This scoping review examined studies on auditory training in noise for children with auditory processing disorder (APD). The aim was to analyze the characteristics of training interventions, task types, outcome measures, and reported effects, while identifying methodological trends and limitations in the literature. A systematic search was conducted to identify studies involving speechin- noise training in children diagnosed with APD and 10 studies met the inclusion criteria. Data were extracted on participant characteristics, training methods, task types, training intensity and duration, outcome measures, effects, and reported limitations. Most studies used computer-based auditory training, while one employed traditional face-to-face intervention. Training tasks mainly targeted selective attention to target speech and speech perception in noisy environments, often incorporating adaptive difficulty and audiovisual cues. Outcomes were primarily measured using behavioral speech-in-noise tests, with some studies also including electrophysiological measures and subjective reports from parents or teachers. Most studies reported statistically significant improvements in speech-in-noise perception after training. However, the magnitude, consistency, and persistence of these effects varied. Only three studies examined retention effects and long-term maintenance was limited in some areas. Common limitations included small sample sizes, heterogeneity in diagnostic criteria and training protocols, and insufficient long-term follow-up. Overall, auditory training in noise appears to have positive effects on speech perception in children with APD. However, methodological variability across studies warrants cautious interpretation. Future research should focus on standardized diagnostic frameworks, systematic training protocols, and long-term follow-up to support evidence-based clinical guidelines.
Hwang et al. (2026) studied this question.