FAQ

Terapia centralnych zaburzeń przetwarzania słuchowego — przegląd metod i narzędzi w kontekście wsparcia edukacyjnego uczniów

Publication date: 2019

Disability, 2019, Issue 36 (2019), pp. 103 - 124

https://doi.org/10.4467/25439561.NP.19.049.12292

Authors

,
Katarzyna Ita Bieńkowska
The Maria Grzegorzewska University, Warszawa, Poland
All publications →
,
Małgorzata Zaborniak-Sobczak
University of Rzeszow, Aleja Rejtana 16c 35-959 Rzeszów, Poloand
All publications →
,
Andrzej Senderski
Senso-medical, Warszawa
All publications →
Piotr Jurczak
Wojewódzki Szpital Podkarpacki im. Jana Pawła II w Krośnie
All publications →

Titles

Terapia centralnych zaburzeń przetwarzania słuchowego — przegląd metod i narzędzi w kontekście wsparcia edukacyjnego uczniów

Abstract

Celem pracy jest przegląd narzędzi i metod terapii centralnych zaburzeń przetwarzania słucho-wego, ze szczególnym wskazaniem na trening słuchowy i jego efekty u pacjentów z deficytami wyższych funkcji słuchowych. Autorzy analizują sposoby terapii zaburzeń przetwarzania słuchowego w kontekście aktualnej wiedzy audiologicznej, pedagogicznej i logopedycznej. Pro-blem centralnych zaburzeń słuchu jest opisywany w literaturze światowej od co najmniej kilku-dziesięciu lat, jednak w dalszym ciągu toczy się dyskusja na temat skutecznych form diagnozy i terapii. Wczesne wykrycie zaburzeń zwiększa szanse na skuteczną rehabilitację słuchu i mowy oraz zapobieganie trudnościom w nauce szkolnej. Artykuł jest trzecim, ostatnim z cyklu przybli-żającego problematykę związaną z centralnymi zaburzeniami przetwarzania słuchowego u dzie-ci (CAPD).

Therapeutic treatment of central auditory processing disorders — an overview of methods and tools in the context of educational support for pupils
The aim of the study is to review the tools and methods for the therapeutic treatment of central auditory processing disorders, with particular attention to auditory training and its effects in pa-tients with deficits in higher auditory functions. The authors analyse ways of treating auditory processing disorders in the context of current knowledge in audiology, pedagogy and speech therapy. The problem of central auditory disorders has Been described in world literature for at least several decades, but there is still an ongoing discussion regarding effective forms of diagnosis and therapy. Early detection of disorders increases the chances of effective hearing and speech rehabilitation as well as preventing difficulties in school learning. This is the third and final article in a series closely examining the issues related to central auditory processing disorders in children (CAPD).

Keywords: central auditory processing disorders, therapy

References

Agnew Ja, Dorn C., Eden G.F. (2004), Effect of intensive training on auditory processing and reading skills, Brain and Language, np. 88(1), 21–25.

ASHA (2005), Central Auditory Processing Disorders. Technical Report, http://asha.org/.

Bamiou D.E., Musiek F.E., Luxon L.M. (2001), Etiology and clinical pre-sentations of auditory processing disorders – a review, Archives of Disease in Childhood, 85, 361–365.

Borowiecka R., Rychetsky K. (2018), Indywidualna Stymulacja Słuchu dr K. Johansena IAS w terapii dzieci z centralnymi zaburzeniami przetwarzania bodźców słuchowych, cwro.edu.pl/public/…/File/…/Renata-Borowiecka-i-Katarzyna-Rychetsky-link-21.docx [dostęp: 19.09.2018].

Bradlow A.R., Kraus N., Hayes E. (2003), Speaking clearly for children with learning disabilities: Sentence perception in noise, Journal of Speech, Language and Hearing Research, 46(1), 80–97.

Bratzke D., Seifried T., Ulrich R.. (2012), Perceptual learning in temporal discrimination: Assymetric cross-modal transfer from audition to vision, Experimental Brain Research, 221(2), 205–210.

