A Review of Computer-Based Auditory Training Program

 Communication disorder is a consequence of deafness, which has been tackled since the beginning of audiology by installing hearing aids and hearing rehabilitation. Advances in audiology and rehabilitation programs have led to the emergence of computer–based auditory training programs. Several computer–based rehabilitation programs for hearing loss have been designed and put forward in foreign markets. However, only a handful of them have documented efficacy measures. Those documented ones are mostly computer–based auditory training programs (CBATPs) for adults. Today's technology and electronic gadgets are not limited to adults. Children are adept at using gadgets, especially for gaming and learning. Although there are several CBATPs for children with hearing loss in the foreign market, their efficacy is not well documented. A careful assessment of the existing programs and their structure is the first step towards underpinning the evidence of the benefits of CBATPs for children. So, this study aimed to investigate the brands and characteristics of computer–based auditory training programs available abroad for deaf children.

 This research is a scoping review study in which all articles published from April 2000 to the end of March 2022 were investigated. The review process in this study involved searching databases using different combinations of keywords. The databases searched were PubMed and Google Scholar. The keywords used for the search were "hearing loss," "hearing impairment," or "hearing aid,” "cochlear implant" and "auditory training," or "auditory rehabilitation,” "auditory therapy" or "auditory learning," and "computer–based,” "app–based," or "software" or "computer–based auditory training,” "CBAT," or "computer–assisted aural rehabilitation." This traditional database search approach proved to be a highly inefficient means to answer our research question: What CBAT programs are available for use by a deaf child in foreign markets? Despite careful attention to search terms and retrieving many studies, a few addressed descriptions of or research about particular products. In total, the abstracts of 124 articles were reviewed. Out of these, only a handful of items were valuable. Then, a more appropriate method was used to obtain the answer to the research question. Next, 12 computer–based auditory training programs were identified from the background review. A frequency count was performed to determine the number of times each computer–based hearing training program was reviewed to determine each program's importance. The names of the 12 programs were searched using exact phrases in Google's "advanced search" limiters. Also, the websites of three main cochlear implant manufacturers were searched: Adonis Bionics Corporation, Cochlear Corporation, and Med–EL. Finally, five products were identified.

 To review commercially available computer–based auditory training programs, the authors followed the framework used by Zhang, Miller, and Campbel. Twenty–nine features of the programs discussed were grouped into three categories: general product and purchase information, design features of educational samples, and listening and communication goals. The following programs were selected for review after an extensive search on Google: Angel Sound Training, Otto's World of Sounds, programs offered by Advanced Bionics, programs offered by MED–EL, and programs offered by Cochlear. Existing business programs cover many aspects of auditory training through various stimuli and activities. They also have activities for different age groups. However, there is no evidence to prove their effectiveness. It is very important to choose an appropriate measurement criterion to quantify the improvements resulting from the treatment accurately.

 In general, computer–centered auditory training as a teleintervention for computer–based auditory rehabilitation can positively affect the auditory and communication skills of deaf children by creating an attractive educational environment and diverse spaces along with other rehabilitation and direct education interventions.