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Letter to the Editor
July 2012

Auditory Training for Children With Auditory Processing Disorder and Language Impairment: A Response to Bellis, Chermak, Weihing, and Musiek

Publication: Language, Speech, and Hearing Services in Schools
Volume 43, Number 3
Pages 387-392

Abstract

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.

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References

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Information & Authors

Information

Published In

Language, Speech, and Hearing Services in Schools
Volume 43Number 3July 2012
Pages: 387-392
PubMed: 22778090

History

  • Received: Feb 20, 2012
  • Accepted: Mar 20, 2012
  • Published in issue: Jul 1, 2012

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Key Words

  1. central auditory processing
  2. children
  3. efficacy
  4. intervention
  5. language disorders
  6. systematic review

Authors

Affiliations

Marc E. Fey [email protected]
University of Kansas Medical Center, Kansas City
Alan G. Kamhi
University of North Carolina at Greensboro
Gail J. Richard
Eastern Illinois University, Charleston

Notes

Correspondence to Marc E. Fey: [email protected]
Editor: Marilyn Nippold
Associate Editor: Ilsa Schwarz

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Citing Literature

  • Interventions for School-Aged Children with Auditory Processing Disorder: A Scoping Review, Healthcare, 10.3390/healthcare12121161, 12, 12, (1161), (2024).
  • Auditory Processing Disorder: Protocols and Controversy, American Journal of Audiology, 10.1044/2023_AJA-23-00035, 32, 3, (614-639), (2023).
  • Validity of the Multiple Auditory Processing Assessment–2: A Test of Auditory Processing Disorder, Language, Speech, and Hearing Services in Schools, 10.1044/2020_LSHSS-20-00001, 51, 4, (993-1006), (2020).
  • Response to the Letter to the Editor from Chermak, Iliadou, Bamiou, and Musiek (2018) Regarding Vermiglio (2018), “The Gold Standard and Auditory Processing Disorder”, Perspectives of the ASHA Special Interest Groups, 10.1044/persp3.SIG6.83, 3, 6, (83-90), (2018).
  • The Gold Standard and Auditory Processing Disorder, Perspectives of the ASHA Special Interest Groups, 10.1044/persp3.SIG6.6, 3, 6, (6-17), (2018).
  • It Is Time to Rethink Central Auditory Processing Disorder Protocols for School-Aged Children, American Journal of Audiology, 10.1044/2015_AJA-14-0037, 24, 2, (124-136), (2018).
  • Improving Clinical Practices for Children With Language and Learning Disorders, Language, Speech, and Hearing Services in Schools, 10.1044/2014_LSHSS-13-0063, 45, 2, (92-103), (2018).

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