auditory processing

Law enforcement officers must possess high combat readiness and capability to successfully carry out their assigned missions. This study aimed to examine the role of cognitive skills in the sports success of military personnel in the self-defense discipline.

This study employed a descriptive-correlational research design. The statistical population included all MILITARY personnel athletes specializing in self-defense in Tehran and Alborz provinces in 2023, estimated at over 4,000 individuals. The required sample was selected using a cluster random sampling method. A total of 400 participants completed the short-form Sports Success Scale (SSS) questionnaire and a researcher-developed cognitive skills questionnaire. Data analysis was performed using Pearson correlation coefficient, linear regression, and multiple regression analysis.

The model summary results indicated a correlation coefficient of 0.829, a coefficient of determination (R² = 0.655), and an adjusted R² of 0.649, suggesting a suitable regression model. The best predictors of sports success were visual processing (Beta = 0.558), processing speed (Beta = 0.173), auditory processing (Beta = 0.128), and executive functions (Beta = 0.125), with a significance level of P < 0.0005.

Based on the study results, enhancing visual processing, processing speed, auditory processing, and executive functions, respectively, is crucial for improving sports success in self-defense training

People with autism spectrum disorder have sensory abnormalities in addition to social interactions, communication skills, limited interests and stereotyped behaviors. Therefor the present study conducted with the aim of development of an integrated program of sensory rehabilitation based on vibroacoustic and virtual reality and its effectiveness on the profile of auditory, in children with autism spectrum disorder.

In this study a single- subject research methodology was used. On this account and by using purposive sampling method, 5 children among all autistic children who referred to Zehnara rehabilitation center in the second half of 1400 were selected according to entry criteria of the study. After confirming the external validity of the integrated sensory rehabilitation program through the preliminary implementation of the intervention on two subjects who were randomly selected from the sample and taking into account the results of this stage, the integrated rehabilitation program was implemented on the other three subjects. Having attended 4 base line session, every child received integrated program of sensory rehabilitation in 10 sessions. One month after intervention, four test sessions were followed. The tool used in this research to collect the data include: Sensory profile 2.

The results of the data chart analysis based on descriptive statics and visual analysis indices revealed that the intervention has been effective on the five participants (Sort by PND: 70, 90, 80, 90 & 100 for subjects 1, 2, 3, 4 & 5).

The results of the present study show that integrated program of sensory rehabilitation based on vibroacoustic and virtual reality can improve the auditory processing of Autistic children and can be used as a method in the rehabilitation centers

Autism Spectrum‌ Disorder‌ (ASD) is characterized by deficits in social communication and repetitive behaviors or restricted interests. The ability to communicate verbally is considered a positive prognostic indicator of outcomes for children with ASDs. One of the major problems in autism is the sensory processing deficit, and in particular the abnormalities of auditory processing. Therefore, the purpose of the present study was to determine and investigate the correlation between auditory processing ability and verbal output of children with autism spectrum disorder.

The present analytical descriptive correlation study was conducted in 2018. The statistical population of the research was children with autism aged 4 to 7 years from speech therapy centers in Tehran, and 40 qualified volunteers were included in the study. To collect related data, the following standard tests were used: the childhood autism rating scale for screening and diagnosing children with autism from the age group of two years and older which had 15 items, and Fisher's auditory problems checklist with 25 items. The collected data were analyzed using the Poisson regression test.

The results of the present study indicated that there was a correlation between auditory processing ability and verbal output of children with autism spectrum disorder who participated in this study (p=0.46). Moreover, considering different levels of auditory processing, between auditory processing ability and output Verbal correlation was observed only at the level of high auditory processing ability (p=0.43). [

The results of this study showed that the ability of auditory processing was an important factor for development of verbal output in children with ASD. Early screening and intervention of auditory processing impairments in these children can facilitate the rehabilitation programs.