BSA (2011), Practice Guidance, An overview of current management of auditory processing disorder (APD), http://www.thebsa.org.uk/wp-content/uploads/2014/04/BSA_APD_ Management_1Aug11_FINAL_amended17Oct11.pdf.

Chenault B., Thomson J., Abbott R.D. (2006), Effects of prior attention training on child dyslexics response to composition instruction, Developmental Neuropsychology, 29(1), 243–260.

Chermak G., Musiek F. (1997), Central auditory processing disorders: New perspectives, Singular, San Diego.

Chermak G.D., Musiek F.E. (2013), Auditory Training in: Handbook of Central Auditory Processing, Comprehensive Intervention, vol. 2. Plural Publishing Inc., San Diego.

Deppeler J.M., Taranto A.M., Bench J. (2004), Language and auditory processing changes following FastForWord, Australian and New Zealand Journal of Audiology, 26(2), 94–109.

Drennan W.R., Watson C.S. (2001), Sources of variation in profile analysis: Individual differences and extended training, Journal of the Acoustical Society of America, 110(5), 2491–2497.

Dupoux E., Green K. (1997), Perceptual adjustment to highly compressed speech: Effects of talker and rate changes, Journal of Experimental Psychology: Human Perception and Performance, 23(3), 914–927.

Fitzgerald M.B., Wright B.A. (2011), Perceptual learning and generalization resulting from training on an amplitude-modulation detection task, Journal of the Acoustical Society of America, 129(2), 898–906.

Francois C., Chobert J., Besson M. (2013), Music training for the development of speech segmentation, Cerebral Cortex, 23(9), 2038–2043.

Friederichs E., Friederichs P. (2005), Electrophysiologic and psycho-acoustic findings following one-year application of a personal ear-level device in children with attention deficit and suspected central auditory processing disorder, Journal of Educational Audiology, 12, 31–36.

Fuente A., McPherson B. (2007), Ośrodkowe procesy przetwarzania słuchowego: wprowadzenie

opis testów mo¿liwych do zastosowania u pacjentów polskojęzycznych, Otorynolaryngologia, 6(2), 66–76.

Gatehouse S., Naylor G., Elberling C. (2003), Benefits from hearing aids in relation to the interaction between user and the environment, International Journal of Audiology,42(1), 577–585.

Grunewaldt K.H., Lohaugen G.C., Austeng D. (2013), Working memory training improves cognitive function in VLBW preschoolers, Pediatrics, 131(3), 747–754.

Guiraud H., Ferrange E,. Bedoin N., Boulenger V. (2013), Adaptation to natural fast speech and time-compressed speech in children, Interspeech, 1, 1370–1374.

Halliday L.F., Taylor Ji, Edmondson-Jones A.M., Moore D.R. (2008), Frequency discrimination learning in children, Journal of the Acoustical Society of America, 123(6), 4393–4402.

http://www.johansen-ias.pl [dostęp: 18.08.2018].

https://neuroflow.pl [dostęp: 18.08.2018].

https://www.tomatis.com/pl [dostęp: 18.08.2018].

Hurley A., Davis D. (2011), Constrain induced auditory therapy (CIAT): A dichotic listening auditory therapy, Auditec, St Louis.

Iglehart F. (2004), Speech perception by students with cochlear implants using sound-field systems in classrooms, American Journal of Audiology, 49(12), 928–932.

Jones P.R., Moore D.R., Amitay S., Shub D.E. (2013), Reduction of internal noise in auditory perceptual learning, Journal of the Acoustical Society of America, 133(2), 970–981.

Karmarkar U.R., Buonomano D.V. (20013), Temporal specificity of perceptual learning in an auditory discrimination task, Learning and Memory, 10(2), 141–147.

Koszarny Z., Goryński P. (1990), Nara¿enie uczniów i nauczycieli na hałas w szkole, Rocznik PZH, 5–6, 12–15.

Krasowicz-Kupis G. (2012), SLI i inne zaburzenia jêzykowe, GWP, Sopot.

Kraus N., McGee T., Carrell T.D., King C., Tremblay K., Nicol T. (1995), Central auditory system plasticity associated with speech discrimination training, Journal Cognition Neuroscience, 7(1), 25–32.

