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Related Experiment Video

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Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities
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Published on: January 29, 2014

[Sequential information processing in children with and without auditory processing disorder].

C Kiese-Himmel1, M Reeh

  • 1Phoniatrisch/Pädaudiologische Psychologie an der Abt. Medizinische Psychologie und Medizinische Soziologie, Universitätsmedizin Göttingen, Waldweg 37, 37073, Göttingen, Deutschland. ckiese@med.uni-goettingen.de

HNO
|June 26, 2009
PubMed
Summary
This summary is machine-generated.

Children with auditory processing disorders (APD) may have a primary auditory sequential processing deficit, even with normal visual sequential processing skills. This suggests APD is not solely a unimodal auditory impairment.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Speech and Hearing Sciences

Context:

  • Auditory Processing Disorder (APD) is often considered a unimodal auditory impairment, but its nature remains controversial.
  • Sequential processing abilities are crucial for language and cognitive development in children.
  • Understanding the modality of APD deficits is essential for targeted interventions.

Purpose:

  • To investigate whether sequential processing deficits in children with Auditory Processing Disorder (APD) are limited to the auditory modality.
  • To compare visual and auditory sequential processing skills in children with APD (monosymptomatic, DLD+APD, dyslexia+APD) and typically developing controls.

Summary:

  • Children with APD, particularly those with DLD+APD and monosymptomatic APD, showed significantly lower performance in auditory sequential processing compared to visual sequential processing.
  • While visual sequential processing was generally within normal limits across groups, auditory sequential processing was below age norms for clinical groups.
  • A primary auditory sequential processing deficit is indicated, as normal visual performance does not rule out bimodal or pansensory deficits in APD.

Impact:

  • Findings challenge the view of APD as solely a unimodal auditory disorder.
  • Highlights the need for comprehensive assessments of both auditory and visual sequential processing in children with APD.
  • Informs the development of more effective, multi-modal interventions for children experiencing APD and related language or learning difficulties.