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J Am Acad Audiol 2021; 32(05): 295-302
DOI: 10.1055/s-0041-1728753
Research Article

Effect of a Dichotic Interaural Time Difference Program on Dichotic Listening Deficit of Children with Learning Difficulty

Mohammad Ebrahim Mahdavi 
1   Department of Audiology, Shahid Beheshti University of Medical Sciences, School of Rehabilitation, Tehran, Iran
,
Maryam Rezaeian
1   Department of Audiology, Shahid Beheshti University of Medical Sciences, School of Rehabilitation, Tehran, Iran
,
Homa Zarrinkoob
1   Department of Audiology, Shahid Beheshti University of Medical Sciences, School of Rehabilitation, Tehran, Iran
,
Mohsen Rezaeian
2   Department of Epidemiology and Biostatistics, Rafsanjan Medical School, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
,
Alireza Akbarzadeh
3   Department of Biostatistics, Shahid Beheshti University of Medical Sciences, School of Rehabilitation, Tehran, Iran
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Abstract

Background Dichotic listening deficit (DLD) is a common sign in children showing learning problem and is identified during auditory processing assessment. A dichotic listening training program was developed in which the weak ear lags behind the strong ear in time and has certain practices for switching attention between the ears and auditory memory.

Purpose The aim of the present study was to evaluate the effectiveness of this treatment program on dichotic performance of primary school children showing DLD.

Research Design A pre/post clinical trial without control study.

Study Sample Twenty-five primary school children, aged 7 to 12 years (mean = 9.3 years), showing DLD.

Data Collection and Analysis Several primary schools referred the children with learning difficulty to us. We defined learning difficulty as a score of 2 and lower on a five-point scale in at least two primary school courses in the current semester. The children with DLD participated in listening practices three times a week for 10 weeks, each session lasting for 30 minutes. The practices started with one pair of dichotic digits and ended in practice with sentences. The weak ear lag varied from 100 to 1,000 milliseconds. In the last stage of the practices, the precued and postcued directed response aimed at strengthening auditory memory and switching attention between the ears. The results obtained by the tests of dichotic digits, competing words, and competing sentences before and after the intervention were compared using paired t-test. Hedges's g was calculated as the effect size.

Results Comparison of the results of pretraining and those of posttraining revealed that the average dominant ear (DE) and nondominant ear (NDE) scores in dichotic listening tests improved significantly with medium-to-large effect sizes. It was also found that the mean change in the NDE score of the children was significantly greater than that of the DE score for all the tests.

Conclusions Dichotic interaural time difference training that employed dichotic lag phenomenon followed by directed response practices significantly improved the DE and the NDE scores of the schoolchildren with DLD.

Keywords

dichotic listening - dichotic listening training - lag phenomenon


Publication History

Received: 09 April 2020

Accepted: 21 November 2020

Article published online:
03 June 2021

© 2021. American Academy of Audiology. This article is published by Thieme.

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