Kraus N., Chandrasekaran B. (2010), Music training for the development of auditory skills, Nature Reviews Neuroscience, 11, 599–605.

Lengeris A., Hazan V. (2010), The effect of native vowel processing ability and frequency discrimination acuity on the phonetic training of English vowels for native speakers of Greek, Journal of the Acoustical Society of America, 128(6), 3757–3768.

Lively S.E., Logan J.S., Pisoni D.B. (1993), Training Japanese listeners to identify English 'r' and 'l'. The role of phonetic environment and talker variability in learning new perceptual categories, Journal of the Acoustical Society of America, 94(3,1), 1242–1255.

Loeb D.F., Gillam R.B., Hoffman L. i in. (2009), The Effects of FastForWord-Language on the Phonemic Awareness and Reading Skills of School-Age Children with Language Impairments and Poor Reading Skills, American Journal of Speech-Language Pathology; 18(4), 376–387.

Lohaugen G.C., Antonsen I., Halberg A. (2011), Computerized working memory training improves function in adolescents born at extremely low birth weight, Journal of Pediatrics, 158(4), 555–561.

Loo J.H.Y., Bamiou D., Campbell N., Luxon L.M. (2010), Is Computer-based Auditory Training (CBAT) of benefit for children with language, learning and reading difficulties and potentially children with auditory processing disorder?, Developmental Medicine & Child Neurology, 52(8), 708–717.

Mahncke H.W., Connor B.B., Appelman J. (2006), Memory enhancement in healthy older adults using a brain plasticity-based training program: A randomized, controlled study, Proceedings of the National Academy of Sciences of the United States of America, 103(33), 12523–12528.

Malak R., Mojs E., Ziarko M., Wieche K., Sudoł K., Szamborski W. (2017), The role of Tomatis sound therapy in the treatment of difficulties of reading in children with developmental dyslexia, Journal of Cognitive Psychology, 2(1), 17–20.

Miller C.A., Uhring E.A., Brown J.J.C., (2005), Case studies of auditory training for children with auditory processing difficulties: A preliminary analysis, Contemporary Issues in Communication Science and Disorders, 32, 93–107.

Millward K.E., Hall R.L., Ferguson M.A., Moore D. (2011), Training speech-in-noise perception in mainstream school children, International Journal of Pediatric Otorhinolaryngology, 75(11), 1408–1417.

Moncrieff D.W., Wertz D. (2008), Auditory rehabilitation for interaural asymmetry: Preliminary evidence of improved dichotic listening performance following intensive training, International Journal of Audiology, 47(2), 84–97.

Moore D., Rosenberg J.F., Coleman J.S. (2005), Discrimination training of the phonemic contrasts enhances phonological processing in mainstream school children, Brain and Language, 94(1), 72–85.

Mularzuk M., Czajka N., Ratyńska J., Szkiełkowska A. (2012), Analiza wyników testu uwagi i lateralizacji słuchowej uczniów poddanych terapii za pomoc¹ metody Tomatisa, Nowa Audiofonologia, 1(3), 67–73.

Musiek F.E., Baran J.A., Shinn J. (2004), Assessment and remediation of an auditory processing disorder associated with head trauma, Journal of the American Academy of Audiology, 15(2), 117–132.

Musiek F.E., Chermak G.D. (2013), Handbook of Central Auditory Processing Disorder, Auditory Neuroscience and Diagnosis, vol. 1, Plural Publishing Inc., San Diego.

Pokorni J.L., Worthington C.K., Jamison P.J. (2004), Phonological awareness intervention: Comparison of Fast For Word, Earobics, and LiPS, Journal of Educational Research, 97(3),

147–157.

Rawool V.W. (2015), Auditory Processing Deficits: Assessment and Intervention, Stuttgart: Thieme, New York, Stuttgart.

Ross-Swain D. (2007), The effects of auditory stimulation on auditory processing disorder. A summary of the findings, International Journal of Listening, 21(2), 140–155.

