Hostname: page-component-848d4c4894-8bljj Total loading time: 0 Render date: 2024-06-16T11:18:50.908Z Has data issue: false hasContentIssue false
  • English
  • Français

Auditory processing disorders in children with learning disabilities

Published online by Cambridge University Press:  16 April 2020

V. Iliadou ,
S. Kaprinis ,
K. Apalla ,
A. Kritsi ,
V. Bizeli  and
D. Kandylis
V. Iliadou
Affiliation:
Clinical Psychoacoustics Laboratory, Third Psychiatric Department, Aristotle University of Thessaloniki, Thessaloniki, Greece
S. Kaprinis
Affiliation:
Clinical Psychoacoustics Laboratory, Third Psychiatric Department, Aristotle University of Thessaloniki, Thessaloniki, Greece
K. Apalla
Affiliation:
Clinical Psychoacoustics Laboratory, Third Psychiatric Department, Aristotle University of Thessaloniki, Thessaloniki, Greece
A. Kritsi
Affiliation:
Third Psychiatric Department, Neuroscience Division, Aristotle University of Thessaloniki, Thessaloniki, Greece
V. Bizeli
Affiliation:
Third Psychiatric Department, Neuroscience Division, Aristotle University of Thessaloniki, Thessaloniki, Greece
D. Kandylis
Affiliation:
Third Psychiatric Department, Neuroscience Division, Aristotle University of Thessaloniki, Thessaloniki, Greece

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Background and aims:

Auditory Processing Disorder (APD) is defined as a disorder in recognition, discrimination, separation, grouping, localisation or ordering of sounds.AP evaluation of children with learning disorders has two goals:1) to rule out an auditory processing disorder (APD) as a contributing factor for impaired cognition and 2) to diagnose APD in children with learning disabilities, in order to ensure appropriate remediation.

Methods:

46 children were evaluated for Auditory Processing Disorders. 40 of them were fully assessed in 2 sessions each. 6 were lost to follow-up. We applied the: a) Peripheral hearing testing: Otoscopy, PTA, Speech audiometry b) AP battery:, Speech in noise, Duration Pattern Sequence (DPS), Pitch Pattern Sequence (PPS), Random GAP. C) Speech in noise: normative data from our lab. D) DPS,PPS, Random GAP: Standardized tests (Auditec, St. Louis). E) Learning Disability battery: WISC-III, Language tests (phonemic synthesis, non-words).

Results:

22 (of 40) 55% are diagnosed with Auditory Processing Disorders (at least 1 of the AP tests is pathological.) All 22 children with APD are already receiving appropriate treatment according to their auditory processing deficits and are being followed up for their progress. APD management strategies include: 1. Signal enhancement strategies 2. Specific Auditory Training 3.Linguistic, cognitive, metacognitive and educational strategies

Conclusions:

Identification of underlying specific auditory deficits in the heterogeneous group of LD children may indicate what remedial action is appropriate, since appropriate management of the auditory processing deficits may lead to improved auditory as well as reading skills.

Type
Poster Session 2: Organic Mental Disorders and Memory and Cognitive Dysfunctions
Information
European Psychiatry , Volume 22 , Issue S1: 15th AEP Congress - Abstract book - 15th AEP Congress , March 2007 , pp. S301
Copyright
Copyright © European Psychiatric Association 2007
Submit a response

Comments

No Comments have been published for this article.