Purpose

We respond to Bellis, Chermak, Weihing, and Musiek’s (2012) criticisms of the evidence-based systematic review of Fey et al. (2011) on the effects of auditory training on auditory, spoken, and written language performance of children with auditory processing disorder or language impairment. In general, we argue that the conceptualizations and methods on which our review was based were well motivated, and that our original conclusions are valid given the limited evidence that is currently available from clinical studies of auditory training with school-age children with auditory processing disorder or language impairment.

References

  • Alonso, R., & Schochat, E. (2009). The efficacy of formal auditory training in children with (central) auditory processing disorder: Behavioral and electrophysiological evaluation.Brazilian Journal of Otorhinolaryngology, 75, 726–732.
  • American Speech-Language-Hearing Association. (2004). 2004 schools survey: Caseload characteristics. Rockville, MD: Author.
  • American Speech-Language-Hearing Association. (2005). (Central) auditory processing disorders—The role of the audiologist [Technical Report]. Available from www.asha.org/policy
  • Bellis, T. J., Chermak, G. D., Weihing, J., & Musiek, F. E. (2012). Efficacy of auditory interventions for central auditory processing disorder: A response to Fey et al. (2011).Language, Speech, and Hearing Services in Schools, 43, 381–386.
  • Cognitive Concepts (1997). Earobics: Auditory development and phonics program [Computer software].Cambridge, MA: Author.
  • Dollaghan, C. A. (2007). The handbook of evidence-based practice in communication disorders. Baltimore, MD: Brookes.
  • Fey, M. E., Richard, G. J., Geffner, D., Kamhi, A. G., Medwetsky, L., Paul, D., … Schooling, T. (2011). Auditory processing disorder and auditory/language interventions: An evidence-based systematic review.Language, Speech, and Hearing Services in Schools, 42, 246–264.
  • Hayes, E. A., Warrier, C. M., Nichol, T. G., Zecker, S. G., & Kraus, N. (2003). Neural plasticity following auditory training in children with learning problems.Clinical Neurophysiology, 114, 673–684.
  • Loo, J. H., Bamiou, D. E., Campbell, N., & Luxon, L. M. (2010). Computer-based auditory training (CBAT): Benefits for children with language- and reading-related learning difficulties.Developmental Medicine and Child Neurology, 52, 708–717.
  • McArthur, G. (2009). Auditory processing disorders: Can they be treated?.Current Opinions Neurology, 22(2)137–143.
  • McFarland, D., & Cacace, A. (2009). Models of central auditory processing abilities and disorders.In A. Cacace, & D. McFarland (Eds.), Controversies in central auditory processing disorder (pp. 93–108). San Diego, CA: Plural.
  • Miller, C. A. (2011). Auditory processing theories of language disorders: Past, present, and future.Language, Speech, and Hearing Services in Schools, 42, 309–319.
  • Moore, D. (2011). The diagnosis and management of auditory processing disorder.Language, Speech, and Hearing Services in Schools, 42, 303–308.
  • Pokorni, J. L., Worthington, C. K., & Jamison, P. J. (2004). Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS.The Journal of Educational Research, 97, 147–157.
  • Richard, G. J. (2011). Prologue: The role of the speech-language pathologist in identifying and treating children with auditory processing disorders.Language, Speech, and Hearing Services in Schools, 42, 241–245.
  • Russo, N. M., Nicol, T. G., Zecker, S. G., Hayes, E. A., & Kraus, N. (2005). Auditory training improves neural timing in the human brainstem.Behavioural Brain Research, 156, 95–103.
  • Scientific Learning Corporation (1998). Fast ForWord [Computer software].Berkeley, CA: Author.
  • Warrier, C. M., Johnson, K. L., Hayes, E. A., Nicol, T., & Kraus, N. (2004). Learning impaired children exhibit timing deficits and training-related improvements in auditory cortical response to speech in noise.Experimental Brain Research, 157, 431–441.
  • Wilkinson, G. (1993). Wide Range Achievement Test—Revision 3. Wilmington, DE: Jastak Association.
  • Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Battery—Revised. Allen, TX: DLM Teaching Resources.

Additional Resources