![]() ![]() (C)APD can also lead to or be associated with difficulties in learning (e.g., spelling, reading), speech, language, attention, social, and related functions. (C)APD is best viewed as a deficit in the neural processing of auditory stimuli that may coexist with but is not the result of, dysfunction in other modalities. This working group concluded after a comprehensive review of the literature that any definition of (C)APD that would require complete modality-specificity as a diagnostic criterion is neurophysiologically untenable however, one should expect the sensory processing perceptual deficit in (C)APD to be more pronounced, in at least some individuals, when processing acoustic information. Non-modality-specific cognitive processing and language problems may manifest themselves in auditory tasks (i.e., as listening problems) however, diagnosis of (C)APD requires demonstration of a deficit in the neural processing of auditory stimuli that is not due to higher order language, cognitive, or related factors. *(Central) auditory processing disorder refers to difficulties in the processing of auditory information in the central nervous system (CNS) as demonstrated by poor performance in one or more of the following skills: sound localization and lateralization auditory discrimination auditory pattern recognition temporal aspects of audition, including temporal integration, temporal discrimination (e.g., temporal gap detection), temporal ordering, and temporal masking auditory performance in competing acoustic signals (including dichotic listening) and auditory performance with degraded acoustic signals. Sometimes the problems are so noticeable that parents seek a diagnosis of “auditory processing” deficiency from the school or from a specialist. Identifying and diagnosing cognitive problems may first occur when the child or the school notices some or all of the following: the child has a poor memory or what he read or was told, or his or her organizational abilities are poor, or the child has trouble concentrating or communicating, or he or she has trouble concentrating. These auditory or cognitive processing deficiencies must be identified, diagnosed, and effectively treated. Rather, the problem may be the result of the processing of that outside information through the appropriate channels to the brain. This may have nothing to do with the child’s ability to hear or see. Lots of children (and adults) have problems learning from and processing information they hear or see at home or at school. Training can and usually does include using all sensory modalities to make sense of the communication environment around. ![]() These people need less training or if trained at all, with more complex auditory stimuli, such as conversation in a noisy background. Other people have had hearing for a long time and lost it for a brief time before fitting with a hearing aid for auditory sensitivity. Some people are born with no hearing and are first trained with an introduction to sound on a very basic level. This can type of training can be done in a number of ways that is catered to the person’s difficulties in communication. Aural (re)habilitation is training to help people make sense of the auditory world around them.
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