|
Children and adults with central auditory processing disorders are a subset of a larger group of people with language and learning disorders. Auditory processing disorders are considered to result from a number of possible causes, including neurological disorders, genetic traits, and from early and frequent otitis media with effusion. Generally speaking, auditory processing is "what we do with what we hear". Auditory processing involves not only the perception of sound, but more importantly how we clarify, locate, attend, analyze, store and retrieve information. It deals with how we apply our knowledge to better understanding the message, and how we integrate and associate auditory information with visual and other sensory inputs. A deficit is present when the individual is not able to make full use of the speech signal. This becomes a significant problem when the person is not able to reach full potential of the auditory processing deficiencies.
Behaviors of those who are at risk for CAPD include saying "huh" or "what" frequently, and they often misunderstand what is said to them. They constantly request that information be repeated, have poor auditory attention, and are easily distracted. They also have difficulty following oral instructions, difficulty listening in the presence of background noise, difficulty with phonics, poor auditory memory, and poor receptive and expressive language skills. They may also give a delayed response to verbal stimuli, and exhibit a wide array of behavioral problems.
The best method to evaluate and diagnose central auditory processing disorder is a test battery approach utilizing objective and subjective measures. Such methods may include audiometry, acoustic immittance, the SCAN (A Screening Test for Central Auditory Processing Disorders), the SCAN-A (A Test for Auditory Processing Disorders for Adolescents and Adults), the T-Trip (The Tennessee Test of Rhythm and Intonation), the DPS (Duration Pattern Sequence), Dichotic Digits, the SSW (The Standard Staggered Spondaic Word Test), the ACPT (The Auditory Continuous Performance Test), ABR (Auditory Brainstem Response), ALR (Auditory Late Response), P300, MMN (Mismatched Negativity), binaural fusion tests, competing sentence tests, and DPOAE (Distortion Product Otoacoustic Emissions).
It is important to determine strengths and weaknesses when diagnosing central auditory processing disorders. Essentially, difficulties can be categorized into phonemic decoding, auditory fading memory, integration, and organizational categories. When individual strengths and weaknesses have been identified then appropriate recommendations for remediation can follow. Such recommendations may include the need for management strategies aimed at reducing distractions in the classroom and improving the signal to noise ratio, direct therapeutic interventions, and short-term psychological counseling.
We are one of a few facilities in the area that can provide this level of comprehensive testing. Recommendations for this type of testing may come from the child or adult's primary care physician, pediatrician, specialist, psychologist, or teacher or speech pathologist. I hope this information has been helpful, and if you have any questions, please do not hesitate to contact me. I am hopeful that you will consider this type of testing when you are evaluating children and adults who are having difficulty achieving to their potential.
|
