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.