Effect of Verbal Working Memory Training on Auditory Processing Abilities, Working Memory, and Listening Effort in Children With Central Auditory Processing Disorders.
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| Title: | Effect of Verbal Working Memory Training on Auditory Processing Abilities, Working Memory, and Listening Effort in Children With Central Auditory Processing Disorders. |
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| Authors: | Spandita, H. L.1 spandita1997@gmail.com, Jain, Chandni2 |
| Source: | Language, Speech & Hearing Services in Schools. Jul2026, Vol. 57 Issue 3, p952-967. 16p. |
| Subject Terms: | *Data analysis, *Listening, *Control groups, *Pre-tests & post-tests, *Memory, *Hearing disorders, *Auditory perception, *Evaluation, *Children, Clinical trials, Treatment effectiveness, Judgment sampling, Descriptive statistics, One-way analysis of variance, Statistics, Data analysis software, Cognitive rehabilitation, Regression analysis |
| Abstract: | Purpose: The study aimed to assess the effect of verbal working memory (WM) training on auditory processing abilities, WM, and listening effort (LE) in children with central auditory processing disorders ((C)APD). Method: The study involved 20 children aged 9--12 years who were diagnosed with (C)APD and were divided into two groups: the verbal WM training group (received 18 sessions of training using digit span and 2 N-back tasks) and the placebo training group (watched and listened to short stories on a computer). Assessments were carried out at three time points (pretraining, posttraining assessment 1, and posttraining assessment 2) to evaluate the training effects. The tests for pretraining and posttraining assessments included auditory processing tasks (speech perception in noise--Indian English, gap detection test, duration pattern test, and dichotic consonant--vowel test), verbal WM tasks (revised auditory memory and sequencing test in Indian English and nonword repetition), visuospatial WM tasks (operation and reading span), and LE tasks (dual-task paradigm). Results: The results showed that verbal WM training significantly improved auditory processing abilities, verbal WM, visuospatial WM, and LE from pretraining to posttraining assessments 1 and 2, with no significant differences between posttraining assessments 1 and 2, indicating benefits from the training. The results from the placebo training group showed no significant differences across any measures at any of the three assessment time points, indicating no effect of the training. Conclusion: Hence, considering the improvement in test results, verbal WM training may be a useful addition to therapeutic strategies and provide a more comprehensive approach to improving auditory processing and overall cognitive functioning in children with (C)APD. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195035451 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effect of Verbal Working Memory Training on Auditory Processing Abilities, Working Memory, and Listening Effort in Children With Central Auditory Processing Disorders. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Spandita%2C+H%2E+L%2E%22">Spandita, H. L.</searchLink><relatesTo>1</relatesTo><i> spandita1997@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Jain%2C+Chandni%22">Jain, Chandni</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2026, Vol. 57 Issue 3, p952-967. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br />*<searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Hearing+disorders%22">Hearing disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Auditory+perception%22">Auditory perception</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+trials%22">Clinical trials</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+effectiveness%22">Treatment effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22One-way+analysis+of+variance%22">One-way analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+rehabilitation%22">Cognitive rehabilitation</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The study aimed to assess the effect of verbal working memory (WM) training on auditory processing abilities, WM, and listening effort (LE) in children with central auditory processing disorders ((C)APD). Method: The study involved 20 children aged 9--12 years who were diagnosed with (C)APD and were divided into two groups: the verbal WM training group (received 18 sessions of training using digit span and 2 N-back tasks) and the placebo training group (watched and listened to short stories on a computer). Assessments were carried out at three time points (pretraining, posttraining assessment 1, and posttraining assessment 2) to evaluate the training effects. The tests for pretraining and posttraining assessments included auditory processing tasks (speech perception in noise--Indian English, gap detection test, duration pattern test, and dichotic consonant--vowel test), verbal WM tasks (revised auditory memory and sequencing test in Indian English and nonword repetition), visuospatial WM tasks (operation and reading span), and LE tasks (dual-task paradigm). Results: The results showed that verbal WM training significantly improved auditory processing abilities, verbal WM, visuospatial WM, and LE from pretraining to posttraining assessments 1 and 2, with no significant differences between posttraining assessments 1 and 2, indicating benefits from the training. The results from the placebo training group showed no significant differences across any measures at any of the three assessment time points, indicating no effect of the training. Conclusion: Hence, considering the improvement in test results, verbal WM training may be a useful addition to therapeutic strategies and provide a more comprehensive approach to improving auditory processing and overall cognitive functioning in children with (C)APD. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2026_LSHSS-25-00120 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 952 Subjects: – SubjectFull: Data analysis Type: general – SubjectFull: Listening Type: general – SubjectFull: Control groups Type: general – SubjectFull: Pre-tests & post-tests Type: general – SubjectFull: Memory Type: general – SubjectFull: Hearing disorders Type: general – SubjectFull: Auditory perception Type: general – SubjectFull: Evaluation Type: general – SubjectFull: Children Type: general – SubjectFull: Clinical trials Type: general – SubjectFull: Treatment effectiveness Type: general – SubjectFull: Judgment sampling Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: One-way analysis of variance Type: general – SubjectFull: Statistics Type: general – SubjectFull: Data analysis software Type: general – SubjectFull: Cognitive rehabilitation Type: general – SubjectFull: Regression analysis Type: general Titles: – TitleFull: Effect of Verbal Working Memory Training on Auditory Processing Abilities, Working Memory, and Listening Effort in Children With Central Auditory Processing Disorders. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Spandita, H. L. – PersonEntity: Name: NameFull: Jain, Chandni IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 57 – Type: issue Value: 3 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
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