LSHSS Papers in Press
Published online September 15, 2010
Language, Speech, and Hearing Services in Schools 2010; doi:10.1044/0161-1461(2010/10-0013)

Language, Speech, and Hearing Services in Schools 2011;42:246.

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Article

Auditory Processing Disorders and Auditory/Language Interventions: An Evidence-Based Systematic Review

Marc E. Fey
University of Kansas Medical Center

Gail J. Richard
Eastern Illinois University

Donna Geffner
St. Johns University

Alan G. Kamhi
University of North Carolina at Greensboro

Larry Medwetsky
Rochester Hearing and Speech Center

Diane Paul
American Speech-Language-Hearing Association

Deborah Ross-Swain
The Swain Center

Geraldine P. Wallach
California State University Long Beach

Tobi Frymark
Tracy Schooling
American Speech-Language-Hearing Association

Correspondence should be directed to Marc E. Fey, Ph.D., Mail Stop 3039, Hearing and Speech Department, University of Kansas Medical Center, 3901 Rainbow Blvd., Kansas City, KS 66160-7605.

Purpose: In this systematic review, we critically evaluate the peer-reviewed literature on the efficacy of interventions for school-age children with auditory processing disorders (APD).

Method: Searches of 28 electronic databases yielded 25 studies for analysis. These studies were categorized by research phase (e.g., exploratory, efficacy) and ranked on a standard set of quality features related to methodology and reporting.

Results: Some support exists for the claim that auditory and language interventions can improve auditory functioning in children with APD and those with primary spoken language disorders. There is little indication, however, that observed improvements are due to the auditory features of these programs. Similarly, evidence supporting the effects of these programs on spoken and written language functioning is limited.

Conclusions: The evidence base is too small and weak to provide clear guidance to speech-language pathologists faced with treating children with diagnosed APD, but some cautious skepticism is warranted until the record of evidence is more complete. Clinicians who decide to use auditory interventions should be aware of the limitations in the evidence and take special care to monitor the spoken and written language status of their young clients.


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