![]() Auditory symptoms and psychological characteristics in adults with auditory processing disorders. Undersea Hyperb Med: J Undersea Hyperb Med Soc. Central auditory processing disorders after mild traumatic brain injury. Santhanam P, Meehan A, Orrison WW, et al. ![]() Neural biomarkers for dyslexia, ADHD, and ADD in the auditory cortex of children. Hearing aids if hearing loss is presentĪmerican Speech-Language-Hearing Association.Counseling or art/music therapy if depression, anxiety, or self-esteem issues are present.Having family, friends, and teachers make an effort to speak more slowly and loudly, use simple sentences, and repeat important information to make sure it's understood.Coping strategies such as making lists, avoiding learning or working environments with excessive background noise, lip reading, etc.FM listening devices that help the wearer understand speech in an environment where background noise is present.Environmental modifications, such as adding visual information or written instructions as a complement to verbal classroom instruction, placing a child's desk closer to the front of the classroom, etc.Brain training computer programs designed to help people with APD learn more effective ways to process language.Brain training techniques that rely on the brain's own ability to improve processing skills.Speech-language therapy with a focus on auditory training.The results also suggest that performance on behavioral APD tests may be strongly influenced by the child's language levels.Īcoustic reflexes Auditory brainstem responses Auditory processing disorder Children Cognitive skills Diagnostic audiology.Ĭopyright © 2013 Elsevier Ireland Ltd. Physiologic test measures, including acoustic reflex and auditory brainstem response tests, are important indicators of auditory function and may be the only indication of a problem. Results of this study suggest that a purely behavioral test battery may be insufficient to accurately identify all children with auditory processing disorders. Auditory brainstem responses and acoustic reflex thresholds were often abnormal in both groups of children. The groups of children performed similarly on intelligence measures but the children with an APD diagnosis tended to perform more poorly on other cognitive measures. Standardized tests that examined intelligence, academic achievement, language, phonology, memory and attention, and objective tests auditory function included crossed and uncrossed acoustic reflex thresholds and auditory brainstem responses (ABR) were also administered to each child.įorty of the children received an APD diagnosis based on the 5 behavioral tests and 23 did not. Parents/guardians completed surveys about the child's auditory and attention behavior while children completed an audiologic examination that included 5 behavioral tests of auditory processing ability. ![]() Participants were 63 children, 7-17 years of age, who reported listening difficulties in spite of normal hearing thresholds. The present study used a repeated measures design to examine the relationship between a clinical APD diagnosis achieved with behavioral tests used in many clinics, cognitive abilities measured with standardized tests of intelligence, academic achievement, language, phonology, memory and attention and measures of auditory neural integrity as measured with acoustic reflex thresholds and auditory brainstem responses. Auditory processing disorder (APD) in children has been reported and discussed in the clinical and research literature for many years yet there remains poor agreement on diagnostic criteria, the relationship between APD and cognitive skills, and the importance of assessing underlying neural integrity.
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