Behavioral Auditory Processing Improvements after Computer-Based Auditory Training in School-Aged Children

Purpose: This study evaluated the effects of an eight-week computer-based auditory training (CBAT) program on behavioral measures of auditory processing in school-aged children with learning-related listening and language difficulties. CBAT is widely used in educational settings, yet its impact on core auditory processing skills requires further clarification.

Method: Thirty-nine participants completed standardized behavioral assessments of auditory and language processing before and after CBAT. Measures included degraded speech perception, dichotic listening, temporal sequencing, phonemic synthesis, and language comprehension tasks.

Results: Significant post-training improvements were demonstrated on multiple auditory processing tests, including Auditory Figure-Ground, Filtered Words, Time-Compressed Speech, and Dichotic Digits (left ear), as well as on phonological processing (Phonemic Synthesis Test). Additionally, gains were observed on the Listening Comprehension and Oral Expression subtests of the Oral and Written Language Scales, suggesting possible generalization to higher-level language performance.

Conclusions: Participation in an eight-week CBAT program was associated with measurable improvements in auditory processing skills and related language domains. These findings support the potential of structured computer-based interventions to enhance functional auditory learning and may have implications for intervention planning in children with listening or learning challenges.

Keywords: Computer Based Auditory Training, Auditory Processing, Auditory.