The use of LACE, a listening program, in the treatment of problems associated with dichotic listening disorders
Right Ear Advantage
Listening and Communication Enhancement (LACE)
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Publisher:The Ohio State University
Series/Report no.:The Ohio State University. Department of Speech and Hearing Science Honors Theses; 2009
Dichotic listening, or how two ears work together as a team, is critical for localizing sound sources and when listening in the presence of complex background noise. Disorders of dichotic listening can be caused by a number of issues, including neurological diseases such as multiple sclerosis and traumatic brain injury, and can result in communication difficulties in daily listening situations. A number of diagnostic protocols and management programs have recently been developed to address this population, based in part from interest in veterans returning from the Middle East with these types of disorders. Currently, there is no standard for assessment or rehabilitation of dichotic listening disorders. This study utilized a single-subject research design to address the potential effectiveness of a treatment program for dichotic listening difficulties. The subject presented with clinical deficits following a stroke, despite having normal hearing acuity. Auditory processing evaluation revealed severe deficits in the area of dichotic listening, most remarkably for the left ear. The patient was enrolled in the LACE (Listening and Communications Enhancement) program, a computer-based aural rehabilitation program developed to assist patients with hearing loss acclimatize to hearing aids. The program is designed to improve listening skills through use of an adaptive program that addresses a number of auditory processing skills. For this project, the LACE program was administered to this subject with headphones, to force binaural integration summation, and thus forcing the weaker ear to work, and not be reliant on the dominant ear. The results of the administration are pending, but so far the patient in question has attained sufficient improvement in listening skills, reducing the existing auditory processing and dichotic deficits. The success of this single subject design may help in guiding advancements in remediation of adults with auditory processing disorders.
The College of Social and Behavioral Sciences Undergraduate Research Grant