Otolaryngologia polska = The Polish otolaryngology · 2011
[Assessment of the efficiency of the auditory training in children with dyslalia and auditory processing disorders].
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Włodarczyk Elżbieta, Szkiełkowska Agata, Skarżyński Henryk, Piłka Adam
Аннотация
AIM: To assess effectiveness of the auditory training in children with dyslalia and central auditory processing disorders.
MATERIAL AND METHOD: Material consisted of 50 children aged 7-9-years-old. Children with articulation disorders stayed under long-term speech therapy care in the Auditory and Phoniatrics Clinic. All children were examined by a laryngologist and a phoniatrician. Assessment included tonal and impedance audiometry and speech therapists' and psychologist's consultations. Additionally, a set of electrophysiological examinations was performed - registration of N2, P2, N2, P2, P300 waves and psychoacoustic test of central auditory functions: FPT - frequency pattern test. Next children took part in the regular auditory training and attended speech therapy. Speech assessment followed treatment and therapy, again psychoacoustic tests were performed and P300 cortical potentials were recorded. After that statistical analyses were performed.
RESULTS: Analyses revealed that application of auditory training in patients with dyslalia and other central auditory disorders is very efficient.
CONCLUSIONS: Auditory training may be a very efficient therapy supporting speech therapy in children suffering from dyslalia coexisting with articulation and central auditory disorders and in children with educational problems of audiogenic origin.
MATERIAL AND METHOD: Material consisted of 50 children aged 7-9-years-old. Children with articulation disorders stayed under long-term speech therapy care in the Auditory and Phoniatrics Clinic. All children were examined by a laryngologist and a phoniatrician. Assessment included tonal and impedance audiometry and speech therapists' and psychologist's consultations. Additionally, a set of electrophysiological examinations was performed - registration of N2, P2, N2, P2, P300 waves and psychoacoustic test of central auditory functions: FPT - frequency pattern test. Next children took part in the regular auditory training and attended speech therapy. Speech assessment followed treatment and therapy, again psychoacoustic tests were performed and P300 cortical potentials were recorded. After that statistical analyses were performed.
RESULTS: Analyses revealed that application of auditory training in patients with dyslalia and other central auditory disorders is very efficient.
CONCLUSIONS: Auditory training may be a very efficient therapy supporting speech therapy in children suffering from dyslalia coexisting with articulation and central auditory disorders and in children with educational problems of audiogenic origin.