计算机化听觉训练计划对提高特殊学习障碍儿童双耳听力技能的初步评估。

IF 0.8 Q4 CLINICAL NEUROLOGY
Iranian Journal of Child Neurology Pub Date : 2025-01-01 Epub Date: 2025-03-11 DOI:10.22037/ijcn.v19i2.46670
Marziyeh Moallemi, Nariman Rahbar, Mohsen Ahadi, Mohammad Maarefvand
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引用次数: 0

摘要

目的:双耳加工缺陷在特殊学习障碍(SLD)儿童中很常见。这些缺陷会严重阻碍学习,特别是在嘈杂的环境中,因此恢复双耳处理至关重要。本研究旨在对存在双耳加工问题的学习障碍儿童实施基于脑干水平双耳交互任务的听觉训练方案,并评估其效果。材料与方法:将14例确诊为SLD的儿童随机分为干预组(n=7)和对照组(n=7)。干预组参加了为期12周的双耳互动听觉训练项目。训练练习的设计是对一组被归类为双耳相互作用评估的测试进行修改。干预前和干预后的评估包括掩蔽水平差异和波斯语在噪音中单词的听觉识别测试。结果:经Wilcoxon符号秩检验,干预组的掩蔽水平差异和波斯语对噪声词的听觉识别结果在干预前和干预后均有统计学意义的变化。此外,非参数协方差分析显示两组干预后结果有显著差异,两项评估均显示康复有显著影响(p < 0.05)。结论:本研究结果表明,专注于双耳互动的计算机化听觉训练可以有效地解决特殊语言障碍儿童的双耳加工挑战。建议进一步的研究来证实这些初步发现,并探索双耳听觉训练对这一人群的社会交流的好处。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Preliminary Evaluation of a Computerized Auditory Training Program to Enhance Binaural Listening Skills in Children with Specific Learning Disabilities.

Objectives: Binaural processing deficits are commonly observed in children with specific learning disabilities (SLD). These deficits can significantly hinder learning, specifically in noisy environments, making rehabilitating binaural processing crucial. This study aimed to implement an auditory training program based on binaural interaction tasks at the brainstem level in children with learning disabilities who exhibit binaural processing issues and to assess its effectiveness.

Materials & methods: A sample of fourteen children diagnosed with SLD was randomly divided into intervention (n=7) and control groups (n=7). The intervention group participated in a 12-week auditory training program based on binaural interaction. The training exercises were designed with modifications to a test battery classified as assessments of binaural interaction. Pre- and post-intervention assessments included masking level difference and Persian auditory recognition of words-in-noise tests.

Results: The Wilcoxon signed-rank test showed a statistically significant change in the masking level difference and Persian auditory recognition of words-in-noise results from pre- to post-intervention within the intervention group. Additionally, a nonparametric analysis of covariance indicated a significant difference in post-intervention outcomes between the two groups, with both assessments showing a meaningful effect from the rehabilitation (p < 0.05).

Conclusion: This study's findings suggest that computerized auditory training focused on binaural interactions may effectively address binaural processing challenges in children with SLD. Further research is recommended to confirm these initial findings and explore the benefits of binaural auditory training for social communication in this population.

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CiteScore
1.40
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