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Auditory and Language Processing Improvement

Case Study

Auditory processing abilities and receptive language skills are crucial to the communication process. The current study compared an 8 year old child's auditory processing and receptive language scores* before and after completing our intensive 8 week ND-Lab Connect program. This program utilizes a neurodevelopmental approach to the remediation of speech and language, learning, and behavioral based disorders.

Our clinical trials have demonstrated that by combining brain-based intervention with speech and language intervention, we are able to achieve accelerated results across a variety of skills, including receptive and expressive language skills, auditory processing and language processing skills, behavior skills, academic skills, and social skills.

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*Based on Standardized Scores

Test of Auditory Processing Skills 3 (TAPS-3)

The TAPS-3 is a standardized psychometric test used to measure performance on a variety of auditory and language based skills, which are necessary for successful comprehension and use of language for listening, speaking, reading, and writing.

Overall Auditory Skills: This is a generalized measure of the individual's ability to process and make sense of information that is being heard. It is what the brain does with what the ears hear (Katz, 1994). Making sense of auditory information involves several steps. These include locating the sound, attending to the sound, discriminating between different aspects of sounds, remembering what was heard, and then attaching meaning to what was heard. All of these steps are necessary for the communication process to be successful.

Phonologic Processing: This is the understanding that spoken words have a structure that can be played with and manipulated. Research has shown that depending how quickly children learn to read often depends on how much phonological awareness they have when they begin kindergarten. This score result emphasizes that phonological awareness is a better predictor of reading success than what children know about letters or how often parents read to them.

Auditory Memory: Much of language learning relies on auditory working memory. When we learn new words, we have to remember each sound segment, put it together, learn the meaning, and finally remember what it looks like for future use! Someone with poor working memory, struggles because they simply don't have a big enough mental post-it-note (working memory) to cope with all these steps.

Auditory Understanding (Cohesion): Auditory cohesion is the ability to think about information when all of the information is not specifically presented. Auditory cohesion is sometimes called "auditory thinking or understanding". It is the ability to think critically. Auditory cohesion is a developmental process that improves as your child learns more about language. In the classroom, when your child is asked to make predictions, categorize information, perform problem-solving activities, or perform cause-and-effect activities, he or she is involved in the skill of cohesion and auditory understanding.

Results: (Reported in Standard Scores)

Skills Pre-Program Post-Program
Overall Auditory Skills 85 99
Phonological Processing 88 104
Auditory Memory 81 101
Auditory Understanding 85 93

Statistically significant gains were made in only 8 weeks of remediation. These gains translated to improvements in academic performance, expressive and receptive communication skills, and overall social skills.

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