Editorial: Auditory Processing Disorders in Children

A uditory processing disorder (often called CAPD) is not a new entity. For decades, there has been an awareness among members of our own profession and others that individuals exist who, despite normal peripheral hearing sensitivity, exhibit auditory difficulties, especially in challenging listening environments . In 1954, Helmer Myklebust, in his book Auditory Disorders in Children, discussed the presence of what he termed "central hearing loss" in the pediatric population . Also in the mid 1950s, Bocca et al began to develop and pilot behavioral auditory tests designed to assess auditory function beyond the peripheral system. Since that time, and despite considerable interest and attention given to the topic, we have been largely unsuccessful in arriving at a consensus regarding even the existence of auditory processing disorders . Thus, it should be of little surprise that generally agreed-upon methods of defining, assessing, and managing auditory processing disorders continue to elude us . One reason for this is the inherent complexity of the central auditory system . Although research into the neurophysiologic and neuroanatomic bases of audition is ongoing, there is much we do not yet understand about what occurs in the auditory system beyond the cochlea. Furthermore, for the vast majority of practicing audiologists, our clinical preparation programs simply did not (and, in large part, still do not) provide adequate education regarding central auditory processes. Finally, and perhaps most importantly, much of the critical information regarding auditory processing disorders and their impact on education and communication may be found in journals and educational programs of disciplines other than our own, including speech-language pathology, psychology, cognitive neuroscience, education, and the like . As such, any endeavor to make sense of auditory processing and its disorders must be a multidisciplinary one . This fact, perhaps more than any other, has impeded our ability to untangle the quagmire of theory that is auditory processing disorder, for, like the blind men and the elephant, each of us is focusing on our own small portion of the beast and drawing conclusions regarding the nature of the animal, with little regard for the other components and participants . Despite these problems, however, interest in and understanding of auditory processing disorders have steadily increased in recent years. In addition, the relatively recent upsurge in public awareness of auditory processing disorders has resulted in a concomitant dramatic increase in demand for clinical services focusing on assessment and management of auditory processing disorders. As a result, never has there been such a pressing need for practicing clinicians to have available to them information regarding the underlying science of auditory processing and methods of assessment and management of auditory processing disorders that can be readily applied to the clinical setting. This