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It Is Time to Rethink Central Auditory Processing Disorder Protocols for School-Aged Children.

David A DeBonis

    American Journal of Audiology
    |February 6, 2015
    PubMed
    Summary
    This summary is machine-generated.

    Current central auditory processing disorder (CAPD) testing is unreliable due to non-auditory factors and lacks diagnostic agreement. Interventions are unproven, suggesting a shift to assessing overall listening abilities is needed.

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    Area of Science:

    • Audiology
    • Developmental Psychology
    • Educational Psychology

    Background:

    • Central auditory processing disorder (CAPD) is a complex construct in school-aged children.
    • Significant uncertainty surrounds the diagnosis and management of CAPD.
    • Existing protocols are under scrutiny for their efficacy and diagnostic validity.

    Purpose of the Study:

    • To review literature on central auditory processing construct in school-aged children.
    • To evaluate if current diagnostic uncertainty for CAPD necessitates protocol changes.
    • To assess the scientific basis for current CAPD assessment and intervention strategies.

    Main Methods:

    • Comprehensive literature review utilizing electronic databases (PsycINFO, Medline, Cochrane).
    • Inclusion of published texts and articles from leading audiology and speech-language pathology journals.
    • Systematic analysis of research on auditory processing, cognitive factors, and intervention effectiveness.

    Main Results:

    • CAPD testing is significantly confounded by non-auditory factors like attention and memory.
    • Lack of consensus on diagnostic performance criteria raises concerns about reliability.
    • Current measures show limited significant contribution of auditory processing to language and academic skills.
    • Effectiveness of auditory interventions for communication improvement remains unsubstantiated.

    Conclusions:

    • Routine use of current CAPD testing protocols is not supported by evidence.
    • A shift towards assessing overall listening abilities is recommended.
    • Interventions for auditory processing should be functional and contextualized.
    • Further research is essential to refine assessment and intervention practices.