Auditory Processing Disorder and Auditory/Language Interventions: An Evidence-Based Systematic Review

• Published in: Language, speech & hearing services in schools Vol. 42; no. 3; pp. 246 - 264
• Main Authors: Fey, Marc E, Richard, Gail J, Geffner, Donna, Kamhi, Alan G, Medwetsky, Larry, Paul, Diane, Ross-Swain, Deborah, Wallach, Geraldine P, Frymark, Tobi, Schooling, Tracy
• Format: Journal Article
• Language: English
• Published: United States American Speech-Language-Hearing Association (ASHA) 01-07-2011
• Subjects: Auditory Perception; Auditory Perceptual Disorders - diagnosis; Auditory Perceptual Disorders - therapy; Child; Children; Evidence; Evidence-Based Practice; Humans; Language Impairments; Oral Language; Outcome and Process Assessment (Health Care); Outcomes of Treatment; Perceptual Impairments; School Health Services; Speech Language Pathology; Speech-Language Pathology - methods; Written Language
• ISSN: 0161-1461; 1558-9129
• DOI: 10.1044/0161-1461(2010/10-0013)

Purpose: In this systematic review, the peer-reviewed literature on the efficacy of interventions for school-age children with auditory processing disorder (APD) is critically evaluated. Method: Searches of 28 electronic databases yielded 25 studies for analysis. These studies were categorized by research phase (e.g., exploratory, efficacy) and ranked on a standard set of quality features related to methodology and reporting. Results: Some support exists for the claim that auditory and language interventions can improve auditory functioning in children with APD and those with primary spoken language disorder. There is little indication, however, that observed improvements are due to the auditory features of these programs. Similarly, evidence supporting the effects of these programs on spoken and written language functioning is limited. Conclusion: The evidence base is too small and weak to provide clear guidance to speech-language pathologists faced with treating children with diagnosed APD, but some cautious skepticism is warranted until the record of evidence is more complete. Clinicians who decide to use auditory interventions should be aware of the limitations in the evidence and take special care to monitor the spoken and written language status of their young clients.