Central auditory processing disorder in school-aged children: a critical review.
The rationale to evaluate for central auditory processing disorder (CAPD) in school-aged children is based on the assumption that an auditory-specific perceptual deficit underlies many learning problems including specific reading and language disabilities. A fundamental issue in this area is whether...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 41; no. 2; pp. 355 - 374 |
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| Autores principales: | , |
| Formato: | review Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Apr1998
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107295057&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107295057 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Apr1998 vid: 41 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 107295057 107295057 1998069567 10.1044/jslhr.4102.355 NLM9570588 107295057 ppf: 355 ppct: 19 formats: fmt: @attributes: type: T tig: atl: Central auditory processing disorder in school-aged children: a critical review. aug: au: Cacace AT McFarland DJ affil: Division of Otolaryngology, Departments of Surgery and Neurology, Albany Medical College, 47 New Scotland Avenue, Albany, NY 12208-3479. E-mail: anthony_cacace@ccgateway.amc.edu sug: subj: Hearing Loss, Central Diagnosis Learning Disorders In Infancy and Childhood Dyslexia In Infancy and Childhood Deglutition Disorders In Infancy and Childhood Attention Deficit Hyperactivity Disorder In Infancy and Childhood Otitis Media In Infancy and Childhood Child, Preschool Child Sensitivity and Specificity Speech and Language Assessment Hearing Tests Language Tests Child, Preschool: 2-5 years Child: 6-12 years ab: The rationale to evaluate for central auditory processing disorder (CAPD) in school-aged children is based on the assumption that an auditory-specific perceptual deficit underlies many learning problems including specific reading and language disabilities. A fundamental issue in this area is whether convincing empirical evidence exists to validate this proposition. Herein, we consider the issue of modality specificity by examining the extent to which reading, language, and attention disorders in school-aged children involve perceptual dysfunctions limited to a single sensory modality. Difficulty in validating CAPD as a diagnostic label is due in large part to use of the unimodal inclusive framework, which has biased the diagnosis to favor sensitivity of test results over documenting the specificity of the deficit. Indeed, empirical research documenting modality-specific auditory-perceptual dysfunction in this population is scarce. Therefore, the existing literature on this topic has not clarified the 'true' nature of the problem, and has left many questions about this disorder unanswered. It is argued that demonstrating modality specificity is one way to rule out supramodal disorders as explanations for observed dysfunction. Multimodal perceptual testing is one logical approach to help clarify this area of investigation. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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