Auditory Processing Disorders In Children Research Articles

Two-year Prevalence of Central Auditory Processing Disorders in Children

Two-year Prevalence of Central Auditory Processing Disorders in Children

Normative values for tests of central auditory processing disorder in children aged from 6 to 12 years old

IntroductionCentral auditory processing disorders (CAPD) can significantly affect the daily functioning of a child, and the first step in determining whether rehabilitation procedures are required is a proper diagnosis. Different guidelines for making diagnoses have been published in the literature, and in various centers normative values for psychoacoustic tests of CAPD have been used internally. The material presented in this paper is based on more than 1000 children and is the largest collection so far published. The aim of this study is to present normative values for tests assessing CAPD in children aged 6 to 12 years, divided by age at last birthday. MethodWe tested 1037 children aged 6 to 12 years who were attending primary schools and kindergartens. The criteria for inclusion were a normal audiogram, intellectually normal, no developmental problems, and no difficulties in auditory processing. To evaluate auditory processing all children were given three tests on the Senses Examination Platform: the Frequency Pattern Test (FPT), Duration Pattern Test (DPT), and Dichotic Digit Test (DDT). ResultsThe results from 1,037 children allowed us to determine normative values for FPT, DPT, and DDT in seven different age groups (6 through to 12 years). We developed a newapproach, based on quantile-based norms, to determine normative values in each group. Three categories – average, below-average, and above-average – allow for a broader but more realistic interpretation than those used previously. We compare our results with published standards. ConclusionsOur study is the largest normative database published to date for CAPD testing, setting a standard for each child by age in years. We used the Senses Examination Platform, a universal tool, to unify standards for the classification of CAPD. Our study can serve as a basis for the development of a Polish model for the diagnosis of CAPD.

Auditory Processing and Speech-Sound Disorders.

Speech-sound disorders (SSD) have been linked to auditory processing difficulties, and auditory processing disorders (APD) have been related to phonological awareness and literacy development. To this date, there has not been a systematic literature review investigating the results of psychophysiology and language assessments related to SSD and APD in children. The literature search was conducted in PubMed, Medline EBSCO, and Scopus to identify studies with children diagnosed/suspected of having APDs and SSDs. The quality of methodology in the selected articles was evaluated with the Newcastle Ottawa Scale. Seven out of 378 relevant studies met the selection criteria. The findings were summarized for children with SSD and APD based on (a) metalinguistic and literacy skills, (b) cognitive abilities, and (c) temporal processing abilities. Three articles indicated that children with APD and SSD exhibit lower temporal task accuracy and reaction time. In two studies, children with SSD exhibited lower scores in discrimination, sequencing, and recall of brief stimuli in rapid succession. This review revealed associations between SSD severity and APD that may underline low performance in metalinguistic skills. Diagnostic assessments have been proposed based on the review to adequately identify children with SSD and APD and provide useful information for more suitable intervention.

Auditory processing disorder: an online survey of hearing healthcare professionals’ knowledge and practices

Objective To investigate (1) the current level of awareness and knowledge on Auditory Processing Disorder (APD) among Audiologists and other hearing healthcare professionals; (2) current practices in screening, diagnosis, and management of APD in children and adults across the UK; (3) professional’s acceptance of APD assessment and diagnosis. Design An online survey was disseminated through the British Academy of Audiology and ENT UK. Study sample A total of 191 hearing healthcare professionals responded to the survey. Results Overall, while 63% of the respondents considered themselves to be adequately informed about APD, only 4% viewed themselves as very informed on the topic. Fewer than half of the respondents report screening (31%), diagnosing (14%), or managing (36%) cases of APD. For screening APD, professionals most commonly use auditory processing tests in adults and take case histories in children, whereas routine audiological procedures are the primary method for diagnosing APD in both adults and children. Although modifying the listening environment is a widely recommended management strategy for APD, half of the respondents indicated that a diagnosis of APD has no implications for patient management. Conclusions There is a critical need to promote APD-related training to ensure they can provide appropriate referrals and management.

