Hearing processing8/9/2023 ![]() ![]() However, the CNS is vast and also is responsible for functions such as memory, attention, and language, among others. In its very broadest sense, APD refers to how the central nervous system (CNS) uses auditory information. The purpose of this article is to clarify some of these key issues so that readers are better able to navigate the jungle of information available on the subject in professional and popular literature today. As a result, there are some who question the existence of APD as a distinct diagnostic entity and others who assume that the term APD is applicable to any child or adult who has difficulty listening or understanding spoken language. The term auditory processing often is used loosely by individuals in many different settings to mean many different things, and the label APD has been applied (often incorrectly) to a wide variety of difficulties and disorders. Unfortunately, this increase in awareness has resulted in a plethora of misconceptions and misinformation, as well as confusion regarding just what is (and isn't) an APD, how APD is diagnosed, and methods of managing and treating the disorder. Specific recommendations are given for ways the teacher can help the child as well as programs that are commercially available to improve the auditory deficits.In recent years, there has been a dramatic upsurge in professional and public awareness of Auditory Processing Disorders (APD), also referred to as Central Auditory Processing Disorders (CAPD). The areas of auditory deficits are identified and the effects of these deficits upon reading, spelling, memory and overall learning are determined. In summary, the auditory processing evaluation consists of a variety of tests that measure whether the child has the necessary auditory skills for learning. Tests are given to measure the child's ability to associate sounds with their written symbols, sound out words, analyze the placement of sounds within words and spell words phonetically. In addition to determining whether the child has the necessary auditory skills for learning, the auditory processing test battery also measures the child's ability to use auditory skills for reading and spelling. ![]() By "stressing" the auditory pathways, information is obtained about the individual's ability to recognize the differences in words, fill in missing parts of words, blend sounds together to form words, understand speech in background noise and remember what is said for following directions and retaining academic concepts presented in the classroom. A normal auditory processing mechanism is able to handle mild distortions of the speech signal while those with central auditory processing problems are unable to do so. ![]() The "stress" may result from fusion of auditory information, such as presenting part of one word in one ear and part of the word in the other ear, requiring the auditory system to fuse auditory information. ![]() The "stress" may also be caused by the addition of information, such as adding background noise. The "stress" may result from deletion of auditory information, such as omitting sounds within words. The "stress" is created by an altered type of speech signal, making the auditory pathways work harder. In order to determine this, the auditory pathways are "stressed". In order to determine whether a child has the necessary auditory skills for learning, a variety of tests are administered to determine whether the auditory processing pathways are functioning properly. If auditory deficits are present, they are specified and their effects upon reading, spelling and overall learning are identified. An auditory processing evaluation measures whether a child has the necessary auditory skills for learning. ![]()
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