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Abstract
Children with auditory processing disorders (APD) were fitted with Phonak EduLink FM devices for home and classroom use. Baseline measures of the children with APD, prior to FM use, documented significantly lower speech-perception scores, evidence of decreased academic performance, and psychosocial problems in comparison to an age- and gender-matched control group. Repeated measures during the school year demonstrated speech-perception improvement in noisy classroom environments as well as significant academic and psychosocial benefits. Compared with the control group, the children with APD showed greater speech-perception advantage with FM technology. Notably, after prolonged FM use, even unaided (no FM device) speech-perception performance was improved in the children with APD, suggesting the possibility of fundamentally enhanced auditory system function.
| Abbreviations | ||
| APD | = | Auditory processing disorder |
| BASC-2 | = | Behavior assessment system for children: 2nd edition |
| HINT | = | Hearing in noise test |
| LIFE | = | Listening inventory for education |
| RTS | = | Reception threshold for sentences |
| SIFTER | = | Screening instrument for targeting educational risk |
| Abbreviations | ||
| APD | = | Auditory processing disorder |
| BASC-2 | = | Behavior assessment system for children: 2nd edition |
| HINT | = | Hearing in noise test |
| LIFE | = | Listening inventory for education |
| RTS | = | Reception threshold for sentences |
| SIFTER | = | Screening instrument for targeting educational risk |
Abstract
Se adaptaron instrumentos Phonak EduLink FM para uso en el hogar y en el aula a niños con problemas de procesamiento auditivo (APD). Las mediciones de base en niños con APD antes del uso del FM, documentaron puntuaciones significativamente más bajas en la percepción del habla, evidencias de rendimiento académico disminuido y problemas psico-sociales, en comparación con un grupo control equiparado por edad y género. Mediciones repetidas durante el año escolar demostraron mejoría en la percepción del habla en ambientes escolares ruidosos y también beneficios académicos y psico-sociales significativos. Comparados con el grupo control, los niños con APD mostraron una mayor ventaja para la percepción del habla con la tecnología FM. De manera notable, después del uso prolongado del FM, incluso en niños con APD sin auxiliar (es decir, sin FM), mejoró el rendimiento en la percepción del habla, lo que sugiere la posibilidad de una función del sistema auditivo fundamentalmente incrementada.
