Department of Audiology, All India Institute of Speech and Hearing, Mysore, 570006, India.
Department of Audiology, All India Institute of Speech and Hearing, Mysore, 570006, India; Amrita Institute of Medical Sciences and Research Centre, Kochi, India.
Int J Pediatr Otorhinolaryngol. 2021 Jul;146:110735. doi: 10.1016/j.ijporl.2021.110735. Epub 2021 Apr 25.
Speech perception in the presence of background noise is identified as one of the most affected auditory processes in children with auditory processing disorders (APD). Mechanism of speech-in-noise perception is extensively studied and is reported to involve different auditory and cognitive skills. However previous research has reported mixed results investigating the relationship between the cognitive skills and speech-in-noise perception in children with APD. The present study intended to study the correlation between the speech-in-noise perception and other auditory and cognitive skills, and also to find the efficacy of speech-in-noise training in other auditory and cognitive skills in children with APD.
The study imparted words in noise training utilizing monosyllable and trisyllable words in the presence of speech shaped noise and 4-talker babble. Participants included 20 children with APD, 10 of them in the experimental group who underwent the training and the remaining 10 served as controls. Auditory outcome measures included five behavioural APD tests and four digit span tests to assess cognition.
There was a significant improvement in the speech-in-noise perception measures, temporal processing measures (gap detection test and duration pattern test) and the backward, ascending and descending digit span measures after the training in participants in the experimental group. However, Spearman rank order correlation did not reveal a significant correlation between the speech-in-noise perception scores and any of the auditory or cognitive measures.
Even though there was no correlation within and between auditory and cognitive measures, speech-in-noise training improved the temporal processing skills as well as the working memory skills in children with APD supporting the relationship between the said processes. These relationships with evidence from further research could be utilized to design more effective treatment strategies for children with APD.
在存在背景噪声的情况下进行言语感知被认为是听觉处理障碍（APD）儿童受影响最大的听觉过程之一。言语感知的机制已被广泛研究，并报告涉及不同的听觉和认知技能。然而，以前的研究在调查 APD 儿童的认知技能与言语感知之间的关系时报告了混合结果。本研究旨在研究言语感知与其他听觉和认知技能之间的相关性，并确定噪声训练在 APD 儿童的其他听觉和认知技能中的疗效。
本研究采用单音节和三音节词在语音成形噪声和 4 个说话者杂音中进行噪声训练，来研究言语感知与其他听觉和认知技能之间的相关性，并确定噪声训练在 APD 儿童的其他听觉和认知技能中的疗效。参与者包括 20 名 APD 儿童，其中 10 名在实验组中接受了训练，其余 10 名作为对照组。听觉结果测量包括 5 项行为 APD 测试和 4 项数字跨度测试，以评估认知。
实验组参与者在接受训练后，言语感知测量、时间处理测量（间隙检测测试和持续模式测试）以及倒背、顺背和降序数字跨度测量均有显著改善。然而，Spearman 等级相关分析并未显示言语感知得分与任何听觉或认知测量之间存在显著相关性。
尽管听觉和认知测量之间没有相关性，但言语感知训练提高了 APD 儿童的时间处理技能和工作记忆技能，支持了这些过程之间的关系。这些与进一步研究证据的关系可用于为 APD 儿童设计更有效的治疗策略。
