Efficacy of Auditory Training Using the Auditory Brainstem Response to Complex Sounds: Auditory Processing Disorder and Specific Language Impairment

2012 ◽  
Vol 64 (5) ◽  
pp. 217-226 ◽  
Author(s):  
R. Filippini ◽  
D.M. Befi-Lopes ◽  
E. Schochat
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Auditory Processing ◽  
Auditory Brainstem Response ◽  
Auditory Brainstem ◽  
Auditory Training ◽  
Auditory Processing Disorder ◽  
Complex Sounds ◽  
Specific Language ◽  
Brainstem Response

scholarly journals The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI)

2018 ◽  
Vol 34 (3) ◽  
pp. 269-287 ◽  
Author(s):  
Jenni Heikkilä ◽  
Eila Lonka ◽  
Auli Meronen ◽  
Sisko Tuovinen ◽  
Raija Eronen ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Cognitive Skills ◽  
Training Programme ◽  
Auditory Training ◽  
Audiovisual Speech ◽  
Phonological Skills ◽  
Specific Language ◽  
Auditory Speech ◽  
Spoken Words

We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented either as audiovisual speech (together with the talking face), or as auditory speech (voice alone). Two groups (10 children/group) trained for six weeks, five days per week: the audiovisual group trained with audiovisual speech, and the other group received analogically the same training but with auditory speech. Before and after training, language skills and other cognitive skills were assessed. The audiovisual group improved in a non-word-repetition test. Such improvement was not observed with auditory training. This result suggests that audiovisual speech may be helpful in the rehabilitation of children with SLI.

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