![]() The ABR gives brainstem-information, chiefly. ![]() MLR and LLR especially give information about the central processing areas of the brain. Auditory Brainstem Response (ABR), Middle Latency Response(MLR), and Long Latency Response(LLR) testing tell us about the area between the VIII cranial nerve end and the temporal (auditory) cortex. Physiological measures can yield valuable information regarding CAPD, and is especially useful to convince sceptics. These yield valuable insights into the significance of the APD in the individual’s functioning. the Staggered Spondaic Words test (SSW).immittance audiometry, acoustic impedance, & reflex thresholds.word discrimination and speech reception threshold.This is especially important when a hearing loss is evident The pure-tone threshold assessment is the standard beginning, and in audiological procedures, other assessments may follow, e.g.: The audiologist may be one of the first professionals called in to assess the difficulty. The aim of attempting to identify APD is to find out to what extent it handicaps or restricts the person. Drs Northern and Downs (1991) state that this effect is especially severe if the fluctuating hearing loss occurred in the first year and a half of life! A threshold shift of 15 dB is significant as a handicapping loss for a young child, even if it is a unilateral loss. The term Central APD (CAPD) is often used to emphasise that the disorder is in the brain’s ability to “work with” sound, and not in the ear’s ability to receive sound.Ĭhildren with a fluctuating hearing loss (as a result of recurrent ear-infections ) are considered to be at-risk for language, speech and learning problems. Whether the condition is inflammatory, infectious, or whether there is simply an a-symptomatic effusion, the conductive hearing loss associated with this condition has, in many cases, a lasting effect on the Central Nervous System(CNS) organisation of AP. This condition (O-M) is now known not to be the benign condition it was once believed to be. The incidence of conductive hearing loss is high in pre-school and primary-school-age children, due to the prevalence of otitis media(O-M) in this population. All these behaviours can be the direct result of APD, and proper identification and information can remove the stigma as staff, parents and the child better understand the problem. In addition, these children have often come to the notice of school staff in a negative way – being at the centre of disturbances, for inappropriate and rude behaviour, for disobedience. listening against a noisy background (refer to the IELP Auditory Problems Checklist ,1997).These children and adults have problems with In addition, these children may demonstrate other characteristics Orton (1964) and Sawyer (1981), Bannantyne (1969) Tomatis (1954), and Tallal (1976), are among the many who investigated this link. learning disability, cerebral palsy, Down syndrome, and so on.ĪPD has been associated with specific learning disabilities/ dyslexia since 1932 (Monroe). Any other condition may coexist with APD, e.g. This in-ability can lead to scholastic underachievement.Īn AP disorder is likely to have personal and social impacts as well.ĪPD may be present in a mild form, or in a severe form.ĪPD may be present together with a hearing loss, and also without the presence of a hearing loss. ![]() “An AP problem is present when a person is not able to make full use of the heard signal” (Katz). differentiated (including background / foreground separation).attended to (auditory awareness and vigilance).Once the ear has heard a sound (audition), before it can be understood (conceptualisation), the input must be Jack Katz defines AP as “ What we do with what we hear”. However, the demand for services is on the increase, and FST / AIT practitioners are becoming more and more aware that their intervention could have a significant impact in this area, as the focus of our attention broadens to include more than just hyperacusis and peaks in the hearing test. Speech therapists and audiologists have gained the use of more sophisticated assessment tools, but are for the most part uneasy about involvement with this topic for a variety of reasons. The subject of auditory processing is still a controversial one, with most professional service providers and diagnosticians being uninformed on the matter. ![]() Central Auditory Processing Disorder by Rosalie Seymour Introduction ![]()
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