Using machine learning to assist auditory processing evaluation

IntroductionApproximately 0.2–5% of school-age children complain of listening difficulties in the absence of hearing loss. These children are often referred to an audiologist for an auditory processing disorder (APD) assessment. Adequate experience and training is necessary to arrive at an accurate diagnosis due to the heterogeneity of the disorder.ObjectivesThe main goal of the study was to determine if machine learning (ML) can be used to analyze data from the APD clinical test battery to accurately categorize children with suspected APD into clinical sub-groups, similar to expert labels.MethodsThe study retrospectively collected data from 134 children referred for ADP assessment from 2015 to 2021. Labels were provided by expert audiologists for training ML models and derived features from clinical assessments. Two ensemble learning techniques, Random Forest (RF) and Xgboost, were employed, and Shapley Additive Explanations (SHAP) were used to understand the contribution of each derived feature on the model's prediction.ResultsThe RF model was found to have higher accuracy (90%) than the Xgboost model for this dataset. The study found that features derived from behavioral tests performed better compared to physiological test features, as shown by the SHAP.ConclusionThe study aimed to use machine learning (ML) algorithms to reduce subjectivity in audiological assessments used to diagnose APD in children and identify sub-groups in the clinical population for selective interventions.SignificanceThe study suggests that this work may facilitate the future development of APD clinical diagnosis software.

Auditory processing disorders in children – diagnosisand management

Introduction: Auditory Processing Disorders (APD) is a syndrome characterized by impairment of the perception of soundsverbal and non-verbal ones, and weakening cognitive abilities such as auditory attention and auditory memory. This symptoms occur despite correct functioning of the peripheral part of the organ of hearing. Aim: A review of the current literature on diagnostic criteria of APD and its subtypes, clinical symptoms in children, diagnostic procedures and methods and therapeutic interventions. Methods: The study was based on the guidelines of the British Audiological Society (BSA), the guidelines of the American Speech, Language and Hearing Society (ASHA) as well as a literature review in the PubMed database. Results: APD is divided into developmental (without an established cause), acquired (with an established cause) and secondary (a consequence of long-term peripheral hearing loss). Symptoms that indicate the likelihood of APD in schoolaged children include: poor school performance, problems with learning to read and write and understanding speech, difficulties in repeating and remembering information given by hearing and maintaining attention on the spoken word. APD diagnosis should be made by a specialist in audiology and phoniatrics based on a full battery of tests and consultations with a speech therapist, psychologist and pedagogue. The set of behavioral diagnostic tests should include both verbal and non-verbal tests, from at least three groups of tests: dichotic (e.g. dichotic digit test; DDT), evaluating temporal aspects of hearing (e.g. Frequency Pattern Test; FPT and Duration Pattern Test; DPT ) and low redundancy speech tests. The diagnosis can be made when the child is at least 7 years old, the result is below the norm in at least two tests evaluating different auditory processes and the child has previous been excluded from intellectual disability and autism spectrum disorders. The therapeutic procedure is based on active auditory training, specific for the deficit shown in the tests. It is important to improve the acoustic environment at school (FM systems) and to treat comorbidities. Conclusions: Diagnostics and therapy of APD requires a highly qualified team of specialists and should be carried out in centers specially prepared for this purpose.

Study of the Effect of Minimal Sensorineural Hearing Loss on the Central Auditory Processing in Children: A Pilot Study.

Hearing loss is a main cause of poor auditory, academic, and social performance especially in children. This study aimed to find out the relationship between minimal hearing loss (sensorineural or conductive) and the central auditory processing disorders in children. A cross-sectional study was conducted to compare the probability of having central auditory processing disorder in 159 children diagnosed with minimal sensorineural hearing loss and hearing loss caused by otitis media with effusion aged (6-7years old) in 4 primary schools in Damascus Syria, and 155 children with normal hearing of the same age group using the children's auditory performance scale (C.H.A.P.S). A remarkable statistical difference was found between the two groups with higher scores of C.H.A.P.S scale in the minimal hearing loss group (P value = 0.000 < 0.05). The difference involved all the sub-scales of the C.H.A.P.S scale, which indicates that minimal hearing loss in children can be considered as one important predisposing factor for central auditory processing disorders.

The effect of ventilation tube insertion in central auditory processing disorders in children with otitis media with effusion.

