![]() The SoundStorm app, on the other hand, offers real-world-like signal training, and has been designed to ameliorate Spatial Processing Disorder. There is limited evidence however that training discrete auditory skills, as identified by ‘traditional’ APD tests, generalises to real life improvement or benefit. Most focus on training the discrete auditory processes identified as poor on traditional APD tests. There are also computer software and apps that have been designed for APD. Other software includes Memory Booster, designed to improve working memory and Cogmed, designed for improving attention by increasing working memory. HearBuilder, a more recent training program incorporates phonological awareness, auditory memory, sequencing, and following directions. Loo et al (2010) reviewed the evidence for computer-based auditory training in children with language, learning and reading difficulties, and evaluated the extent to which it can benefit children with auditory processing deficits and concluded that evidence to support the remediation of auditory processing deficits is limited. It uses both speech and non-speech stimuli that have been acoustically modified to slow down and amplify transient sounds. Fast ForWord is designed to improve auditory, language processing and reading abilities and claims to train the brain to process at faster rates and help to create or modify the neural pathways. It is important that the method and training selected address the child’s presenting difficulties.Ĭomputer based auditory training, not specifically developed for APD, includes Fast ForWord and Earobics, which were the first 2 software packages used in this way. There is no evidence to suggest that either formal or informal methods are better, or that more expensive methods are more effective than less expensive ones (BSA, 2011). Informal methods include both commercial programmes as well as in-house developed materials, as outlined in BSA (2011), which also includes practical appendices and handouts. It requires more preparation time and dedication from the individual clinician. As informal training is typically done at home or in school creating an adaptive difficulty paradigm is more difficult (Weihing et al et al, 2015). Stimuli are presented without the use of an audiometer or software and may be presented face-to-face instead of using recorded stimuli. Informal training is typically not as concerned with stimulus control. ![]() The distinction between these two approaches is that formal methods offer greater control over the training stimuli with material often recorded and an adaptive difficulty paradigm is used that adjusts the level to the individual’s ability. ![]() at the ‘edge of competence’) and repeated over extended periods of time to be likely to be effective (for example, 30 minutes, 3-4 times a week for 6 weeks).īoth formal and informal methods can be used. Neuroplasticity underpins auditory training and requires that activities are sufficiently challenging (i.e. ![]()
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