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Normal and learning disabled children's central auditory processing skills: an experimental test battery.

J M Ferre, L A Wilber

Ear and Hearing

|October 1, 1986

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Children with auditory processing impairments performed worse on central auditory processing (CAP) tasks. This highlights the diverse needs within the learning disabled population and suggests CAP testing can identify at-risk children.

Area of Science:

Neuroscience
Developmental Psychology
Speech and Hearing Sciences

Background:

Learning disabilities present heterogeneous challenges, impacting various cognitive functions.
Central Auditory Processing (CAP) skills are crucial for language comprehension and academic success.
Identifying specific deficits in learning disabled children is essential for targeted interventions.

Purpose of the Study:

To evaluate the performance of normal children and learning disabled children on a battery of CAP tasks.
To differentiate between learning disabled children with normal versus impaired auditory perceptual skills.
To explore the utility of CAP testing in assessing auditory processing in children.

Main Methods:

Utilized an experimental battery of CAP tasks: low-pass filtered speech (LPFS), binaural fusion (BF), time-compressed speech (TC), and dichotic monosyllables (DM).

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Classified learning disabled subjects into groups with normal (LD/N) or impaired (LD/LD) auditory skills based on pretesting.

Compared performance across groups: normal (N/N), nonauditory learning disabled (LD/N), and auditorily impaired learning disabled (LD/LD).

Main Results:

Normal (N/N) and nonauditory learning disabled (LD/N) children performed similarly across CAP measures.
Auditorily impaired learning disabled (LD/LD) children demonstrated significantly poorer performance compared to normal children.
The findings underscore the heterogeneity within the learning disabled population regarding auditory processing.

Conclusions:

Central Auditory Processing (CAP) test batteries can effectively differentiate between learning disabled children with varying auditory skills.
Results suggest a potential "at risk" criterion for identifying children with auditory perceptual impairments.
Further research into CAP assessment is warranted for comprehensive evaluation of learning disabled children.