Otitis media with effusion is one of the most common diseases among children. The purpose of this research is to investigate whether the resolvement of conductive hearing loss from the insertion of a ventilation tube also improves central auditory processing disorders in children with otitis media with effusion. In this cross-sectional study, 20 children between 6 and 12 years old were diagnosed with otitis media with effusion and 20 normal children were included in the study. The central auditory processing status was evaluated in all patients before ventilation tube insertion and after six months by Speech Discrimination Score, Speech Reception Threshold, Words-in-Noise, Speech in Noise, Consonant Vowel in Noise tests, and the results were compared. The mean score of Speech Discrimination Score and Consonant Vowel in Noise tests in the control group were significantly higher than the patient group before ventilation tube insertion and after surgery, in the patient group, the mean scores increased significantly. The mean scores of the Speech Reception Threshold, Words-in-Noise, and Speech in Noise tests in the control group were significantly lower than the patient group before ventilation tube insertion and after the operation, in the patient group, the mean scores significantly decreased. After VT insertion, these tests were close to the control group. Restituting normal hearing by ventilation tube treatment improves central auditory abilities as shown in speech reception, speech discrimination, the ability to hear, the ability to recognize monosyllabic words, and the power of speech in the presence of noise.

Does Evidence Inform Intervention by Professionals? Reporting on Research into Auditory Stimulation for Auditory Processing Disorders in Children with ASD and Related Disorders

Since the 1980’s there has been an acceleration of interest by neuroscientists in the Auditory Problems of Children with Autism Spectrum Disorder (ASD). The focus of study has largely shifted from attempting a differential diagnosis between the symptoms of ASD and of Auditory Processing Disorder (APD), towards an improved understanding of APD and its impact on the lives and wellness of people with this disorder. A large amount of research data has accumulated, and sheds light on the manner in which auditory brain potentials of children with ASD differ from those of the neurotypical learner. This article will offer a summarised overview of this data, and will discuss how this body of evidence is informing and directing our intervention strategies, both clinical and educational. The author will further summarise the most recently published research papers on the impact of Auditory Integration Training (AIT)– the Bérard Method (also named Filtered Sound Training - FST), The statistical significance and implications of this data for the planning of intervention programmes to remediate auditory problems of children with ASD will be discussed. In conclusion some new insights into the breadth of the impact of auditory processing problems on the social, emotional, learning, language and well-being of children with ASD will be mentioned. (208 words)

Cost-Effectiveness of Screening Preschool Children for Hearing Loss in Australia.

While all newborns in Australia are tested for congenital hearing loss through universal newborn hearing screening programs, some children will acquire hearing loss in their first five years of life. Delayed diagnosed or undiagnosed hearing loss in children can have substantial immediate- and long-term consequences. It can significantly reduce school readiness, language and communication development, social and emotional development, and mental health. It can also compromise lifetime educational achievements and employment opportunities and future economic contribution to society through lost productivity. The need for a universal hearing screening program for children entering their first year of primary school has been noted in two separate Australian Government hearing inquiries in the last decade. Sound Scouts is a hearing screening application (app) that tests for hearing loss in children using a tablet or mobile device, supervised by parents at home. It tests for sensorineural or permanent conductive hearing loss and central auditory processing disorder in children. In 2018 the Australian Government funded the roll-out of Sound Scouts to allow up to 600,000 children to test their hearing using Sound Scouts. This study estimated the cost-effectiveness of screening 5-year-old children for hearing loss using Sound Scouts at home, compared with no screening. A decision-analytic model was developed to estimate the incremental costs and quality-adjusted life years (QALYs) of administering Sound Scouts over a 20-year time horizon. Testing accuracy was based on comparing Sound Scouts test results to clinical test results while other parameters were based on published data. Costs were estimated from the perspective of the Australian health care system. Univariate and probabilistic sensitivity analyses were undertaken. Sound Scouts is estimated to result in an average incremental cost of A$61.02 and an average incremental increase in QALYs of 0.01. This resulted in an incremental cost-effectiveness ratio of A$5392 per QALY gained, which is likely to be considered cost-effective by Australian decision makers. Screening with Sound Scouts was found to have a 96.2 per cent probability of being cost-effective using a threshold of A$60,000 per QALY gained. Using Sound Scouts to screen five-year-old children for hearing loss (at home) is likely to be cost-effective. Screening children using Sound Scouts will result in early identification and intervention in childhood hearing loss, thereby reducing early childhood disadvantage through cumulative gains in quality of life, education, and economic outcomes over their lifetime.

Auditory processing disorder in children: the value of a multidisciplinary assessment.