Learning disorders are one of the most commonproblems of students that have attracted the attention of manypsychologists and many Researches have been conducted on theeffectiveness of different interventions on different classes oflearning disorders. The present study was conducted with the aimof the effectiveness of perceptual-motor training on listeningprocessing and reading comprehension in children with learningdisabilities .

The statistical population of this researchincluded all fifth and sixth grade children with learning disabilitieswho referred to counseling centers in 1401. 30 children withlearning disabilities who met the criteria for entering the researchwere selected by available sampling method and were equally andrandomly divided into two experimental groups and one controlgroup. The experimental group underwent perceptual-motortraining in 16 sessions, and the control group remained waitingwithout any intervention during this period. Research tools includeFisher's Hearing Problems Inventory and Cloze's test. The dataanalysis of this research was done in two descriptive andinferential parts(covariance analysis) using SPSS-23 software .

The results showed that perceptual-motor trainingintervention is effective on listening processing and readingcomprehension in children with learning disabilities .

According to the results of this research, it issuggested to use perceptual-motor exercises to improve listeningprocessing and reading comprehension of children with learningdisabilities.

Stuttering is a multifactorial disorder. So far, numerous findings have been reported regarding various deficits in auditory processing components in the people who stutter. Despite studies on correlation of auditory processing deficits and stuttering, this assumption has not been proven yet. The purpose of the present study was to investigate and collect the results of studies regarding the auditory processing deficits in the people who stutter.

This study was a narrative review to collect research on auditory processing deficits in people who stutter. ISI, PubMed, Scopus, Science Direct, and PsycINFO databases were searched to reterive English articles that were published from 1995 to 2020. For studies conducted in Iran in Persian, SID and Magiran databases were searched. “Stuttering”, “auditory feedback processing”, “neurophysiology”, and “brain maturity” were the keywords of interest.

In the first stage, 211 articles were found. Finally, after reviewing the inclusion criteria, 86 articles in English and Persian were included. In addition to reviewing articles concerning the existence of auditory processing deficits, the present study emphasized that auditory processing problems in the people who stutter altered the assessment, diagnosis, and treatment approaches.

Although there is no evidence of anatomical abnormalities in the auditory system of people who stutter, numerous studies have reported unstable evidence of central impairments in their auditory processing. Neuroimaging and electrophysiological studies showed involvement of the central and peripheral areas of auditory processing.</div>

Children with learning disabilities encounter numerous issues acquiring basic math skills or applying them to calculations that do not match their level of intelligence and chronological age. Weakness in the skill of number sense leads to problems, such as poor counting methods, slow recall of facts, and incorrect numerical calculations. Auditory processing disorder also refers to auditory information processing problems in the central nervous system with poor performance in one or more of the following skills: sound orientation, auditory differentiation, auditory pattern recognition, auditory temporal aspects, integration, differentiation, coverage, and chronological order, as well as auditory function in the presence of vocal stimuli of competition. Number sense and auditory processing are critical in academic success. Therefore, this study aimed to explore the effects of mathematics education on number sense and verbal processing in first–grade female students with mathematical problems.

 This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population of the study consisted of all experimental knowledge with mathematical problems of the first–grade of primary schools in Kerman City, Iran, in 2020. Thirty subjects were selected by convenience sampling method and randomly assigned to the experimental and control groups (n=15/group). The inclusion criteria of the research included being a first–grade student, having a math disorder, and consent to participate in the research; the exclusion criteria included receiving another therapeutic intervention and absence from >2 sessions. The required data were collected by the Number Sense Test (Jordan et al., 2007) and Auditory Discrimination Test (Wepman, 1958). The experimental group received 24 three–hour weekly sessions of the mathematics education intervention based on the mathematics education package (Vanbinst et al., 2014). The obtained data were analyzed using descriptive statistics (mean & standard deviation) and inferential statistics, including Analysis of Covariance (ANCOVA) in SPSS at the significance level of 0.05.

