Głosu • terapia głosu
Abstract
For over 7 years, the Institute of Physiology and Pathology of Hearing has been providing a comprehensive hearing therapy for patients with voice disorders, called Auditory Voice Stimulation (Stymulacja Słuchowa Głosu SSG). The therapy involves multifaceted stimulation; its essential elements are auditory stimulation, training of auditory feedback voice control, exercises of breathing, phonation, diction and speech prosody, as well as proper voice projection. Speech and voice therapy is individually matched to patient’s
specific problems, depending on the difficulties occurring in the process of voice production.
Key words: vocal nodules • auditory feedback voice control • voice training • SSG - Stymulacja Słuchowa Głosu (Auditory Voice Stimulation) • voice therapy.
Audio-visual entrainment (AVE) is a technique in which lights flash into the eyes while tones are pulsed into the ears in the brain wave frequency range from 1 to 40 Hz. AVE is one of the most intriguing of stimulation technologies. AVE stimulates neurotransmitters, increases cerebral blood flow, produces deep autonomic calming, hypnotic induction and meditative effects and excites and reestablishes neural networks.Applications of AVE are wide ranging. Clinical studies showing efficacy of AVE for the treatment of attention deficit hyperactivity disorder (ADHD), worry, depression, anxiety, cognitive decline, balance and memory in seniors, concussion, post traumatic stress disorder (PTSD), seasonal affective disorder (SAD), and pain remediation. AVE also improves peak-performance, academic grades, cognitive and emotional wellness in general. AVE devices are low cost, effective and easy to operate with minimal negative side effects.
This article presents a reanalysis of a previously reported study on the impact of the Tomatis Method of auditory stimulation on subjects with autism. When analyzed as individual case studies, the data showed that six of the 11 subjects with autism demonstrated significant improvement from 90 hours of Tomatis Therapy. Five subjects did not benefit significantly, at least not on the measures used in this research. The results of this study support previous findings reported in peerreviewed research. The benefits from the Tomatis Therapy varied from subject to subject. In this study, one subject transitioned from nonverbal to verbal, one began to spontaneously repeat words, and others increased their receptive and expressive vocabulary. Additional findings included improvements in skills of daily living, motor skills, socialization, and overall communication skills. The findings of this study also indicated reductions in hyperactivity, atypical behavior, and inattention.
Central auditory processing disorders (CAPDs) are fraught with problems arising from confusion concerning the clinical evidence of the disorder. A major controversy revolves around characterizing the disorder as a unique cluster of behaviors reflecting impairment in some underlying mechanism(s) or as a disorder defined on the basis of performance on a set of tests. This article reviews some recent developments in auditory processing research and considers the role of the speech-language pathologist in evaluating and treating children with suspected auditory processing problems. Particular attention is given to clinical criteria, including characteristics of the population, assessment, and intervention considerations. Areas for clinical caution are highlighted.
The observed listening performances of 64 children with central auditory processing (CAP) disorders were obtained from teachers using the Children’s Auditory Processing Performance Scale. The data obtained indicated that the listening performances of these children vary greatly, depending upon the listening conditions and the listening functions being rated. The results also provide evidence that children with CAP disorders have difficulties not only in stressful or competing listening conditions, but also in quiet or ideal listening conditions.
A central "auditory" processing disorder (CAPD) is an auditory perceptual dysfunction that cannot be explained on the basis of peripheral hearing loss. As a concept, CAPD has not been completely validated, and many issues continue to be controversial. A primary issue of concern is whether currently used tests to evaluate CAPD are sensitive to factors that are not of an auditory perceptual nature. In this paper, we consider the case for modality specificity as a criterion for improving the specificity of diagnosing CAPD. Demonstrating the modality-specific nature of sensory processing deficits is one way to rule out nonperceptual factors as explanations for observed dysfunction.
