Efficacy of a deficit specific auditory training program for remediation of temporal patterning deficits

Abstract

Objective: To determine the efficacy of a targeted auditory training programme as a remediation approach for children diagnosed with a temporal patterning disorder.

Design: Temporal Patterning scores were determined at two-time points pre-intervention and again post-training. Measures were then repeated in half of the participants after a further non-training period to determine the sustainability of effects. Cognitive skills and outcome measures were assessed at all time-points.

Study Sample: Ten children aged between 7 and 12 years of age, diagnosed with a temporal patterning processing disorder, were enrolled in the training programme.

Results: A group mean of 9.2 hours training was completed.

Conclusion: Significant, sustainable improvements on the Frequency Pattern Test were found (2.5 SD increase in score relative to mean of age matched-peers) at the completion of training. Duration of training did not predict the degree of improvement. Cognitive skills did not show significant changes in ability. Significant, sustainable improvements in temporal patterning ability were seen after completion of the training programme. No associated changes in cognitive skills were seen, suggesting independence of the skills. Deficit-specific approaches are available across the traditional test battery, however, determining the appropriate management plan for a child diagnosed with an auditory processing disorder requires a patient-centric approach.

Keywords:

• Paediatric
• temporal patterning deficit
• auditory processing disorders
• auditory training
• conditions/pathology/disorders

Acknowledgements

The authors would like to thank the children and families who participated in this study. The CRC Programme supports industry-led collaborations between industry, researchers and the community. The authors also thank Dr. Julia Sarant from the University of Melbourne for supervision of TONI – 4 and CELF – 4 test administration. The authors are grateful to Professor Robert Cowan for helpful comments on the manuscript. The authors would also like to thank Anna Dobbyn Terrell for all of her contributions to this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This study received financial support from the HEARing CRC, established under the Cooperative Research Centres (CRC) Programme.