Results from a National Central Auditory Processing Disorder Service: A Real-World Assessment of Diagnostic Practices and Remediation for Central Auditory Processing Disorder

Cameron, Sharon; Glyde, Helen; Dillon, Harvey; King, Alison; Gillies, Karin

doi:10.1055/s-0035-1564457

Cited by 22 publications

(9 citation statements)

References 20 publications

(32 reference statements)

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“…It should be noted, however, that the relative importance of auditory processing and cognitive testing may be different in different populations. We note, for example, that among the clinical subjects in this study, the proportion who met the criteria for spatial processing disorder (as described by Cameron & Dillon 2008) was only 3%, but among 666 children assessed in a network of clinics across Australia, the proportion was 20% (Cameron et al 2015). This large difference in proportions indicates that children were arriving at the different clinics with a different mix of problems behind their reported listening difficulties.…”

Section: Discussionmentioning

confidence: 65%

The Relations Between Auditory Processing Scores and Cognitive, Listening and Reading Abilities

2021

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Objective: To investigate associations between auditory processing abilities, cognitive abilities, listening ability and reading ability in children.Design: This was a cross-sectional study involving 155 children (105 referred for auditory processing assessment and 50 with no reported listening concerns) aged between 7 and 13 years. Each child was assessed on auditory processing tests, cognitive tests and a reading test.Additional data on reading ability was provided by the reading score from a national test.Questionnaires about the child's listening ability were completed by a parent, a teacher, and the child.Results: Structural equation models relating auditory processing abilities, cognitive abilities, listening ability and reading ability were developed. There was evidence that listening and reading abilities were associated with cognitive abilities when adjusting for auditory processing abilities, but little evidence that listening and reading abilities were associated with auditory processing abilities when adjusting for cognitive abilities.Conclusions: It should not be assumed that auditory processing tests and cognitive tests measure separate abilities. When investigating the association between auditory processing abilities and real-world abilities, it is important to adjust for cognitive abilities. Children with listening difficulties should undergo cognitive assessments in addition to auditory processing assessments.

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Section: Discussionmentioning

confidence: 65%

The Relations Between Auditory Processing Scores and Cognitive, Listening and Reading Abilities

2021

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“…Otitis media earlier in life is also thought to underlie reduced spatial unmasking, termed "spatial processing disorder" (SPD; Cameron et al 2014Cameron et al , 2015Graydon et al 2017), as indexed by the Listening in Spatialized Noise-Sentences (LiSN-S) test. Spatial unmasking is a well-documented phenomenon in which spatially separating a target sound from a masking or competing sound renders the target more intelligible.…”

Section: Introductionmentioning

confidence: 99%

Listening Difficulties in Children With Normal Audiograms: Relation to Hearing and Cognition

et al. 2021

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Objectives: Children presenting at audiology services with caregiverreported listening difficulties often have normal audiograms. The appropriate approach for the further assessment and clinical management of these children is currently unclear. In this Sensitive Indicators of Childhood Listening Difficulties (SICLiD) study, we assessed listening ability using a reliable and validated caregiver questionnaire (the Evaluation of Children's Listening and Processing Skills [ECLiPS]) in a large (n = 146) and heterogeneous sample of 6-to 13-year-old children with normal audiograms. Scores on the ECLiPS were related to a multifaceted laboratory assessment of the children's audiological, psycho-and physiological-acoustic, and cognitive abilities. This report is an overview of the SICLiD study and focuses on the children's behavioral performance. The overall goals of SICLiD were to understand the auditory and other neural mechanisms underlying childhood listening difficulties and translate that understanding into clinical assessment and, ultimately, intervention.Design: Cross-sectional behavioral assessment of children with "listening difficulties" and an age-matched "typically developing" control group. Caregivers completed the ECLiPS, and the resulting total standardized composite score formed the basis of further descriptive statistics, univariate, and multivariate modeling of experimental data.Results: All scores of the ECLiPS, the SCAN-3:C, a standardized clinical test suite for auditory processing, and the National Institutes of Health (NIH) Cognition Toolbox were significantly lower for children with listening difficulties than for their typically developing peers using group comparisons via t-tests and Wilcoxon Rank-Sum tests. A similar effect was observed on the Listening in Spatialized Noise-Sentences (LiSN-S) test for speech sentence-in-noise intelligibility but only reached significance for the Low Cue and High Cue conditions and the Talker Advantage derived score. Stepwise regression to examine the factors contributing to the ECLiPS Total scaled score (pooled across groups) yielded a model that explained 42% of its variance based on the SCAN-3:C composite, LiSN-S Talker Advantage, and the NIH Toolbox Picture Vocabulary, and Dimensional Change Card Sorting scores (F[4, 95] = 17.35, p < 0.001). High correlations were observed between many test scores including the ECLiPS, SCAN-3:C, and NIH Toolbox composite measures. LiSN-S Advantage measures generally correlated weakly and nonsignificantly with non-LiSN-S measures. However, a significant interaction was found between extended high-frequency threshold and LiSN-S Talker Advantage. Conclusions:Children with listening difficulties but normal audiograms have problems with the cognitive processing of auditory and nonauditory stimuli that include both fluid and crystallized reasoning.Analysis of poor performance on the LiSN-S Talker Advantage measure identified subclinical hearing loss as a minor contributing factor to talker segregation. Beyond auditory tests, evalu...

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“…Emerging evidence shows that listening (to speech) training in spatialized noise can improve spoken language processing in complex auditory environments (Cameron et al, 2015 ; Graydon et al, 2018 ). Replication studies of this research are much needed.…”

Section: Discussionmentioning

confidence: 99%

Speech Perception in Noise Predicts Oral Narrative Comprehension in Children With Developmental Language Disorder

et al. 2021

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We examined the relative contribution of auditory processing abilities (tone perception and speech perception in noise) after controlling for short-term memory capacity and vocabulary, to narrative language comprehension in children with developmental language disorder. Two hundred and sixteen children with developmental language disorder, ages 6 to 9 years (Mean = 7; 6), were administered multiple measures. The dependent variable was children's score on the narrative comprehension scale of the Test of Narrative Language. Predictors were auditory processing abilities, phonological short-term memory capacity, and language (vocabulary) factors, with age, speech perception in quiet, and non-verbal IQ as covariates. Results showed that narrative comprehension was positively correlated with the majority of the predictors. Regression analysis suggested that speech perception in noise contributed uniquely to narrative comprehension in children with developmental language disorder, over and above all other predictors; however, tone perception tasks failed to explain unique variance. The relative importance of speech perception in noise over tone-perception measures for language comprehension reinforces the need for the assessment and management of listening in noise deficits and makes a compelling case for the functional implications of complex listening situations for children with developmental language disorder.

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Results from a National Central Auditory Processing Disorder Service: A Real-World Assessment of Diagnostic Practices and Remediation for Central Auditory Processing Disorder

Cited by 22 publications

References 20 publications

The Relations Between Auditory Processing Scores and Cognitive, Listening and Reading Abilities

The Relations Between Auditory Processing Scores and Cognitive, Listening and Reading Abilities

Listening Difficulties in Children With Normal Audiograms: Relation to Hearing and Cognition

Speech Perception in Noise Predicts Oral Narrative Comprehension in Children With Developmental Language Disorder

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