Training

Remediating Spatial Processing Disorder with Sound Storm

Audiology Australia: CPD2223 051
Cat: 1.2 - 1 point

Course Overview

Duration
Est. 1 hour
Course Type
Online / On-Demand
Accreditations
Audiology Australia: CD2223 051
Category: 1.2 - 1 CPD point
Cost
$55.00 AUD
Approx. UK£30 or US$35
All monies go to University of Melbourne Audiology and Speech Pathology Clinic

Sound Storm is dedicated to supporting the research of Auditory Processing Disorders. All proceeds from the sale of this training module goes to the University of Melbourne Audiology and Speech Pathology.

The ‘Remediating Spatial Processing Disorder (SPD) with Sound Storm’ training module was created by Dr Helen Glyde from the HEARing CRC and NAL in September 2013. The material was updated and added to by HEARnet Learning in 2019 and again in 2022 by the University of Melbourne’s Audiology and Speech Pathology under the guidance of Clinical Director Dr Dani Tomlin.

Course Aims

This module covers research background and how to use the iOS & Android based Sound Storm training program in children diagnosed with Spatial Processing Disorder.

Sound Storm is based on the LiSN & Learn software developed by Hearing Australia and the National Acoustics Laboratories. It features the specially-designed auditory stimuli and response protocols featured in LiSN & Learn, which have been proven in extensive peer-reviewed research to be effective in helping children with Spatial Processing Disorder (SPD) improve their auditory processing abilities. In Sound Storm, these stimuli are embedded in an engaging game designed to motivate the children to complete the training program.

Note: If you are unfamiliar with LiSN-S, please contact Sound Scouts, the current distributors of the LiSN- S software.

Learning Outcomes

At the conclusion of this module, you will be able to:

  1. Describe what makes a good auditory training program, and understand the difference between deficit specific and generalised auditory training
  2. Recall the typical Spatial Processing Disorder pattern of results in LiSN-S
  3. Recall Sound Storm's training protocol
  4. Identify appropriate candidates for Sound Storm training
  5. Interpret a Sound Storm progress report and evaluate a child's training outcomes

Module Structure

The module is divided into five sections, which will address the learning outcomes. Each section contains a mixture of text, audio, video and interactive course content which will allow you to learn in a variety of different ways.

The five parts of the module include:

  1. Principles of auditory training
  2. A brief review of Spatial Processing Disorder
  3. What is Sound Storm?
  4. Who is Sound Storm for?
  5. How to interpret Sound Storm progress reports, and evaluate training outcomes

Background

HEARnet Learning and all of the training modules that it hosted were transitioned to The University of Melbourne’s Department of Audiology and Speech Pathology in 2022.

A/Prof Dani Tomlin is an Associate Professor at the University of Melbourne Department of Audiology and Speech Pathology. She has over 20 years clinical experience, established the University of Melbourne Auditory Processing Disorder clinic in 2012 and her primary research interest is in the field of Auditory Processing Disorder. Dani has revised and updated the training module: Remediating Spatial Processing Disorder with Sound Storm and made it available for Audiologists who specialise in APD assessments and remediation for school aged children.

“As an audiologist with a primary focus on assessing children with listening difficulties and special interest in the field of Auditory Processing Disorder it's great to partner with Sound Storm to release the learning module for Audiologists. The training helps clinicians gain knowledge about using Sound Storm in their clinic. If a child has trouble listening in noise, they may be identified by an audiologist to have Spatial Processing Disorder (SPD). Sound Storm is an evidence-based auditory training program for children with this diagnosis. Based on my own clinical experience, and independent research, when Sound Storm is played consistently by a child with SPD until completion it can effectively remediate the disorder.”

A/Prof. Dani Tomlin

If you don’t feel like you need the Sound Storm training, or have been using Sound Storm for some time, we would still encourage you to support the University of Melbourne, Department of Audiology and Speech Pathology in any way you can.

The University of Melbourne Department of Audiology and Speech Pathology supports parents and children with APD and provides hands on learning for Audiology students. The Department of Audiology and Speech Pathology continues to explore extensive research and clinical trials in the field of Auditory Processing Disorder.

All proceeds go to University of Melbourne Audiology and Speech Pathology
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Research

James, P., Schafer, E., Wolfe, J.,Matthews, L., Browning, S., Oleson, J., ... & Dunn, A. (2022). Increased Rate of Listening Difficulties in Autistic ChildrenJournal of Communication Disorders, 106252.

Bowers, P., Graydon, K., & Rance,G. (2022). Evaluation of a game-based hearing screening program for identifying hearing loss in primary school-aged childrenInternational Journal of Audiology, 1-9.

Seeto, M., Tomlin, D, & Dillon, H. (2021). The relations between auditory processing scores and cognitive, listening and reading abilities. Ear and Hearing.;42(4):803-813.

Borges,L. R., Sanfins, M. D., Donadon, C., Tomlin, D., & Colella-Santos, M. F.(2020). Long-term effect of middle ear disease on temporal processing and P300 in two different populations of children. PLOS ONE, 15(5),e0232839.

Tomlin, D., & Vandali, A. (2019). Efficacy of a deficit specific auditory training program for remediation of temporal patterning deficits. International journal of audiology58(7),393-400.

Graydon, K., Van Dun, B., Dowell, R., & Rance, G. (2019). The frequency-following response as an assessment of spatial processing. International Journal of Audiology58(8), 497-503.

Graydon, K., Van Dun, B., Tomlin, D., Dowell, R., & Rance, G.(2018). Remediation of spatial processing disorder (SPD). International journal of audiology57(5), 376-384.

Graydon, K., Rance, G., Dowell, R., & Van Dun, B. (2017). Consequences of early conductive hearing loss on long-term binaural processing. Ear and hearing38(5), 621-627.

Tomlin, D. and Rance, G. (2016). Maturation of the central auditory nervous system in children with auditory processing disorder. Seminars in hearing. (37) 1, 74-83.

Barry, J. G., Tomlin, D., Moore, D. R., & Dillon, H. (2015). Use of questionnaire-based measures in the assessment of listening difficulties in school-aged children. Ear and hearing, 36(6), e300. 

Tomlin, D., Dillon, H., Sharma, M., & Rance, G. (2015). The Impact of Auditory Processing and Cognitive Abilities in Children. Ear and hearing.(36)5, 527–542  

Cameron, S., & Dillon, H. (2013). Remediation of spatial processing issues in central auditory processing disorder. In G. D. Chermak & Frank E. Musiek (Eds.) Handbook of Central Auditory Processing Disorder. Comprehensive Intervention (Vol. II, pp. 201-224). San Diego, CA: Plural Publishing.

Dillon, H., Cameron, S., Glyde, H., Wilson, W., & Tomlin, D. (2012). An opinion on the assessment of people who may have an auditory processing disorder. Journal of the American Academy of Audiology, 23(2),97-105.   

Rance, G., Ryan, M. M., Carew, P., Corben, L.A., Yiu, E., Tan, J., & Delatycki, M. B. (2012). Binaural speech processing in individuals with auditory neuropathy. Neuroscience226,227-235.