Etiology, Diagnostic, and Rehabilitative Methods for Children with Central Auditory Processing Disorders—A Scoping Review
Abstract
:1. Introduction
2. Classification of APD
3. Etiology of APD
4. Consequences of APD
5. Diagnosis of APD
6. Rehabilitation of Children with APD
- Auditory Training: exercises to improve the brain’s ability to process and interpret auditory information [55].
- Cognitive Behavioral Therapy: addressing any emotional or behavioral challenges associated with APD.
- Speech and Language Therapy: targeted intervention to improve speech, language, and communication skills [38].
- Environmental Modifications (including classroom-based strategies): creating a conducive environment to reduce auditory distractions and enhance listening skills [56].
- Tomatis therapy, developed by Dr. Alfred Tomatis, utilizes sound-based techniques to retrain the brain’s auditory processing abilities. This therapy revolves around the use of carefully filtered music and sounds to target specific frequencies, aiming to stimulate and enhance the auditory system. Through a method called “audio-vocal feedback,” individuals participate in listening exercises designed to improve various cognitive functions such as attention, language skills, and emotional regulation. Customized sessions involve wearing headphones equipped with bone conduction transducers to deliver the specialized music directly to the inner ear. Tomatis therapy is commonly employed to address conditions like auditory processing disorders, learning difficulties, and speech delays. The treatment progresses systematically based on individual assessments, gradually working towards optimizing cognitive and sensory processing functions [59].
- Individual sound stimulation by Johansen’s method—this method was created by Kjeld Johansen, a Danish teacher and psychologist. Johansen’s Individual Sound Stimulation Method is based on specially synthesized music recorded on a CD. The therapeutic program in the form of individually filtered instrumental music is recorded on CDs. The patient receives a practice CD at home and listens to it daily for about 10 min with headphones [60].
- SPPS-S method (stimulation of polymodal sensory perception by Henryk Skarżyński’s method)—a core assumption of this method is the ability to use auditory training in everyday life. The miniature sensory perception stimulator is a portable device constructed using state-of-the-art microelectronic technology. The stimulator allows for the implementation of various therapy programs based on the use of digital sound processing algorithms. Classical algorithms are based on the concept of the “electronic ear,” while others transform sounds in a way that listening to them affects the improvement of auditory lateralization. The “electronic ear” mainly influences the improvement of the micro-muscle motorics of the middle ear, while algorithms related to improving lateralization are intended to mitigate the effects of abnormalities in this area [64].
- Forbrain headphones—the main assumption used in Forbrain headphones is the application of an audio–vocal loop. Therapy is conducted at the patient’s home or at the therapist’s office [65].
- Interactive Metronome—developed in 1992 by James Cassily. Therapy using this method is performed with special computer software using additional therapeutic aids: a button trigger, a touch mat, and moving switches. The patient’s task is to perform specific tasks to the rhythm of the music. The therapy has several forms of implementation: in therapy centers or with a specially developed home module [66].
- iLS—Integrated Listening System—this auditory training is developed based on Alfred Tomatis’ method. A portable auditory therapy device and a balance and coordination program were developed for the method’s implementation. The therapy can be conducted in a therapy center or at the patient’s home [67].
- Fast ForWord Therapy—this therapy is based on Ernst Poppel’s concept of time perception. Fast ForWord therapy is performed using a developed computer program. It consists of several programs: a basic program, a language program, and a reading and writing program. The therapy is carried out at the patient’s home [68].
- Therapeutic listening—this auditory stimulation is based on sensory integration principles. The therapy involves daily listening to prepared sound material tailored to the specific patient. This therapy is carried out at the patient’s home [69].
- The type and method of therapy should be individually tailored to the needs and abilities of each patient [72]. It is crucial for a child with APD to receive appropriate educational and functional recommendations that enable them to function better in daily life. These recommendations should include both adjustments to be made in the educational setting (such as creating suitable listening conditions by reducing unnecessary noise, seating the student in the front row—ideally directly in front of the teacher, etc.) and guidance on how to communicate with the child to ensure understanding (such as maintaining eye contact while speaking, using additional repetitions and explanations, making sure the verbal message is correctly understood by the child, etc.) [73].
- Children with APD often struggle with reduced self-esteem, highlighting the importance of providing emotional support and recognizing their efforts. In therapy for APD, teachers and parents play significant roles in understanding the auditory challenges children face. Improvement in the patient’s ability to communicate effectively is the main goal of therapeutic management. Guidelines suggest strategies such as preceding auditory information with visual cues to enhance attention, maintaining eye contact, slow speaking rate, and preparing children for upcoming important information [18]. Additional recommendations include providing notes in advance, summarizing key points, creating a quiet learning environment, and using an FM system to reduce noise distractions [57]. Effective communication methods, repetition of key information, and using simple language structures are encouraged. Recognizing signs of fatigue and allowing for breaks when concentration wanes are crucial for optimizing learning outcomes for children with APD.
7. Discussion and Future Directions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Konopka, A.K.; Kasprzyk, A.; Pyttel, J.; Chmielik, L.P.; Niedzielski, A. Etiology, Diagnostic, and Rehabilitative Methods for Children with Central Auditory Processing Disorders—A Scoping Review. Audiol. Res. 2024, 14, 736-746. https://doi.org/10.3390/audiolres14040062
Konopka AK, Kasprzyk A, Pyttel J, Chmielik LP, Niedzielski A. Etiology, Diagnostic, and Rehabilitative Methods for Children with Central Auditory Processing Disorders—A Scoping Review. Audiology Research. 2024; 14(4):736-746. https://doi.org/10.3390/audiolres14040062
Chicago/Turabian StyleKonopka, Andrzej Karol, Anna Kasprzyk, Julia Pyttel, Lechosław Paweł Chmielik, and Artur Niedzielski. 2024. "Etiology, Diagnostic, and Rehabilitative Methods for Children with Central Auditory Processing Disorders—A Scoping Review" Audiology Research 14, no. 4: 736-746. https://doi.org/10.3390/audiolres14040062