Université de Montréal and Research Centre, CHU Sainte-Justine, Montreal, Canada.
Regional Educational Support Services - Hearing Disorders, Montreal, Canada.
Disabil Rehabil. 2019 Dec;41(24):2918-2926. doi: 10.1080/09638288.2018.1482377. Epub 2018 Jul 10.
The purpose of this study was to examine the impact of auditory training in noise on auditory behaviors and life habits in children with auditory processing disorder. Ten children with auditory processing disorder underwent an auditory training program in noise and six children with auditory processing disorder comprised a control group. Before and after training, participants were tested on sentence identification in noise and auditory evoked late latency responses. Participants teachers completed two questionnaires on children's auditory behaviors and life habits. Participants were more tolerant to noise as the training sessions progressed. Significant between-group differences were found in P1 and N2 latency measures, independent of measurement time. The observed data trends suggest that some participants improved their performance on the sentence identification task in noise as well as on some electrophysiological parameters. No significant differences in questionnaire scores were found between groups or measurement times. However, one questionnaire showed significant between-group differences for certain questions. Listening in noise can improve with training for children with auditory processing disorder. However, this training program might be beneficial for some, but not all, children with auditory processing disorder. More data are needed to verify individual data trends.Implication for rehabilitationA structured program was developed to improve the ability of children with auditory processing disorder to listen in noise.Intervention can be beneficial for improving auditory behaviors in some children with auditory processing disorder.A limited number of questions on children's auditory behaviors asked to teachers appears to be more sensitive to intervention-related improvement compared to questions on life habits.
本研究旨在探讨在噪声环境中进行听觉训练对听觉处理障碍儿童听觉行为和生活习惯的影响。十名听觉处理障碍儿童接受了噪声中的听觉训练计划，六名听觉处理障碍儿童组成对照组。在训练前后，参与者接受了噪声中句子识别和听觉诱发晚期潜伏期反应的测试。参与者的老师完成了两份关于儿童听觉行为和生活习惯的问卷。随着训练课程的进行，参与者对噪声的容忍度提高。尽管测量时间不同，但 P1 和 N2 潜伏期测量值在组间存在显著差异。观察到的数据趋势表明，一些参与者在噪声中句子识别任务以及一些电生理参数方面的表现有所提高。组间和测量时间之间的问卷评分均无显著差异。然而，一份问卷在某些问题上显示出组间显著差异。对于听觉处理障碍儿童来说，在噪声中倾听可以通过训练得到改善。然而，这种训练计划可能对一些但不是所有听觉处理障碍儿童有益。需要更多的数据来验证个体数据趋势。康复的意义为提高儿童在噪声环境中倾听的能力，制定了一项结构化的计划。干预措施可以改善一些听觉处理障碍儿童的听觉行为。与生活习惯问题相比，向教师询问的儿童听觉行为的问题数量较少，似乎对干预相关的改善更为敏感。
