Data_Sheet_1_Auditory Stimulation Training With Technically Manipulated Musical Material in Preschool Children With Specific Language Impairments: An Explorative Study.ZIP

Auditory stimulation training (AST) has been proposed as a potential treatment for children with specific language impairments (SLI). The current study was designed to test this assumption by using an AST with technically modulated musical material (ASTM) in a randomized control group design. A total of 101 preschool children (62 male, 39 females; mean age = 4.52 years, SD = 0.62) with deficits in speech comprehension and poor working memory capacity were randomly allocated into one of two treatment groups or a control group. Children in the ASTM group (n = 40) received three 30-min sessions per week over 12 weeks, whereas children in the comparison group received pedagogical activities during these intervals (n = 24). Children in the control group (n = 37) received no treatment. Working memory, phoneme discrimination and speech perception skills were tested prior to (baseline) and after treatment. Children in the ASTM group showed significantly greater working memory capacity, speech perception, and phoneme discrimination skills after treatment, whereas children in the other groups did not show such improvement. Taken together, these results suggest that ASTM can enhance auditory cognitive performance in children with SLI.

听觉刺激训练（Auditory stimulation training, AST）已被提议作为特定语言障碍（Specific Language Impairments, SLI）儿童的潜在治疗方案。本研究旨在通过采用搭载技术调制音乐材料的听觉刺激训练（Auditory Stimulation Training with Technically Modulated Musical Material, ASTM），结合随机对照试验设计，对该假设进行验证。
本研究共纳入101名存在言语理解缺陷与工作记忆能力低下的学龄前儿童（男62名，女39名；平均年龄4.52岁，标准差SD=0.62），按随机原则将其分配至两个干预组与1个对照组。其中ASTM组（n=40）受试者在12周内每周接受3次、每次30分钟的训练；对照干预组（n=24）在此期间仅接受常规教学活动；空白对照组（n=37）未接受任何干预。
研究分别在干预前（基线阶段）与干预后，对所有受试者的工作记忆、音位辨别以及言语感知能力进行测评。结果显示，ASTM组受试者在干预后的工作记忆容量、言语感知与音位辨别能力均有显著提升，而其余两组未出现此类改善。综合来看，上述结果表明ASTM可有效提升SLI儿童的听觉认知表现。