The Reduction of An Auditory Central Processing Disorder in Children ‎with Dyslexia Using the Buffalo Model

Waleed Fathi Abdulkarim‎

Faclty of Arts and Science, Northern Border University, Saudi Arabia.

ABSTRACT

Background: The central auditory processing disorder has a relationship with the incidence of dyslexia. Therefore, according to ‎Buffalo's model, designing a number of training sessions in decoding, Tolerance-fading memory, auditory integration, auditory ‎organization, may help in decreasing this disorder.‎ Aims: This research seeks to prepare a training program to decrease the central auditory processing disorder, as well as to explore ‎its effectiveness in decreasing the central auditory processing disorder.‎ Methods: 32 childrens were identified as the final sample from 40 childrens in many schools in Rafha Province with an average age ‎of 6.6 using the standard and validated scales. The quasi-experimental method revealed that after applying 32 sessions.‎ Setting: A primary school in Rafha, Saudi Arabia.‎ Results: There were statistically significant differences between the pre- and post-tests in favor of the post-test, as well as the ‎continuity of the efficiency of the program after the follow-up term.‎ Conclusion: The Buffalo's model is helpful in decreasing the central auditory processing disorder‎‎.

Keywords: Buffalo , Dyslexia , Central auditory processing disorder , Rafha‎‎‎‎.

references

Al-Masri, M., Al-Nabarawi, O., A, Rasha, M., (2016). The effectiveness of a computer-based training program to reduce hearing loss disorder in children with learning disabilities. Journal of the Faculty of Education, Banha University, Egypt, (27)105. 35-70.

Al-Qarioti, I., (2010). The differences between ordinary and people with learning difficulties in audiovisual discrimination in a sample of students in the first ring schools in Muscat Governorate. Journal of Educational and Psychological Sciences - Bahrain, (11), 2, 13-37.

Al-Qubali, Y.., (2017). Comprehensive Guide to Learning Disabilities. Publications House of Expertise.

Al-Semmadi, A., the Invasion, I., Hassan, A. R.,(2016). The Effectiveness of a Training Program for the Development of Audiovisual Skills and its Impact on Improving Reading Skills among Students with Learning Disabilities ", International Journal of Educational Research, Journal of the College of Education, UAE University, vol. 40, 155-1181.

Apola-Piorkowska, S. (2011). Correspondence between Central Auditory Processing Disorders and Learning Difficulties In 3 Rd Grade Students. Journal of Hearing Science, 1(3).

Atcherson, S. R., Richburg, C. M., Zraick, R. I., & George, C. M. (2013). Readability of questionnaires assessing listening difficulties associated with (central) auditory processing disorders. Language, speech, and hearing services in schools. doi:10.1044/0161-1461(2012/11-0055)

Bellis, T. J., Chermak, G. D., Weihing, J., & Musiek, F. E. (2012). Efficacy of auditory interventions for central auditory processing disorder: A response to Fey et al.(2011). Language, Speech, and Hearing Services in Schools. doi:10.1044/0161-1461(2012/11-0085)

British dyslexia association. (2017). Dyslexia and specific difficulties: overview. Retrieved from http://www.bdadyslexia.org.uk/dyslexic/dyslexia-and-specific-difficulties-overview

BSA Position Statement and Practice Guidance - Auditory Processing Disorder (APD). (2018). Available online at: http://www.thebsa.org.uk/wp-content/uploads/2018/02/Position-Statement-and-Practice-Guidance-APD-2018.pdf.

Dawes, P., & Bishop, D. V. (2010). Psychometric profile of children with auditory processing disorder and children with dyslexia. Archives of disease in childhood, 95(6), 432-436.

De Wit, E., Visser-Bochane, M. I., Steenbergen, B., van Dijk, P., van der Schans, C. P., & Luinge, M. R. (2016). Characteristics of auditory processing disorders: A systematic review. Journal of Speech, Language, and Hearing Research, 59(2), 384-413.

DeBonis, D. A. (2015). It is time to rethink central auditory processing disorder protocols for school-aged children. American Journal of Audiology, 24(2), 124-136. Doi: 10.1044/2015_AJA-14-0037

Ferguson, M. A., Hall, R. L., Riley, A., & Moore, D. R. (2011). Communication, listening, cognitive and speech perception skills in children with auditory processing disorder (APD) or specific language impairment (SLI). Journal of Speech, Language, and Hearing Research.

