The Effects of Auditory Training by Erber Method on Improvement of the Auditory Skills in 3-4 Year-Old Hearing-Impaired Children

Article Info The Effects of Auditory Training by Erber Method on Improvement of the Auditory Skills in 3-4 Year-Old Hearing-Impaired Children Farnoush Jarollahi*1, Afsaneh Alinejad Kashani2, MohammadReza Keyhani3, Atefeh Kamalvand4 1. PhD in Audiology, Audiology Department, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran 2. BS in Audioloy, Audiology Department, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran 3. MSc in Statistics, Basic Sciences Department, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran 4. MSc in Audiology, Audiology Department, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Background & Objectives: Auditory sense is important for the learning of speech and language in childhood. Sensory-neural hearing loss can cause serious consequences in the development of auditory and communicational skills. Auditory training is of great importance in the aural rehabilitation services for decreasing these effects. Currently, there are several methods such as AVT, SKI-HI, DASL and also the Erber method. Given the specific characteristics of the Erber method, its benefit has not been shown in available researches yet. Therefore, this study aimed to apply Erber method to examine the improvement of auditory skills in sensorineural hearing-impaired children. Methods: This clinical trial study was performed on 13 toddlers with severe-toprofound hearing loss. The Erber method was applied for auditory training. Exercises were performed over the first three months (only language therapy), and following that, auditory training was increased for six months. This 9-month period was repeated once. The assessments were repeated every three months by the “Tavana” test. The data of five repetitions of the Tavana test were analyzed by paired t-test. Results: No significant difference was observed between the results from tests 1, 2 and 4, 5 tests. However, noticeable difference was observed between the results from the 2, 4 and 5, 7 tests. These findings revealed the auditory training by Erber method, which greatly improved the auditory skills. Conclusion: Mere use of appropriate hearing-aid with language therapy without auditory training, would not lead to the improvement of auditory skills. Theseskills were rather improved by auditory training in hearing-impaired children. So, the Erber method was an appropriate and effective method for auditory training.