The current study, which is a follow-up on the epidemiological Nijmegen Otitis Media study, examines the relationship between early otitis media with effusion (OME) and later language ability in a group of children with systematically documented bilateral OME. In the Nijmegen Otitis Media study, children were screened using tympanometry at regular intervals of 3 months, between their second and fourth birthdays. At age 7, three groups of children participated in language testing: 82 OME-free children, 151 children with early bilateral OME, and 37 children treated with ventilation tubes at preschool age. A history of OME, even up to nine instances, did not have negative consequences for language performance at age 7. Intermittent, as opposed to more continuous, OME was not found to affect language ability negatively. The suggested benefit of treatment with ventilation tubes was not found.
The rationale to evaluate for central auditory processing disorder (CAPD) in schoolaged children is based on the assumption that an auditory-specific perceptual deficit underlies many learning problems including specific reading and language disabilities. A fundamental issue in this area is whether convincing empirical evidence exists to validate this proposition. Herein, we consider the issue of modality specificity by examining the extent to which reading, language, and attention disorders in schoolaged children involve perceptual dysfunctions limited to a single sensory modality. Difficulty in validating CAPD as a diagnostic label is due in large part to use of the unimodal inclusive framework, which has biased the diagnosis to favor sensitivity of test results over documenting the specificity of the deficit. Indeed, empirical research documenting modality-specific auditory-perceptual dysfunction in this population is scarce. Therefore, the existing literature on this topic has not clarified the "true" nature of the problem, and has left many questions about this disorder unanswered. It is argued that demonstrating modality specificity is one way to rule out supramodal disorders as explanations for observed dysfunction. Multimodal perceptual testing is one logical approach to help clarify this area of investigation.
Central auditory processing disorders among school-age children have been challenging to identify and treat. Many issues remain that need to be resolved. Here, we compare and contrast findings on 331 school-age children who were given two of the more common central auditory processing disorder tests (Staggered Spondaic Word [SSW] Test and the SCAN Screening Test for Auditory Processing Disorders). These results replicate and reinforce many of the psychometric findings reported earlier. The use of factor analysis with these test results was explored. Significantly, two factors emerged, including an auditory binaural separation from competition factor and a monaural low redundancy degradation factor. These findings help us define the nature of processes probed by the SCAN screening test and the SSW test. Furthermore, these findings clarify the use of SSW and SCAN because they showed both SSW Left Competing and Right Competing loading within the same factor, whereas the three subtests on SCAN sorted into two rather than three factors.
this paper, we address three questions about the management of CAPD in children that are frequently posed at national meetings and in our practices. By publishing these questions and answers in this forum, we hope to reach a large number of clinicians who struggle with the issues raised in these questions. Question 1: What type of rehabilitation approach is indicated when a child does poorly on the frequency (pitch) pattern test?
Phonological awareness was hypothesized to be composed of at least 3 component skills-IQ, verbal short-term memory, and speech perception. In addition, 4 linguistic manipulations within 3 phonological awareness tasks were theorized to affect item difficulties. Multiple measures of IQ, verbal short-term memory, speech perception, and phonological awareness were administered to 136 3rd and 4th graders. Application of structural equation modeling revealed that IQ, speech perception, and verbal short-term memory each contributed unique variance to the phonological awareness construct. All 4 experimental linguistic manipulations influenced phonological awareness item difficulties as well. Results underscore the importance of speech perception for phonological awareness.
Individuals with central processing disorders must be encouraged to self-regulate their listening skills and strategies. The metalinguistic and metacognitive strategies reviewed in this article offer a powerful opportunity to improve listening effectiveness and spoken language comprehension. These strategies help listeners structure auditory input and orchestrate information processing. Moreover, metacognitive training empowers individuals by building self-esteem and self-efficacy. Maximum effectiveness and generalization of skills across settings is attained when these strategies are coupled with auditory training, use of assistive listening devices, and environmental modifications when appropriate.
