Auditory Processing Disorder
Conditions
Keywords
Auditory Processing Disorder, speech-in-noise intelligibility
Brief summary
In the management and remediation of students with specific performance deficits in speech-in-noise intelligibility, most often, a triad approach for treatment is used, which includes direct therapy, compensatory strategies, and environmental modifications. The purpose of the study is to determine whether a new hearing aid, the Phonak EduLink-FM System, can improve specific performance deficits in speech-in-noise intelligibility. Participants will complete a test battery related to auditory processing, as well as some psychological tests and questionnaires. One group of participants with specific performance deficits in speech-in-noise intelligibility will receive the hearing aid for use in school; a second group will not. The effect of this treatment on auditory performance, school performance and satisfaction, attention and verbal learning and memory, self concept, behavior and listening effort following 26 weeks of hearing aid use will be compared across the groups.
Interventions
DEVICEhearing aid, Phonak EduLink-FM System
Sponsors
Phonak AG, Switzerland
University Hospital Muenster
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
6 Years to 11 Years
Healthy volunteers
No
Inclusion criteria
* Diagnosis of specific performance deficits in speech-in-noise intelligibility based on two or more standardized tests of auditory processing in noise including retests. * Students in the 1st to 4th class of primary school
Exclusion criteria
* Hearing loss, defined as: * Air conduction pure tone thresholds (250-8000 Hz) exceeding 20 dBHL * Air-bone gaps, even in the presence of normal sensitivity, exceeding 10 dBHL * Abnormal tympanogram * History or diagnosis of behavioral and/or emotional disorders meeting ICD-GM-criteria (including attention deficit/hyperactivity disorders (AD-/HD) * Non-German speaking * Cognitively impaired children (IQ \< 85) * Children currently using psychoactive medication * Students with special education
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| auditory performance | following 26 weeks hearing aid use |
| school performance and satisfaction | following 26 weeks hearing aid use |
| attention | following 26 weeks hearing aid use |
| verbal learning and memory | following 26 weeks hearing aid use |
Secondary
| Measure | Time frame |
|---|---|
| behavior | following 26 weeks hearing aid use |
| listening effort | following 26 weeks hearing aid use |
| self concept | following 26 weeks hearing aid use |
Countries
Germany, Switzerland
Contacts
Primary ContactPeter Matulat
Backup ContactAntoinette G Dinnesen, Prof. Dr.
Outcome results
None listed