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Therapy outcomes from a patient with Auditory Processing Disorder: A single subject design
Carlsen, Micaela
Carlsen, Micaela
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Carlsen_2024.pdf
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2024-04-26
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Carlsen, M. 2024. Therapy outcomes from a patient with Auditory Processing Disorder: A single subject design. -- In Proceedings: 20th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University
Abstract
INTRODUCTION: Auditory Processing Disorder (APD) is an auditory-based receptive communication or language problem in individuals with normal hearing. Symptoms include difficulty following directions, asking for repetition, academic challenges, and poor attention and dichotic listening. A common online therapy used to treat APD is CAPDOTS. This therapy is based on the theory that those diagnosed with APD have dichotic listening and binaural integration deficits. One of the "out of the box" treatments used with individuals with APD is learning to play music, though there is a paucity of literature supporting its use. Playing music is linked with improvements in auditory memory and attention, cognition, executive functioning, and listening in noisy environments. Studies have shown that musically trained people have improvements in other domains such as speech, language, emotion, and auditory processing. Currently, there is insufficient evidence concerning therapy options for individuals with APD. PURPOSE: The purpose of this study was to determine whether two therapies: music training and CAPDOTS, will help a child diagnosed with APD improve their abilities to listen in background noise, listen dichotically, spell, and follow instructions. METHODS: The participant in this study was a seven-year-old female diagnosed with APD. The participant had normal hearing, but her mother reported that she had difficulty with spelling and math, understanding others in a noisy classroom, and following multi-step directions. The child's mother was contacted about participating in the study, which offered therapy for the child's diagnosis. Re-testing for APD was completed before the therapy began. Over twelve weeks, the child was involved in therapy. The child participated in online CAPDOTS therapy at home, monitored by the mother for 30 minutes a day, five days a week. For the music training, an app called FlowKey was used. The child learned how to play piano on the app using a provided piano keyboard, monitored by the mother for 30 minutes a day, three days a week. At the end of therapy, the child was re-tested for APD. Two months after completing therapy, the child was re-tested again for APD. Comparisons were made between pre-test and post-test results. RESULTS: Preliminary SCAN-3 results improved from disordered to normal in auditory figure ground + 8 dB, filtered words, competing words-free recall, and competing words-directed ear, and improved from disordered to borderline in competing sentences and time compressed sentences. Dichotic digits test results improved from disordered to normal. Phonemic synthesis test results improved from abnormal to normal. Frequency pattern test results remained normal. CONCLUSION: Preliminary results from this study have revealed that both music training and CAPDOTS therapy are effective therapies for improving a child's ability to listen in background.
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Presented to the 20th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Rhatigan Student Center, Wichita State University, April 26, 2024.
Research completed in the Department of Audiology, College of Health Professions.
Research completed in the Department of Audiology, College of Health Professions.
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Wichita State University
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GRASP
v. 20
v. 20