Fifteen boys aged six to ten who met the criteria for attention deficit disorder (ADD) were compared with ten boys who did not have ADD in a double-blind, placebo-controlled, single-crossover study of methylphenidate. To assess the degree of overlap between ADD and central auditory processing disorder (CAPD), all subjects were assessed on parent and teacher behavior rating scales, as well as a battery of CAPD tests at baseline and after three and six weeks of treatment. Twelve of the 15 subjects with ADD and none of the subjects without ADD met the criteria for CAPD. The subjects with ADD also responded to stimulant treatment on the measures of both ADD and CAPD. The overlap in the symptomatology of these disorders, the finding that the criteria for both disorders were met in 12 of 15 cases and the sensitivity of both ADD and CAPD measures to treatment with methylphenidate suggest that ADD and CAPD are closely related disorders. The implications of these results are three-fold. First, sustained attention is a critical feature of performance on CAPD tests and the current diagnostic criteria for CAPD make a clinical separation of the two disorders problematic. Second, stimulants appear to be a useful treatment for the symptoms of both ADD and CAPD. Third, CAPD tests may be a useful measure of ADD symptomatology and response to stimulants.
A speech processing algorithm was developed to create more salient versions of the rapidly changing elements in the acoustic
waveform of speech that have been shown to be deficiently processed by language-learning impaired (LLI) children. LLI children
received extensive daily training, over a 4-week period, with listening exercises in which all speech was translated into
this synthetic form. They also received daily training with computer “games” designed to adaptively drive improvements in
temporal processing thresholds. Significant improvements in speech discrimination and language comprehension abilities were
demonstrated in two independent groups of LLI children.
This article describes three management approaches that can be used with children with auditory processing difficulties and learning disabilities. These approaches were selected because they can be applied in a variety of settings by a variety of professionals, as well as interested parents. The vocabulary building procedure is one that potentially can increase the ability to learn new words but also can provide training on contextual derivation of information, which is key to auditory closure processes. This procedure also helps increase language base, which can also enhance closure abilities. Auditory memory enhancement is a simple technique that involves many complex brain processes. This procedure reduces detailed information to a more gestalt representation and also integrates the motor and spatial processes of the brain. This, in turn, more fully uses working memory and helps in formulization and recall of important concepts of the sensory input. Finally, several informal auditory training techniques are discussed that can be readily employed in the school or home setting. These auditory training techniques are those that are most relevant to the kinds of deficits most often observed in our clinic.
Abbreviations: ΑΜΕ = auditory memory enhancement, AT = auditory training, CAPD = central auditory processing disorder, CV = consonant-vowel, CVC = consonant-vowel-consonant
Central auditory processing disorder (CAPD) may be viewed as a multidimensional entity with far-reaching communicative, educational, and psychosocial implications for which differential diagnosis not only is possible but also is essential to an understanding of its impact and to the development of efficacious, deficit-specific management plans. This paper begins with a description of some behavioral central auditory assessment tools in current clinical use. Four case studies illustrate the utility of these tools in clarifying the nature of auditory difficulties. Appropriate treatment options that flow logically from the diagnoses are given in each case. The heterogeneity of the population presenting with auditory processing problems, not unexpected based on this model, is made clear, as is the clinical utility of central auditory tests in the transdisciplinary assessment and management of children's language and learning difficulties.
Abbreviations: ADD = attention deficit disorder, ALD = assistive listening device, BF = binaural fusion, BF-CVC = consonant-vowel-consonant binaural fusion, CAPD = central auditory processing disorder, CST = Competing Sentences Test, DD = Dichotic Digits, DP = Duration Patterns, DR = Dichotic Rhyme, FP = frequency patterns, LPFS = low-pass filtered speech, RASP = Rapidly Alternating Speech Perception, SPN = speech in noise, SSW = Staggered Spondaic Words, TC = time-compressed speech, TCR = time-compressed speech with reverberation
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