Auditory Processing Disorders in children suspected of Learning Disabilities—A need for screening?

Iliadou, Vasiliki Vivian; Bamiou, Doris‐Eva; Kaprinis, Stergios; Kandylis, Dimitris; Kaprinis, George

doi:10.1016/j.ijporl.2009.04.004

Cited by 74 publications

(86 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The tests were administered in a random order. The auditory processing test battery comprised of two verbal tests: the speech in babble test (Iliadou et al 2009), and the dichotic digits test (Tsavaras et al, 1981), and four non-verbal tests: frequency or pitch pattern sequencing test, duration pattern sequence test (Musiek 1994), random gap detection test (Keith 2000), and the masking level difference (Hall & Grose 1990), each one of them testing a different aspect of auditory processing as per ASHA recommendations. Ears were tested separately in all tests except for the dichotic digits, random gap detection, and masking level difference which were administered binaurally.…”

Section: Subjectsmentioning

confidence: 99%

See 1 more Smart Citation

Hemispheric laterality assessment with dichotic digits testing in dyslexia and auditory processing disorder

Iliadou

Kaprinis

Kandylis

et al. 2010

International Journal of Audiology

Self Cite

View full text Add to dashboard Cite

One of the widely used tests to evaluate functional asymmetry of cerebral hemispheres is the dichotic listening test with the usually prevailing right ear advantage. The current study aims at assessing hemispheric laterality in an adult sample of individuals with dyslexia, with auditory processing disorder (APD), and adults experiencing comorbidity of the two mentioned disorders against a control group with normal hearing and absence of learning disabilities. Results exhibit a right hemispheric dominance for the control and APD group, a left hemispheric dominance for the group diagnosed with both dyslexia and APD, and absence of dominance for the dyslexia group. Assessment of laterality was repeatable and produced stable results, indicating a true deficit. A component of auditory processing, specifically the auditory performance in competing acoustic signals, seems to be deficient in all three groups, and laterality of hemispheric functions influenced at least for auditory-language stimuli in the two of the three groups, one being adults with dyslexia and the other being adults with comorbidity of dyslexia and APD.

show abstract

Section: Subjectsmentioning

confidence: 99%

“…Failure of at least two tests of the battery in either ear was considered as presence of APD. More detailed presentation of testing procedures may be found in Iliadou et al (2009).…”

Section: Subjectsmentioning

confidence: 99%

Hemispheric laterality assessment with dichotic digits testing in dyslexia and auditory processing disorder

Iliadou

Kaprinis

Kandylis

et al. 2010

International Journal of Audiology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Alloway 24 afirma que prejuízos na memória de trabalho estão intimamente associados com déficits de aprendizagem e na falta de intervenção precoce, os déficits de memória aumentam a probabilidade da criança não ter sucesso escolar. A memória 27 os distúrbios do processamento auditivo estavam relacionados a dificuldades escolares e salientaram que esta habilidade deveria ser trabalhada com as crianças. Os resultados conflitantes relativos a associação entre problemas de aprendizagem e processamento auditivo, segundo Moav, Nevo e Banai 28 se deve a controvérsia quanto aos padrões de normalidade e aos diversos testes existentes para avaliar o processamento auditivo, sendo cada um responsável por avaliar alguma das habilidades que compõe o processamento auditivo.…”

Section: Tabela 2 -Dados Do Modelo De Regressão Logística Para a Variunclassified

Aspectos perinatais, cognitivos e sociais e suas relações com as dificuldades de aprendizagem

Zuanetti¹,

Fukuda

2011

Rev. CEFAC

View full text Add to dashboard Cite

RESUMOObjetivo: analisar quais aspectos perinatais, cognitivos e sociais são fatores de risco para dificuldades de aprendizagem em leitura, escrita e aritmética. Método: participaram desse estudo 45 crianças (média de 8,3 anos). Preliminarmente, os responsáveis de cada criança responderam a um questionário para coleta de informações a respeito da gestação, do nascimento e do desenvolvimento da criança, além dos aspectos sociais que a envolvem. O desempenho das crianças em tarefas de leitura, escrita, aritmética, consciência fonológica, memória fonológica e processamento auditivo foram avaliados. Para a análise das relações entre as variáveis independentes (fatores perinatais, cognitivos e sociais) e as dependentes (leitura, escrita e aritmética) utilizou-se como método estatístico a Regressão Logística. Resultados: a consciência fonológica foi fator de risco para a leitura (OD = 42; p-valor 0,02), para a escrita (OD = 10,8; p-valor 0,01) e para a aritmética (OD = 42; p-valor 0,002). A memória fonológica foi significante para a leitura (OD = 24; p-valor 0,04) e para a aritmética (OD = 4; p-valor 0,04). Observa-se também, que a escolaridade materna elevada funciona como proteção para problemas escolares (OD = 0,3; p-valor >0,001) ou para intensificar essas dificuldades (OD = 2,3; >0,001). Não houve relação entre peso ao nascimento, prematuridade e outras variáveis com desempenho escolar. Conclusões: crianças que possuem alterações de consciência fonológica e de memória fonológica ou, que são filhas e/ou convivem com pessoas de baixa escolaridade, são crianças com maiores chances de apresentarem dificuldades de aprendizagem. DESCRITORES:

show abstract

“…Other estimates have been slightly higher in the order of approximately 5% (Bamiou and Luxon, 2008). A study that looked at the prevalence of APD amongst children with learning disabilities found that 43% of children with learning disabilities have an APD (Iliadou et al, 2009). APD can be defined as a deficit in the ability of the central nervous system to process auditory information (American-Speech-Language-Association, 2005) but is also considered by some to reflect poor cognitive performance and attention, rather than pure sensory processing deficits (Moore et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Acceptability of background noise amongst children diagnosed with an auditory processing disorder

Sheehan

Houghton

Searchfield

2016

Speech, Language and Hearing

View full text Add to dashboard Cite

Objectives: Children with an Auditory Processing Disorder (APD) have difficulty hearing in background noise despite normal-hearing thresholds. The acceptable noise level (ANL) test assesses an individual's acceptance to background noise while listening to running speech. It was hypothesized that children with APD would have larger than normal ANL scores (poorer acceptance of background noise). Methods: This is a comparative study with a control group. Thirty-two children were tested for APD and placed into 1 of 3 groups according to their history of suspected APD, their test results and normative data, 'APD' (n = 14) 'pass-APD' (n = 10) and a group of children for whom no hearing problems had been reported by teachers or caregivers 'norm' (n = 8). Each child was assessed using the ANL test as well as a comprehensive behavioral APD test battery. Results: Children diagnosed with APD had significantly larger ANL scores than other children (P < 0.05). The ANL was significantly correlated with scores on a Frequency Pattern Test (FPT) and Random Gap Detection Task (RGDT). Significant interactions of group by age and group by memory were found for the ANL. Conclusion: The results demonstrate a strong relationship between low acceptance of background noise and some APD tests. We suggest that determination of sound acceptance at time of entry to school using a simple test such as the ANL would assist in early discovery of childrens' listening needs.

show abstract

Auditory Processing Disorders in children suspected of Learning Disabilities—A need for screening?

Cited by 74 publications

References 19 publications

Hemispheric laterality assessment with dichotic digits testing in dyslexia and auditory processing disorder

Hemispheric laterality assessment with dichotic digits testing in dyslexia and auditory processing disorder

Aspectos perinatais, cognitivos e sociais e suas relações com as dificuldades de aprendizagem

Acceptability of background noise amongst children diagnosed with an auditory processing disorder

Contact Info

Product

Resources

About