Effectiveness of auditory training in children with (central) auditory processing disorders.

Children with (central) auditory processing disorders can be distinguished from children with peripheral hearing loss by using an auditory processing assessment battery. The effect of training to enhance auditory processing capabilities in these children has however not been proven in a RCT. We therefore perform a RCT into the effectiveness of four training programs and compare them with a control group that did not receive training.


108 children were included.
Inclusion criteria are:

1. Age between 5 and 9 years;

2. APD-diagnosis based on standard auditory processing tasks;

3. Normal hearing (thresholds below 15 dB);

4. Normal intelligence (Raven).
Exclusion criteria are:

1. Speech and language developmental disorders;

2. Learning and behavioural disorders.


Children were randomly assigned to one of four training groups (n=18 each) or a control group (n=36). Training consists of 2x10 weeks daily training, with a 10-weeks training-free interval. Training programs:

1. Computerized auditory training;

2. Computerized auditory training including noise;

3. FM-system in the classroom;

4. High-frequency-lateral training.


The primary outcome measure is auditory processing skills as measured by standard auditory processing tasks. Secondary outcome measures are attention, parental and teacher’s report, and developmental on a subset of auditory processing tests over 4 measurement points.

Auditory training will enhance auditory processing in children with auditory processing disorders.

1. M1: Randomisation - baseline measurements;

2. M2: after 10 weeks training;

3. M3: after a 10 week break, just before second stage of 10 weeks training;

4. M4: after second stage of 10 weeks training.

Randomized assignment to one of the following training programs:

1. Computerized auditory training;

2. Computerized auditory training with noise;

3. FM-system;

4. Lateral trainer.