 The present research results highlighted significant differences between the experimental and control groups in number sense (p=0.002) and its components, including counting (p=0.005), number knowledge (p=0.001), and performance with numbers (p=0.003) as well as auditory processing (p=0.002) and its components, including difference (p=0.001) and equal (p=0.004). The effect size of number sense was measured as 0.472; the same value was computed for its components, including counting (0.247), knowledge of number (0.314), performance with numbers (0.584), also for auditory processing (0.412) and its components, including the difference (0.326) and equal (0.396).

 According to the current study findings, math education is effective in increasing the skills of number sense and auditory processing in first–grade elementary school female students with math problems.

Age-related hearing loss (presbycusis) refers to symmetrical bilateral hearing loss, which results from aging and affects most people over 70, and its effects are more frequent at high frequencies, which are important in speech recognition. This progressive hearing loss is characterized by features such as changing the audiometric threshold and speech perception problems in noisy environments. Recent findings suggest that in addition to audibility of the signal, cognitive factors such as attention, working memory, and speed of processing also play a significant role in speech perception both in noise and silence. Although hearing aids enhance hearing, they cannot compensate for the defects that occur in the auditory temporal processing. Another solution is to use auditory training. Auditory-based training can partially restore age-related defects in temporal processing in the brain, and this plasticity in turn leads to improved cognitive and perceptual skills.

In the current review article, some of the topics discussed about auditory processing and speech perception in the elderly, as well as the role of amplification and training in them, were selected in articles obtained from Scopus PubMed, Google scholar, and Science direct databases published between 1971-2019.

With regard to the results of auditory training in increment of auditory perception in the elderly, a primary assessment of central auditory processing capabilities and auditory training program should be considered as a basic step for their management. Therefore, the role of audiologists become very important in the detection of central aspects of presbycusis and explaining the importance of auditory training program as a part of selecting and fitting hearing aids for the elderly.

Autism Spectrum Disorder (ASD) is characterized by deficits in social communication and repetitive behaviors or restricted interests. Communication deficits represent one of the core symptoms of ASD. Up to 25% of individuals with ASD cannot communicate with others using speech sounds. The ability to communicate verbally is considered a positive prognostic indicator of outcomes for children with ASDs. Few studies have tested the efficacy of various interventions for facilitating speech acquisition in children with nonverbal ASDs, using techniques, like orienting cues and other behavioral strategies and prompts. These preliminary studies suggested some improvements in speech production; however, available interventions that specifically focus on increasing speech output in children with nonverbal ASDs remain scarce. Thus, the present study aimed to develop an educational program based on the auditory processing model and evaluate its effects on speech output in children with nonverbal ASDs.

This was quasi–experimental research with a pretest–posttest and a control group design. The statistical population included 4–7–year–olds with ASDs, attending speech therapy centers in Tehran City, Iran, in 2018, who were referred to the research site (speech therapy center located in the sixth district of Tehran.( In total, 40 children with nonverbal ASDs (diagnoses made by pediatric neurologists and neuropsychologists prior to study enrollment) participated in the present study. They were randomly assigned to the experimental and control groups. The inclusion criteria of the study included children with ASDs; the age range of 4 to 7 years, no major medical conditions, such as motor disabilities (e.g., cerebral palsy or tuberous sclerosis), sensory disabilities (e.g., blindness or deafness), and genetic disorders (e.g., Down syndrome) other than ASD, the state of mild to moderate autism severity, having the adequate level of attention and appropriate oral motor function, and the ability to work with the therapist. The exclusion criteria of this study were the non–cooperation of the children’s parents and the unwillingness of children to continue attending the meetings. The parents of all explored children provided written informed consent forms before participating in the research. The Diagnostic Evaluation of Articulation and Phonology–Persian Version (Zarifian et al., 2014), the Childhood Autism Rating Scale (Schopler et al., 1980), and the Auditory Problems Checklist (Fisher, 1976) were used in this study. The experimental group received 36 sessions of the educational program; however, the controls received their routine program. To develop an educational program, research and programs to increase verbal output performed in children with ASDs were reviewed. Then, effective factors in speech production and the identification of major impairments, or the main barriers to speech were evaluated based on the existing literature. Attempts were made to select items among these areas, according to the literature, and factors, i.e., essential and capable of interference. Then, the program was developed based on the characteristics of children with ASDs. Before conducting the main performance, 10 specialists and experts with knowledge, skills, and work experience concerning ASDs were requested to review and comment on the steps and process of the training program as "useful but unnecessary", "unnecessary" and "necessary". Accordingly, the results were estimated using the Content Viability Ratio (CVR). The program was also piloted on three children with ASDs to determine implementation, training capability, and necessary changes before entering the main performance. To analyze the obtained data, descriptive statistics were used to describe the demographic variables. Furthermore, t–test and Analysis of Covariance (ANCOVA) were used in SPSS at the significance level of 0.05.

