Three Commonly Asked Questions About Central Auditory Processing Disorders Management Clinical Focus: Consult
Clinical Focus: Consult  |   March 1995
Three Commonly Asked Questions About Central Auditory Processing Disorders
 
Author Affiliations & Notes
  • Frank E. Musiek
    Section of Otolaryngology, Dartmouth-Hitchcock Medical Center, Lebanon, NH 03756-0001
  • Gail D. Chermak
    Washington State University, Pullman
  • This article is the second of two. The first, "Three Commonly Asked Questions About Central Auditory Processing Disorders: Assessment," appeared in the November 1994 issue of the American Journal of Audiology, Vol. 3, No. 3, pp. 23–27.
    This article is the second of two. The first, "Three Commonly Asked Questions About Central Auditory Processing Disorders: Assessment," appeared in the November 1994 issue of the American Journal of Audiology, Vol. 3, No. 3, pp. 23–27.×
Article Information
Hearing Disorders / Language Disorders / Attention, Memory & Executive Functions / Clinical Focus / Consult
Clinical Focus: Consult   |   March 1995
Three Commonly Asked Questions About Central Auditory Processing Disorders
American Journal of Audiology, March 1995, Vol. 4, 15-18. doi:10.1044/1059-0889.0401.15
History: Received November 26, 1993 , Accepted February 17, 1994
 
American Journal of Audiology, March 1995, Vol. 4, 15-18. doi:10.1044/1059-0889.0401.15
History: Received November 26, 1993; Accepted February 17, 1994
Although the etiology and nature of central auditory processing disorders (CAPD) remain unresolved (ASHA, 1992; Musiek, Gollegly, & Ross, 1985), performance deficits associated with this complex group of disorders are well documented. Children with CAPD present deficits in auditory perception and auditory-language processing (Katz, 1992; Keith, 1983; Willeford & Burleigh, 1985). In addition to deficits in dichotic listening, selective attention, and temporal processing, children with CAPD often demonstrate reduced auditory memory and sound-blending skills (Butler, 1983; Ferre & Wilber, 1986; Jerger, Johnson, & Loiselle, 1988; Jerger, Martin, & Jerger, 1987; Katz, 1983, 1992; Lasky & Tobin, 1973; Musiek, Geurkink, & Keitel, 1982; Pinheiro, 1977; Sloan, 1986; Wepman & Morency, 1973; Willeford & Burleigh, 1985). These functional deficits underlie the commonly cited difficulties observed among children with CAPD, including difficulty comprehending speech in backgrounds of noise or competing speech, distractibility, inattentiveness, difficulty understanding verbal directions, and associated reading difficulties due to auditory-phonetic confusion (ASHA, 1992; Chermak & Musiek, 1992; Musiek & Guerkink, 1980; Willeford, 1985; Willeford & Burleigh, 1985).
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