Central Auditory Processing Disorder: Considerations and Cautions for School Psychologists

Autor/inn/en	Fairchild, Lyndsay; Gadke, Daniel L.
Titel	Central Auditory Processing Disorder: Considerations and Cautions for School Psychologists
Quelle	In: Communique, 47 (2018) 1, S.1 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	School Psychologists; Language Processing; Cognitive Processes; Auditory Stimuli; Special Education; Auditory Perception; Physiology; Learning Disabilities; Clinical Diagnosis; Audiology; Speech Language Pathology; Intervention; Symptoms (Individual Disorders); Screening Tests; Auditory Training; Classroom Techniques + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Sprachverarbeitung; Cognitive process; Kognitiver Prozess; Auditive Stimulation; Special needs education; Sonderpädagogik; Sonderschulwesen; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Physiologie; Learning handicap; Lernbehinderung; Audiologie; Psychiatrische Symptomatik; Screening-Verfahren; Belgien; Klassenführung
Abstract	Central auditory processing disorder (CAPD), as defined by the American Speech-Language-Hearing Association (ASHA), refers to difficulties in the perceptual processing of auditory information in the central nervous system and the neurobiological activity that underlies that processing and gives rise to electrophysiologic auditory potentials (ASHA, 2005). Many researchers have characterized CAPD as one of the less well-validated learning disorders and have raised questions regarding its role and viability as a diagnosis in school-age children. Despite the lack of agreement, children with CAPD are still regularly identified by audiologists and subsequently treated by professionals in the fields of audiology, speech-language pathology, and psychology. Given that CAPD may impact a child's learning environment, many states and jurisdictions have found that children with CAPD may be eligible for special education services (under the 2004 Individuals with Disabilities Education Act categories of speech or language impairment or specific learning disability) or for Section 504 plans. The many years of debate surrounding CAPD and the contradicting literature is evidence for school psychologists to be wary of this diagnosis. Yet, given its prevalence rate, school psychologists still need to be prepared to work with this label. Additionally, school psychologists are ethically obligated to promote responsible assessment and intervention practices, thus making it important for them to become aware of the available data regarding CAPD. This article discusses the characteristics of CAPD, how to assess CAPD, interventions for CAPD, and implications for school psychologists. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01