The collected results indicated that the educational program developed based on the auditory processing model has a CVR of >0.62 and a content validity index of 0.80. The t–test data comparing the mean scores of the study groups revealed no significant difference in age (p=0.756) and auditory processing scores (p=0.536) between the research groups. The ANCOVA results signified that by controlling the pretest effects, there was a significant difference between the experimental and control groups respecting verbal progress (p=0.012) and pronounced vowels (p=0.028). Besides, the mean scores of the experimental group were significantly higher than those of the controls. Furthermore, the presented educational program could effectively improve consonants (effect size: 0.158) and vowels (effect size: 0.123).

The provided comprehensive educational program based on the auditory processing model significantly improved the production of verbal outputs at vowel and consonant levels in numerous studied children with ASDs.

Persian Pediatric Competing Words (PPCW) and Persian Randomized Dichotic Digit (PRDD) tests were previously developed and adapted for use in Persian language. The present study aimed to investigate the effect of age on the results of these tests in children.

The current observational and descriptive-analytic study was performed on 241 schoolchildren, including 122 (50.6%) male and 119 (49.4%) female children with an age range of 6 to 12 years. All children had a hearing level of 15 dB HL or lower in frequencies of 250-8000 Hz. Inter-aural hearing threshold asymmetry was less than 10 dB. Children’s handedness was determined using Chapman and Chapman handedness questionnaire. Ear advantage was calculated in two

right ear advantage and dominant ear advantage. The effect of age, gender, and handedness on the ear advantage was investigated.

The results showed that as the children's age increased from 6 to 12 years, the ear scores for both of the tests increased. In general, the dominant ear advantage for the both tests was significantly greater than that for the right ear advantage. Also, it was found that the mean of the right ear advantage for both of the test was not significantly different between males and females and between right-handed and left-handed children.

The ear scores of PRDD and PPCW tests increased with age independent of the effect of gender and handedness of 6-12 year-old children. Dominant ear advantage is a more conservative method for reporting ear advantage.

Assessment of auditory processing in children is performed via special tests with confirmed sensitivity. For any adapted or developed test, there should be evidences to demonstrate acceptable test-retest reliability. Recently, two dichotic listening and two recognition of speech-in-noise tests of auditory processing have been developed in Persian language. The present study aimed to assess test-retest reliability of these tests in normal children.

The present observational and analytic study was performed on 40 children, aged 6-12 years old, selected from two elementary schools in Tehran. Inclusion criteria were right-handedness, normal peripheral hearing sensitivity (

The mean score of FARDIN and PARWIN did not show a significant difference between tests and retest sessions. Dichotic listening tests scores showed a significant improvement in retest session. Intra-class correlations for tests of recognition of speech-in-noise and dichotic listening tests were 0.6-0.65 and 0.6-0.9, respectively. FARDIN and PPCW showed higher absolute reliability compared with PARWIN and PPCS tests, respectively.

Although children' performance for dichotic tests in retest session was slightly better, it seems that auditory processing tests used in the current study have adequate test-retest reliability in normal children.