Auditory processing disorder (APD) may affect 0.2-5% of the paediatric population. The diagnosis of APD remains difficult because of polymorphic symptoms possibly entangled with other difficulties. The purpose of this study was to evaluate a new multi-disciplinary assessment in the French language. The battery of tests was composed of: (a) APD targeted speech assessment: speech perception in noise, a dichotic test, temporal processing tests (patterns); (b) Psychometric assessment: sustained auditory attention, sustained visual attention, evaluation of cognitive functions; (c) phonemic identification and discrimination; (d) ENT examination, tonal and vocal audiometry and ABR recordings. The diagnosis was made if two of the targeted speech tests were 2 standard deviations (SDs) below the mean or if only one of the tests was 3 SDs below. The auditory attention tests, as well as the phonemic identification and discrimination tests were complementary to the diagnostic battery. However, they did not allow for the diagnosis of APD. 50 children suspected of APD benefited from this protocol, and 12 were excluded from the study. A diagnosis of APD was confirmed in 17 children (45%). 59% of the patients had associated disorders. The most effective tests for diagnosing APD were dichotic testing (p = 0.001) and pattern recognition (frequency, p = 0.001). The sustained auditory attention test (p = 0.01) and the phonemic identification and discrimination test reinforced the diagnosis of APD. It seems important to evaluate children suspected of APD with a multi-disciplinary protocol. It makes it possible to diagnose APD children, but also to identify attentional difficulties and cognitive disorders that may be associated.

Association between autism spectrum disorder and changes in the central auditory processing in children.

To verify the scientific evidence on the association between Autistic Spectrum Disorder and Central Auditory Processing Disorder in children, aiming to answer the following research question: What is the association between Autistic Spectrum and Alteration of Auditory Processing in Children? Studies were chosen through the combination based on the Medical Subject Heading Terms (MeSH): [(auditory processing) and (children) and (autism) and (neurological disorders)]. The MEDLINE (PubMed), LILACS, and SciELO databases were used. The analyzed papers covered a ten-year period, from 2010 to 2020. We selected descriptive, cross-sectional, cohort, and case studies. We evaluated the quality of the papers, which had a minimum score of six in the modified scale of the literature. 126 papers were retrieved after the exclusion phase, and 17 of them followed the inclusion criteria. Only two papers answered the guiding question with audiological results. Patients diagnosed with autistic spectrum disorder may have disturbance central auditory processing, considering that changes were found both in absolute and interpeak latencies in the brainstem evoked response audiometry, as well as in latency and laterality of the N1c wave amplitude. In addition, there were changes in the assessment behavioral auditory processing. Thus, disturbance central auditory processing is common in children with autistic spectrum disorder.

Can Evidence Inform Intervention? Reporting on Research into Auditory Processing Disorders in Children with ASD- Considering Whether Research Into Auditory Integration Training and Filtered Sound Training Has Relevance

Since the 1980’s there has been an acceleration of interest by neuroscientists in the Auditory Problems of Children with Autism Spectrum Disorder (ASD). The focus of study has largely shifted from attempting a differential diagnosis between the symptoms of ASD and of Auditory Processing Disorder (APD), towards an improved understanding of APD and its impact on the lives and wellness of people with this disorder. A large amount of research data has accumulated, and sheds light on the manner in which auditory brain potentials of children with ASD differ from those of the neurotypical learner. This article will offer a summarised overview of this data, and will discuss how this body of evidence is informing and directing our intervention strategies, both clinical and educational. The author will further summarise the most recently published research papers on the impact of Auditory Integration Training (AIT)– the Bérard Method (also named Filtered Sound Training - FST), The statistical significance and implications of this data for the planning of intervention programmes to remediate auditory problems of children with ASD will be discussed. In conclusion some new insights into the breadth of the impact of auditory processing problems on the social, emotional, learning, language and well-being of children with ASD will be mentioned.

Can Evidence Inform Intervention? Reporting on Research into Auditory Processing Disorders in Children with ASD- Considering Whether Research Into Auditory Integration Training and Filtered Sound Training Has Relevance

Since the 1980’s there has been an acceleration of interest by neuroscientists in the Auditory Problems of Children with Autism Spectrum Disorder (ASD). The focus of study has largely shifted from attempting a differential diagnosis between the symptoms of ASD and of Auditory Processing Disorder (APD), towards an improved understanding of APD and its impact on the lives and wellness of people with this disorder. A large amount of research data has accumulated, and sheds light on the manner in which auditory brain potentials of children with ASD differ from those of the neurotypical learner. This article will offer a summarised overview of this data, and will discuss how this body of evidence is informing and directing our intervention strategies, both clinical and educational. The author will further summarise the most recently published research papers on the impact of Auditory Integration Training (AIT)– the Bérard Method (also named Filtered Sound Training - FST), The statistical significance and implications of this data for the planning of intervention programmes to remediate auditory problems of children with ASD will be discussed. In conclusion some new insights into the breadth of the impact of auditory processing problems on the social, emotional, learning, language and well-being of children with ASD will be mentioned.

