Response to the Letter to the Editor From Iliadou, Sirimanna, and Bamiou Regarding DeBonis (2015) Purpose The purpose of this letter is to respond to “Central Auditory Processing Disorder Is Classified in ICD-10 and H93.25 and Hearing Evaluation—Not Screening—Should Be Implemented in Children With Verified Communication and/or Listening Deficits” by Iliadou, Sirimanna, and Bamiou (2016) . The methodology used involved a close reading of the concerns ... Letter to the Editor
Letter to the Editor  |   December 01, 2016
Response to the Letter to the Editor From Iliadou, Sirimanna, and Bamiou Regarding DeBonis (2015)
 
Author Affiliations & Notes
  • David DeBonis
    The College of Saint Rose, Albany, NY
  • Disclosure: The author has declared that no competing interests existed at the time of publication.
    Disclosure: The author has declared that no competing interests existed at the time of publication. ×
  • Correspondence to David DeBonis: debonisd@strose.edu
  • Editor: Sumitrajit Dhar
    Editor: Sumitrajit Dhar×
Article Information
Hearing Disorders / Language Disorders / Letters to the Editor
Letter to the Editor   |   December 01, 2016
Response to the Letter to the Editor From Iliadou, Sirimanna, and Bamiou Regarding DeBonis (2015)
American Journal of Audiology, December 2016, Vol. 25, 371-374. doi:10.1044/2016_AJA-16-0090
History: Received September 17, 2016 , Accepted October 7, 2016
 
American Journal of Audiology, December 2016, Vol. 25, 371-374. doi:10.1044/2016_AJA-16-0090
History: Received September 17, 2016; Accepted October 7, 2016

Purpose The purpose of this letter is to respond to “Central Auditory Processing Disorder Is Classified in ICD-10 and H93.25 and Hearing Evaluation—Not Screening—Should Be Implemented in Children With Verified Communication and/or Listening Deficits” by Iliadou, Sirimanna, and Bamiou (2016) . The methodology used involved a close reading of the concerns expressed by Iliadou et al. in view of the central auditory processing disorder (CAPD) literature and the stated purpose of my original article (DeBonis, 2015). The literature used included clinical practice guidelines, respected journals, and recognized authorities on the topic. Many of the objections stated by Iliadou et al. are not well founded (e.g., ICD-10, use of ASHA definition, effect of auditory intervention, lack of research for the model, bias of the article), but their statement that a complete hearing assessment is necessary for students with listening difficulties is an important one that I endorse completely. In conclusion, my original article remains an effective vehicle for discussion about the value of current tests of auditory processing and how to better help students who have listening difficulties.

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