چکیده:
Although there have been several previous investigations on the role of auditory training for the development of auditory processing skills, it still remains unknown whether children with auditory processing difficulties can get improved auditory skills after exposure to a multi-modal training experience comprising both visual and tactile stimuli. The present study, therefore, attempted to use electronic game applications to foster the auditory processing skills of children who suffer from deficits in their listening abilities. For this purpose, the Listening Inventory for Education (LIFE) questionnaire was administered to the potential number of learners and those learners scoring below the mean were selected as the participants. Children were then assigned to one of two experimental groups: bottom-up (n = 15) and top-down (n = 15). Each group was required to complete a training program on an iPad, using the Auditory Workout app for top-down training and Auditory Processing Studio app for bottom-up auditory training. Their progress was recorded through their responses to the LIFE questionnaire. Results were then analyzed quantitatively through the use of an independent samples t test. Findings revealed the significant effectiveness of both bottom-up and top-down approaches in bring about enhanced auditory skills; results are further discussed with respect to the existing literature.
خلاصه ماشینی:
The present study, therefore, attempted to use electronic game applications to foster the auditory processing skills of children who suffer from deficits in their listening abilities.
Auditory training has been proposed as a method to fill this gap, and has brought about effective outcomes in previous controlled experiments (Bellis & Anzalone, 2008; Moore, Rosenberg, & Coleman, 2005; Moore, Halliday, & Amitay, 2009).
As a result, the purpose of this study was to assess whether children with auditory processing challenges could take advantage of the interactive, multi-modal training approach making use of both the bottom-up and top-down approaches.
Four points were underscored to not have concordance within the APD field – basic science, assessment, communication issues, and clinical factor (ASHA Task Force on Central Auditory Processing Consensus Development, 1996).
It was quickly demonstrated that children with interaction problems that showed identical symptoms should also be evaluated for central auditory dysfunction (Griffiths, Bamiou, & Warren, 2010; Jerger & Musiek, 2000; Pinheiro, 1977; Willeford, 1985).
There appears to be three main groups in which APD takes place – individuals with acquired brain injuries, older adults with auditory processing decrease due to aggravating aging in the auditory system and small hearing loss, and children with developmental disorders (Bellis, 2003; Kraus & Anderson, 2013).
The tasks that can be carried out to foster these skills might entail training for effective use of memory and attention, efficient use of metalinguistic information, speech-reading, listening and learning strategies, information chunking, and problem-solving skills (Bellis & Anzalone, 2008; Medwetsky, Riddle, & Katz, 2009).