Screening of auditory processing disorder in children with learning disabilities using the Persian version of the auditory processing domains questionnaire

Background and Aim: Auditory processing dis­order (APD), as a sensory processing defect, can be comorbid with other disorders such as lear­ning disability (LD). LD has shown a greater likelihood of comorbidity with APD. Therefore, the deficits associated with APD needs to be identified in children with LD. Given the high likelihood of APD comorbidity in children with LD, this study aimed to screen for APD in 8−12-year-old children with LD using the Persian auditory processing domains questio­nnaire (APDQ-P).&#x0D; Methods: In this cross-sectional study, APDQ-P was administered on 250 normal children with a mean (SD) age of 10 (1.48) years old (153 girls and 97 boys), and 110 children with LD with a mean (SD) age of 9 (1.92) years old (40 girls and 61 boys). After obtaining the cut-off point, the scores of the two groups were compared by a t-test in 5 age categories. Finally, we calculated the number of children with suspected APD using APDQ-P.&#x0D; Results: There was a significant difference bet­ween the scores of LD and normal group in all subscales including auditory processing, language and attention. About 75% of LD chil­dren failed in auditory processing, 86% in atten­tion skills, and 82% in language skills.&#x0D; Conclusion: A significant proportion of children with LD were suspected of APD, which could be indicative of a high likelihood of comorbidity  of APD in children with LD. More accurate iden­tification of the degree and type of APD in  these children requires central auditory diagno­stic tests.&#x0D; Keywords: Questionnaire; auditory processing disorder; screening; learning disability&#x0D;  

Teachers’ opinions regarding the symptoms of central auditory processing disorder in children with reading and writing difficulties

Central Auditory Processing Disorder (CAPD) refers to difficulties in perceptual processing of auditory information. It is a difficulty experienced by a person whose pure tone hearing, intelligence, and language abilities are within the appropriate age norms. In children with CAPD, difficulty in spelling and reading loudly can also be observed. Symptom scales (or questionnaires) are required to determine the presence of CAPD-like symptoms. If risks are found in the scales, the children are referred for diagnosis. The study reported on here aimed to investigate whether CAPD symptoms were underlying to reading and writing difficulty. Eight state schools were randomly selected. The questionnaire evaluating the presence of the CAPD symptoms was answered by 32 teachers for 328 children in total. While the children without reading and writing difficulty did not have CAPD indications, the probability of having CAPD was significantly higher in the children with reading and writing difficulties (p < 0.001). When gender effect was examined, a higher CAPD symptom score was found in males. As a result of the 18-item questionnaire, it was detected that children with CAPD symptoms had a significant disadvantage in reading and writing compared to children who did not have these symptoms. Children with CAPD symptoms should be referred for diagnosis if the CAPD indications are identified. Keywords: central auditory processing disorder; initial reading and writing skills; reading and writing difficulties; reading and writing difficulty questionnaire

Impact of Temporal Lobe Epilepsy on Central Auditory Processing in Children

Background: Anatomical and functional integrity of the auditory pathways, from peripheral to central structures, is essential for proper processing of auditory stimuli and a satisfactory development of language, speech, and learning. Neurological disorders, such as epilepsy, are one of the possible causes of central auditory disorders. Objective: The aim of the current work was to study the effect of temporal lobe epilepsy on auditory temporal resolution ability in children. Patients and methods: Thirty children suffering from temporal lobe epilepsy, with age ranged from 12 to 16 years, were included in this study. Also, 10 apparently healthy children with age and gender matched with the study group were taken as a control group. All children were subjected to full history taking, clinical examination, cognitive and basic audiological evaluation. Also, questionnaire for central auditory processing disorders in children was applied and assessment of temporal resolution ability using Gaps In Noise (GIN) test. Results: Children with temporal lobe epilepsy had significantly increased gap detection threshold (GDTh) values, and lower percentage of correct gap detection than control group. 86.7% of epileptic children demonstrated abnormal scores for approximate GIN threshold (gap detection threshold above 6 msec, with sensitivity and specificity of 80% and 100% for right ear and 86% and 100% for left ear. Conclusion: Temporal resolution deficit is a comorbidity in children with temporal lobe epilepsy and is increased with longer duration of epilepsy. Impairment was not affected by age, gender, medications or duration of treatment. Also, there was no significant difference between both ears in GIN test, reflecting no laterality effect.

