Auditory Training Program TM | Listen And Learn Centre
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Auditory Training Program TM

Auditory Training ProgramTM uses electronically modified music and language to stimulate the auditory pathways and enhance auditory neural plasticity to assist and improve auditory processing abilities. Auditory training enhances the ability of the auditory system to differentiate between fine differences in frequencies and other auditory skills, which are a pre-requisite for language development, and for the processing of all auditory information. Difficulties in processing sound to its full potential can manifest themselves auditory processing difficulties, poor auditory attention, poor short term auditory memory skills and other difficulties such as learning difficulties, including poor reading and spelling, poor communication skills, poor co-ordination and balance, and difficulties with sensory integration.

The Auditory Training Program integrates four auditory intervention techniques plus world leading Besson-of-Switzerland technology to provide a comprehensive approach to address auditory processing and receptive language skill development. the four techniques: 1. Auditory Training based on real time filtered and boned conducted orchestral music incorporating Tomatis Techniques, 2. Dichotic Listening Training, 3. Speech, language and audio-vocal time expanded biofeedback and 4. Auditory Working Memory adaptive exercises.

Read on at the Auditory Training Program website www.auditorytrainingprogram.com

The Auditory Training Program at the Listen And Learn Centre can be undertaken as:

  • Intense clinically supervised centre based program using the most advanced technologies
  • Intense home auditory training programs
  • School and home programs based on portable devices

Besson Of Switzerland

Besson Of Switzerland

Auditory Training Program is provided using an electronic processor, the design of which is based on the collaborative work between Christophe Besson and Dr Alfred Tomatis in the decade preceding Dr Tomatis’s death in 2001. The latest equipment incorporates the benefits of recent electronic circuitry and design refinements, plus the clarity of 24 bit music in order to deliver cutting edge auditory training.

The Auditory Training Program use the technology Christophe Besson Read more on the Besson technology.

Go to the Besson Of Switzerland website:…. www.besson-of-switzerland.com

Then click on the Select Language box in the top left corner and pick “English”.

Auditory Training Publications

Publications Citing Auditory Training

1. “Auditory Training: Principles and Approaches for Remediating and Managing Auditory Processing Disorders”.
Gail Chermak, Washington State University, Pullman, Washington USA and Frank Musiek, University of Connecticut, Storrs, Connecticut USA
The publication is available for download at:
www.thieme-connect.com/products/ejournals/abstract/10.1055/s-2002-35878

2. American Speech and language association
www.asha.org/docs/html/tr2005-00043.html

Auditory Processing Disorder

Auditory Processing Disorder (APD) describes the inability to process the meaning of sound. This condition is often present from early childhood, leading to a number of difficulties as the child becomes older and messages become complex and are given more quickly.
APD is also known by the following names: central auditory processing disorder – CAPD, auditory perceptual processing dysfunction, auditory comprehension deficit, central deafness or word deafness.

Deafness, however, does not play a role in APD. An important distinction with this disorder is that hearing is rarely impaired – that is, the child is able to hear the sounds perfectly but cannot process the meaning of the sound. There is no relationship between intelligence and APD as the disorder reflects a problem with a specific auditory function rather than intellectual capacity. Another feature of the disorder is that it presents itself inconsistently. On some occasions a child may have no processing problems, but other days may struggle to decode the same message.

APD is a problem in the auditory decoding of language, which very often leads to the deterioration of behaviour as a result of poor expressive and receptive communication. As children experience the discouragement of being misunderstood and the frustration of misunderstanding others, they become more disconnected from their environment and the people around them.

Many other conditions in children are made worse by an accompanying auditory processing disorder. Children who have autism, attention deficit/hyperactivity disorder, dyslexia, language problems, aphasia or learning disabilities often have concurrent problems with auditory processing. Treatments designed to deal with APD have been shown to have positive implications for these children, supporting the idea that auditory processing is central to behaviour and learning.

The term ‘auditory overload’ is often used to describe what happens to people who have APD. Auditory overload is a sense of being overwhelmed and relates to features of the information being received. If information is highly specific, spoken quickly, lacking in contextual cues, described in unfamiliar language or presented in a noisy environment, it will be very difficult for someone with APD to comprehend the message or follow through with instructions.

The indicators of Auditory Processing Disorder (click to open)

Children with APD will display some or all of the following signs:

  • Children with APD will display some or all of the following signs:
  • Delayed language development
  • Inability to listen effectively
  • Trouble in sequencing the sounds of words
  • Difficulty perceiving high frequency sounds: ‘t’, ‘f’ ‘s’, ‘k’, ‘p’, ‘th’, ‘sh’
  • Confusion when faced with similar sounds: eg. ‘da’ and ‘ba’
  • Extremely poor comprehension in a noisy environment
  • High distractibility, with short attention span
  • Poor speech comprehension, often asking ‘What?’
  • Misunderstanding and poor memory for oral messages
  • Inconsistent responses to the same auditory stimuli
  • Inability to follow directions
  • Difficulty in expressing desires, often blaming the other person for not understanding
  • Academic problems, particularly in spelling, reading or comprehension
  • Behaviour problems
  • Social difficulties