Importance of Pre-Educational and Post-Educational Language Tests and Effect of Training on the Diagnosis of Auditory Processing Disorders (APDs) in Children

Abstract

Objective: Aim of this study was to evaluate the importance of pre-educational and post-educational language tests for childs with language problems and effect of training on the diagnosis of auditory processing disorders (APDs). We used "Synchronously-understanding the Unplanned Event through its Picture and Listening" (SUEPL)-Training Method. Materials and Methods: The study consisted of 10 childs, referred with the suspect of APD. There was expressive language delay (DEL) in eight childs (8 boys). Their receptive language development and intelligence levels were normal. In 2 childs (1 boys, 1 girl), expressive and receptive language developments were in normal levels; but there were additional problems such as listening problems and attention disorders. The training method of SUEPL was applied to the childs. After the education with SUEPL, symptoms of APD were evaluated and reported in these 10 childs, in pre- and post-SUEPL-training periods. Difference between pre-educational and post-educational receptive language levels were analyzed by "Chi-Square Test". Results: The childs' pre-educational language development levels showed that only in childs 1 and 2, language development levels was normal. Receptive language levels were normal in all childs. Expressive language delay was present in childs 3-10. The difference between pre-educational and post-educational receptive language levels was not significant (p=0.140, X2=2.180). Post-educational expressive language levels were significantly higher than pre-educational expressive language levels (p=0.001, X2=10.236) by SUEPL training method. Although language and additional problems were improved by training with the SUEPL-method, some symptoms of APD were not ameliorated by training; and studies for differential diagnosis should continue after training. Conclusion: Our study may help to make differential diagnosis for APD. In children, suspected of APD, tests should be performed before and after training by SUEPL. SUEPL training method causes an improve in "bottom up " processing by increasing input introduce and sound driven. As training is going on in natural life, the childs' understanding rapid or degraded speech also increases. By the help of these clear inputs, acoustic input processing may be improved.