Halliday, L. F., Tuomainen, O., & Rosen, S. (2017). Auditory processing deficits are sometimes necessary and sometimes sufficient for language difficulties in children: Evidence from mild to moderate sensorineural hearing loss. Cognition, 166, 139-151.

Heine, C., & O'Halloran, R. (2015). C entral A uditory P rocessing D isorder: a systematic search and evaluation of clinical practice guidelines. Journal of evaluation in clinical practice, 21(6), 988-994. doi:10.1111/jep.1249

Jutras, B., Loubert, M., Dupuis, J. L., Marcoux, C., Dumont, V., & Baril, M. (2007). Applicability of central auditory processing disorder models. American Journal of Audiology. Doi: 10.1044/1059-0889(2007/014)

Katz, J. (2016). The Buffalo CAPD Model: The importance of phonemes in evaluation and remediation. J Phonet and Audiol, 2(1), 111.

Katz. 2017. APD Evaluation to Therapy: The Buffalo Model. https://www.audiologyonline.com/articles/apd-evaluation-to-therapy-buffalo-945

Lallier, M., Donnadieu, S., & Valdois, S. (2013). Developmental dyslexia: exploring how much phonological and visual attention span disorders are linked to simultaneous auditory processing deficits. Annals of dyslexia, 63(2), 97-116.

Loo, J. H. Y., Bamiou, D. E., & Rosen, S. (2013). The impacts of language background and language-related disorders in auditory processing assessment. Journal of Speech, Language, and Hearing Research. Doi: 10.1044/1092-4388(2012/11-0068)

Marzooq, H, (2014). A training program on reading ability in children with visual impairments in Assiut City. PhD thesis, Faculty of Nursing, Assiut University.

Mehta, Z., & Arizona, M. (2017). The Clinical Challenge of Diagnosing and Managing (Central) Auditory Processing Disorders. Retrieved from: http://www.arsha.org/documents/2017_con/Handouts/S33_Mehta_Handout.pdf

Miranda, A. R., Bruera, J. A., & Serra, S. V. (2017). Scale of Auditory Behaviors: Normative Reference Values for Healthy Argentinian Children. ACTA neuropsychologica, 15(2).

Moncrieff, D. (2017). Response to de Wit et al., 2016, “characteristics of auditory processing disorders: A systematic review”. Journal of Speech, Language, and Hearing Research, 60(5), 1448-1450.

Nagao, K., Riegner, T., Padilla, J., Greenwood, L. A., Loson, J., Zavala, S., & Morlet, T. (2016). Prevalence of auditory processing disorder in school-aged children in the mid-Atlantic region. Journal of the American Academy of Audiology, 27(9), 691-700.

Osman, R., (2009). Effectiveness of a training program to improve voice awareness among a sample of children with reading disabilities in the kindergarten stage. Master Thesis, Faculty of Education, Kafr El-Sheikh University.

Paul, R. (2008). Auditory processing disorder. Journal of autism and developmental disorders, 38(1), 208-209. Doi: 10.1007/s10803-007-0437-6

Reid, G. (2016). Dyslexia: A practitioner's handbook. John Wiley & Sons.

Sahli, S. (2009). Auditory Processing Disorder in Children: Definition, Assessment and Management. Journal of International Advanced Otology, 5(1).

Sartawi, Z., (2001). Introduction to learning difficulties. Riyadh: Academy of Special Education.

Sharma, M., Purdy, S. C., & Kelly, A. S. (2009). Comorbidity of auditory processing, language, and reading disorders. Journal of Speech, Language, and Hearing Research. 52(3), 706-722.

Sulaiman, A. A. A. S., Bamiou, D., (2010). Prevalence and Characterization of Auditory Processing Disorders in Adults Who Seek Medical Attention for Hearing Complaint. University College London.

Tahir, I., (2016). Learning difficulties: "Theoretical foundations of diagnosis and treatment". Cairo: Arab Press Agency

Westwood, P. (2013). Learning and learning difficulties: Approaches to teaching and assessment. Routledge.

Wilson, W. J., & Arnott, W. (2013). Using different criteria to diagnose (central) auditory processing disorder: How big a difference does it make? Journal of Speech, Language, and Hearing Research. Doi: 10.1044/1092-4388(2012/11-0352.

Zalewski, T. R., González, J. E., & Duncan, M. K. W. (2010). A (C) APD screening instrument for the buffalo model diagnostic test battery. J. Edu. Audiol., 16, 4-13.‎

tam metin