Impact of Temporal Lobe Epilepsy on Central Auditory Processing in Children

Background: Anatomical and functional integrity of the auditory pathways, from peripheral to central structures, is essential for proper processing of auditory stimuli and a satisfactory development of language, speech, and learning. Neurological disorders, such as epilepsy, are one of the possible causes of central auditory disorders. Objective: The aim of the current work was to study the effect of temporal lobe epilepsy on auditory temporal resolution ability in children. Patients and methods: Thirty children suffering from temporal lobe epilepsy, with age ranged from 12 to 16 years, were included in this study. Also, 10 apparently healthy children with age and gender matched with the study group were taken as a control group. All children were subjected to full history taking, clinical examination, cognitive and basic audiological evaluation. Also, questionnaire for central auditory processing disorders in children was applied and assessment of temporal resolution ability using Gaps In Noise (GIN) test. Results: Children with temporal lobe epilepsy had significantly increased gap detection threshold (GDTh) values, and lower percentage of correct gap detection than control group. 86.7% of epileptic children demonstrated abnormal scores for approximate GIN threshold (gap detection threshold above 6 msec, with sensitivity and specificity of 80% and 100% for right ear and 86% and 100% for left ear. Conclusion: Temporal resolution deficit is a comorbidity in children with temporal lobe epilepsy and is increased with longer duration of epilepsy. Impairment was not affected by age, gender, medications or duration of treatment. Also, there was no significant difference between both ears in GIN test, reflecting no laterality effect.

Auditory processing disorders in incarcerated youth: A call for early detection and treatment

BackgroundNumerous reports have linked language impairment, academic underachievement, and attention disorder to misbehavior in adolescence. Recent studies have found an association between deficits in hearing and auditory processing and involvement in the juvenile justice system. In fact, the existence of an auditory processing disorder (APD) is a risk factor for adolescent delinquency even in the presence of normal hearing. The nexus between APD, low academic achievement and offending behavior in teens has prompted recommendation for early screening of school children for abnormalities in auditory processing. Using a variety of diagnostic tools, investigators have found an increase in the frequency of APD in cohorts of confined youthful offenders. The present investigation evaluates the prevalence of APD in a group of incarcerated youth residing in a detention center. MethodsA total of 52 incarcerated adolescents (8 females and 44 males; age range 13–20 (M = 16.0), residing at a juvenile detention center in Pittsburgh, Pennsylvania and determined to have normal auditory acuity were included in the study. All participants were screened for APD using two dichotic listening tests, the Randomized Dichotic Digits Test (RDDT) and the Dichotic Words Test (DWT), evaluative modalities to identify deficits in auditory processing. The prevalence of APD in the study group was compared to previously published normative data for non-offending age-matched youth. ResultsOn the RDDT, 23.1% of participants demonstrated normal auditory processing, while 77% had abnormal test results. On the DWT, 75% of subjects exhibited normal auditory processing, while the scores were abnormal for 24.9%. When the results of the RDDT and the DWT were combined to establish a pattern for the purpose of interpreting a deficit, 21.1% of the participants produced results that were within normal limits, while 17.3% qualified for a diagnosis of APD, with abnormal results on both tests. Previous studies have estimated the prevalence of auditory processing disorder in the general adolescent population as being between 2% and 7%. ConclusionsThis study found a higher prevalence of auditory processing disorder in a cohort of incarcerated youth compared with age-matched controls. Diagnostic screening protocols that identify at-risk children have been developed, as have effective therapies to improve auditory processing function. Teachers, pediatricians and psychologists should consider APD in children and adolescents with behaviors that may increase their risk for juvenile justice involvement. Studies on optimal timing and strategies for assessing and treating APD in children and adolescents are needed, including youth caught up in the juvenile justice system.

Central Auditory Processing Disorder in Children

Central Auditory Processing Disorder in Children