Purpose: An interdisciplinary research group was established to investigate current and future service provision for children with (Central) Auditory Processing Disorders (C)APD in the Republic of Ireland. The aim of phase one was to identify current awareness and knowledge of (C)APD among the relevant professionals in Ireland including level of service provision, if any, available for children with (C)APD. The aim of phase two was to explore the initial steps required to develop an integrated service for children presenting with (C)APD.Method: A quantitative design was used in phase one and 520 surveys were distributed to speech and language therapists (SLTs), audiological scientists (ASs), and educational psychologists (EPs). A qualitative participative design was used in phase two.Results: There was a 53% response rate to the survey. The main findings from phase one were that all professional groups considered themselves to be inadequately informed and lacking in skills for (C)APD assessment or intervention. In phase two, ninety-eight participants with backgrounds in SLT, AS, EP and occupational therapy engaged in interdisciplinary discussions to identify the first steps required to develop a (C)APD service.Conclusion: All professional groups considered that they were inadequately informed about (C)APD and the first steps required to develop services in Ireland include: the promotion and development of interdisciplinary teamwork and education, a need for additional resources, a clearer understanding of the definition of (C)APD, and evidence-based assessment and management of this condition.Although (C)APD was first discussed as a condition by Jack Katz in the mid 1960s, there has been growing international evidence of (C)APD as a clinical entity in the past twenty years. This recognition is evident in the recent publication of the Clinical Practice Guidelines by the American Academy of Audiology (AAA, 2010). These guidelines provide evidence-based recommendations for the diagnosis, treatment and management of children and adults with (C)APD. The AAA (2010) states that (C)APD refers to difficulties in the perceptual processing of auditory information in the central nervous system and the neurobiological activity that underlies that processing.There have been a number of studies that have investigated professionals' preparation for assessment, diagnosis and management of (C)APD (Chermak, Silva, Nye, Hasbrouch & Musiek, 2007;Chermak, Traynham, Seikel & Musiek, 1998;Hind, 2006). In the United States (US), Chermak et al. (1998) investigated professional preparation for assessment and diagnosis of (C)APD among audiologists. The impetus for this research was that there had been advances in the understanding of the workings of the central auditory nervous system. There had also been advances in the technological tools that could be used in the assessment of the central auditory system. They surveyed 500 randomly selected audiologists from membership of the American Academy of Audiology (AAA). There was a 3...

The aim of this study was to explore primary school teachers' awareness and knowledge of (Central) Auditory Processing Disorder ((C)APD). Teachers' awareness and knowledge are crucial for initial recognition and appropriate referral of children suspected of having (C)APD. When a child is diagnosed with (C)APD, teachers have a role in implementing and monitoring the effectiveness of interventions. A questionnaire was designed and distributed to 53 primary schools in the Republic of Ireland. Findings indicated that 89.1% of participants reported poor/ very poor awareness, while 92% reported poor/very poor knowledge of (C)APD. Results were compared with specific data obtained from a similar study carried out simultaneously in Northern Ireland. Overall, the majority of the participants reported that they have poor/very poor awareness and knowledge of (C)APD. These findings emphasise the need to establish training programmes for teachers and ultimately to support the provision of an appropriate service for children with (C)APD.