Semin Hear 2002; 23(4): 297-308
DOI: 10.1055/s-2002-35878
Copyright © 2002 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA. Tel.: +1(212) 584-4662

Auditory Training: Principles and Approaches for Remediating and Managing Auditory Processing Disorders

Gail D. Chermak1 , Frank E. Musiek2
  • 1Department of Speech and Hearing Sciences, Washington State University, Pullman, Washington
  • 2Department of Communication Sciences and Otolaryngology, University of Connecticut, Storrs, Connecticut
Further Information

Publication History

Publication Date:
04 December 2002 (online)

ABSTRACT

Recent reports suggest that auditory training (AT) can serve as a valuable intervention tool, particularly for individuals with language impairment and auditory processing disorder (APD). This article suggests a continuum of AT approaches, including those that do not require major instrumentation and can be implemented by speech-language pathologists and audiologists through their clinical practices. AT approaches are categorized as formal and informal. Formal AT is conducted by the professional in a controlled setting. Informal AT can be conducted as part of a home or school management program for APD. Formal AT employs acoustically controlled, bottom-up tasks using tones and speech elements, as well as language-based or top-down tasks. Informal AT is designed to improve auditory perceptual skills through language-based, predominantly top-down tasks. Coupling formal with informal AT should maximize treatment efficacy as skills are practiced toward mastery and automatism in real world settings that establish functional significance and provide repeated opportunities for generalization of skills.