A New Method of Auditory Training through the Addition of Attentional Neuromodulation Techniques: A Pilot Study

Nayiere  Mansouri; Moslem  Shaabani; Ali  Jahan; Enayatollah  Bakhshi; Mohanna  Javanbakht

doi:10.18502/avr.v34i3.18466

Nayiere Mansouri Department of Audiology, Faculty of Rehabilitation, Tabriz University of Medical Sciences, Tabriz, Iran
Moslem Shaabani Department of Audiology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Ali Jahan Department of Speech Therapy, Faculty of Rehabilitation, Tabriz University of Medical Sciences, Tabriz, Iran
Enayatollah Bakhshi Department of Biostatistics and Epidemiology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Mohanna Javanbakht Department of Audiology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

DOI: https://doi.org/10.18502/avr.v34i3.18466

Keywords: Auditory training; neuromodulation; electrical stimulation; hearing loss; speech perception in noise; auditory attention

Abstract

Background and Aim: Effective communication relies on understanding speech in noise, which can be challenging, especially for hearing-impaired children. Auditory attention influences speech perception in noise, and auditory attention training can help improve this critical auditory skill. Today’s neuromodulation methods are used in rehabilitation. Transcranial-Direct-Current-Stimulation (tDCS) is a promising approach among these methods. Our hypothesis was that combining electrical stimulation with behavioral auditory training could accelerate and enhance the effectiveness of auditory training, improving speech comprehension in noise.

Methods: A pilot study was conducted on 8 children with moderate to severe hearing loss. In this study, tDCS was administered to the dorsolateral prefrontal cortexes in addition to behavioral auditory attention training. The participants were divided into two groups, one receiving real stimulation and the other receiving sham stimulation. 20 minutes of intervention were conducted through ten sessions. The Test-of-Everyday-Attention-for- Children (TEA-CH) and the monaural-Selective-Auditory-Attention-Test (mSAAT) tests were used as behavioral assessments, and the auditory P300 were recorded as an electrophysiological test to measure attention. Also, speech-in-noise tests were utilized. All tests were conducted before, immediately, and one month after training.

Results: Children in both groups demonstrated noticeable progress in all tests following the training sessions. There was a significant difference in the level of improvement in mSAAT, TEA-CH, word-in-noise, and P300 latency between the two groups. Improvement was more remarkable in children receiving real stimulation.

Conclusion: When behavioral attention training is combined with attention neuromodulation through tDCS, it may enhance rehabilitation effectiveness and increase the stability of tDCS effects.