Florida Department of Education Auditory Processing Disorders

TECHNICAL ASSISTANCE PAPERS are produced periodically by the Bureau of Instructional Support and Community Services to present discussion of current topics. The TA Papers may be used for inservice sessions, technical assistance visits, parent organization meetings, or interdisciplinary discussion groups. Topics are identified by state steering committees, district personnel, and individuals, or from program compliance monitoring. Purpose This technical assistance paper (TAP) was written to assist audiologists in the educational setting in responding to frequently asked questions concerning audiological auditory processing (AP) evaluations. A task force of public school audiologists prepared this TAP to assist public school personnel in establishing district procedures for a comprehensive diagnostic audiological AP evaluation, re-evaluation, and identification of behaviors that may affect classroom performance. It also includes suggestions for management of an auditory processing disorder (APD). Auditory processing disorder is a controversial issue in the educational setting. As a result of widespread concern, a national conference was held in April 2000 with the intent of reaching a consensus on problems related to the diagnosis of auditory processing disorders in children. One outcome was a change in terminology from central auditory processing disorder (CAPD) to auditory processing disorder (APD). The following issues described by Jerger & Musiek (2000) provide an overview of the issues related to APD discussed at this landmark conference. The reality of auditory processing disorders (APD) in children can no longer be doubted. There is mounting evidence that, in spite of normal hearing sensitivity, a fundamental deficit in the processing of auditory information may underlie problems in understanding speech in the presence of background noise, in understanding degraded speech, in following spoken instructions, or in discriminating and identifying speech sounds. The challenge to the audiologist is the accurate diagnosis of the disorder. But rising interest in APD has been accompanied by mounting concern in two areas; first, the realization that children may fail auditory tests for a variety of non-auditory reasons; second, the tendency to diagnose the disorder when the child fails only a screening test, rather than a systematic battery of diagnostic measures. (Jerger & Musiek, 2000.) Audiologists are trained to evaluate the entire auditory system, both peripheral and central, and to consider possible disorders involving both areas. The evaluation of auditory processing is included in the scope of practice for audiologists and documented in numerous guidelines and regulations including the licensure of audiologists in the Although students with central auditory processing …