Volume 13, Issue 1 (March 2015)                   Iranian Rehabilitation Journal 2015, 13(1): 27-22 | Back to browse issues page

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Moossavi A, Mehrkian S, Lotfi Y, Faghih zadeh S, Adjedi H. The Effect of Working Memory Training on Auditory Stream Segregation in Auditory Processing Disorders Children. Iranian Rehabilitation Journal. 2015; 13 (1) :27-22
URL: http://irj.uswr.ac.ir/article-1-421-en.html
1- Department of Audiology, Iran University of Medical Sciences, Tehran, Iran.
2- Department of Audiology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Social Medicine, School of Medicine, Zanjan, Iran.
4- Faculty of Engineering, Shahed University, Tehran, Iran.
Abstract:   (4104 Views)

Objectives: This study investigated the efficacy of working memory training for improving working memory capacity and related auditory stream segregation in auditory processing disorders children.

Methods: Fifteen subjects (9-11 years), clinically diagnosed with auditory processing disorder participated in this non-randomized case-controlled trial. Working memory abilities and auditory stream segregation were evaluated prior to beginning and six weeks after completing the training program. Ten control subjects, who did not participate in training program, underwent the same battery of tests at time intervals equivalent to the trained subjects. Differences between the two groups were measured using a repeated measures analysis of variance.

Results: The results of this study indicated children who received auditory working memory training performed significantly better on working memory abilities and auditory stream segregation task than children do not received training program.

Discussion: Results from this case-control study support the benefits of working memory training for children with auditory processing disorders and indicate that training of auditory working memory is especially important for this population.

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Article type: Original Research Articles |
Received: 2014/12/20 | Accepted: 2015/02/22 | Published: 2015/03/1

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