Objective
The primary objective of this study was to compare the outcome of central auditory processing
rehabilitation when using two different strategies. In the first strategy, the computer‑based
remediation program was used (temporal processing and phonemic awareness training). In
the second strategy, the informal remediation program was used (temporal processing and
phonemic awareness training).
Patients and methods
Fifty children with learning disability due to central auditory processing disorder were selected
from primary schools in Assiut city. They were subjected to psychophysical test battery.
It comprised dichotic digits test, pitch pattern sequence test, and electrophysiological test
(cortical P1). They were divided into two equal groups, groups A and B. Each group was
subdivided on the basis of age into three subgroups. Group A received the formal Auditory
Training (AT) and group B received the informal AT for a minimum duration of 2 months.
Re-evaluation of those children was carried out using the same test battery used in the diagnosis.
Results
The children were evaluated 1 month after training. There was a statistically significant
difference in all psychophysical tests and electrophysiological P1. Subjective improvement
was noticed also at the level of the questionnaire and school reports.
Conclusion
Both formal and informal remediation material used in this study proved to be effective and
promising auditory training strategy for ameliorating central auditory disorder by remodeling
the plasticity of the CANS.