Roth D.A., Oshon-Rabin L., Hildesheimer M. (2005), A latent consolidation phase in auditory identification learning: Time in the awake state is sufficient, Learning and Memory, 12(2), 159–164.

Schacht E., Musiek F.E., Alonso R., Ogata J. (2010), Effect of auditory training on the middle latency response in children with (central) auditory processing disorder, Brazilian Journal of Medical and Biological Research, 43(8), 777–785.

Schaffler T., Sonntag J., Hartnegg K., Fischer B. (2004), The effect of practice on low-level auditory discrimination, phonological skills, and spelling in dyslexia, Dyslexia, 10(2), 119–130.

Schmidtke Flynn T., Flynn M.C., Gregory M. (2005), The FM Advantage in Real Classroom, Journal of Educational Audiology, 12, 37–44.

Schneider B.A., Pichora-Fuller M.K., Kowalchuk D., Lamb M. (1994), Gap detection and the precedence effect in young and old adults, Journal of the Acoustical Society of America, 95, 980–991.

Senderski A., Iwanicka-Pronicka K., Majak J., Walkowiak M., Dajos K. (2016), Wartości normatywne przesiewowych testów wyższych funkcji słuchowych platformy diagnostycznoterapeutycznej APD-Medical, Otorynolaryngologia, 15(2), 99–106.

Strenziok M., Parasuraman R., Clarke E. (2014), Neurocognitive enhancement in older adults: Comparison of three cognitive training tasks to test a hypothesis of training transfer in brain connectivity, Neuroimage, 85(3), 1027–1039.

Thibodeau L.M. (2007), Computer-based training (CBAT) for (Central) auditory processing disorders [w:] G.D. Chermak, F.E. Musiek (red.), Handbook of (Central) Auditory Processing Disorder, Comprehensive Intervention, vol. 2, Plural Publishing Inc., San Diego.

Tremblay K., Kraus N., McGee T., Ponton C., Otis B. (2001), Central auditory plasticity: changes in the N1-P2 complex after speech-sound training, Ear Hear, 22(2), 79–90.

Updike C.D. (2006), The use of FM Systems for children with Attention Deficit Disorder, Journal of Educational Audiology, 13, 7–14.

Werker J.F., Tees R.C. (1984), Phonemic and phonetic factors in adult cross-language speech perception, Journal of the Acoustical Society of America, 75(6), 1866–1878.

Wilczyńska I., Paciej J., Hudzik G. (2012), Ocena narażenia na hałas uczniów i nauczycieli klas I-III szkół podstawowych na przykładzie województwa oel¹skiego, Problemy Higieny i Epidemiologii, 93(4), 888–893.

Yalcinkaya F., Muluk N.B., Sahin S. (2009), Effects of listening ability on speaking, writing and reading skills of children who were suspected of auditory processing difficulty, International Journal Pediatric Otorhinolaryngology, 73, 1137–1142.

Yathiraj A., Maggu A.R. (2013), Screening Test for Auditory Processing (STAP): A preliminary report, Journal of the American Academy of Audiology, 24(9), 867–878.

Information

Information: Disability, 2019, Issue 36 (2019), pp. 103 - 124

Article type: Original article

Titles:

Polish:

Terapia centralnych zaburzeń przetwarzania słuchowego — przegląd metod i narzędzi w kontekście wsparcia edukacyjnego uczniów

English:

Therapeutic treatment of central auditory processing disorders – an overview of methods and tools in the context of educational support for pupils

Authors

The Maria Grzegorzewska University, Warszawa, Poland

University of Rzeszow, Aleja Rejtana 16c 35-959 Rzeszów, Poloand

Senso-medical, Warszawa

Wojewódzki Szpital Podkarpacki im. Jana Pawła II w Krośnie

Published at: 2019

Article status: Open

Licence: None

Percentage share of authors:

Katarzyna Ita Bieńkowska (Author) - 25%
Małgorzata Zaborniak-Sobczak (Author) - 25%
Andrzej Senderski (Author) - 25%
Piotr Jurczak (Author) - 25%

Article corrections:

-

Publication languages:

Polish