Comprehensive assessment of (central) auditory processing disorder in school age children with non-syndromic cleft lip and/or palate

2014 ◽  
Author(s):  
Xiaoran Ma
Keyword(s):  
Auditory Processing ◽  
Cleft Lip ◽  
Comprehensive Assessment ◽  
Auditory Processing Disorder ◽  
School Age Children ◽  
Central Auditory Processing ◽  
School Age ◽  
Central Auditory Processing Disorder

Implications From Factor Analysis for Central Auditory Processing Disorders

1999 ◽  
Vol 8 (2) ◽  
pp. 137-142 ◽  
Author(s):  
Ronald L. Schow ◽  
Gail Chermak
Keyword(s):  
Factor Analysis ◽  
Auditory Processing ◽  
Screening Test ◽  
School Age Children ◽  
Central Auditory Processing ◽  
School Age ◽  
Auditory Processing Disorders ◽  
Central Auditory Processing Disorder ◽  
Central Auditory Processing Disorders ◽  
Two Factors

Central auditory processing disorders among school-age children have been challenging to identify and treat. Many issues remain that need to be resolved. Here, we compare and contrast findings on 331 school-age children who were given two of the more common central auditory processing disorder tests (Staggered Spondaic Word [SSW] Test and the SCAN Screening Test for Auditory Processing Disorders). These results replicate and reinforce many of the psychometric findings reported earlier. The use of factor analysis with these test results was explored. Significantly, two factors emerged, including an auditory binaural separation from competition factor and a monaural low redundancy degradation factor. These findings help us define the nature of processes probed by the SCAN screening test and the SSW test. Furthermore, these findings clarify the use of SSW and SCAN because they showed both SSW Left Competing and Right Competing loading within the same factor, whereas the three subtests on SCAN sorted into two rather than three factors.

The Importance of Modality Specificity in Diagnosing Central Auditory Processing Disorder

2005 ◽  
Vol 14 (2) ◽  
pp. 112-123 ◽  
Author(s):  
Anthony T. Cacace ◽  
Dennis J. McFarland
Keyword(s):  
Auditory Processing ◽  
Discriminant Validity ◽  
Explanatory Power ◽  
Large Body ◽  
Critical Discussion ◽  
Auditory Processing Disorder ◽  
Central Auditory Processing ◽  
Central Auditory Processing Disorder ◽  
Scientific Disciplines ◽  
Modality Specificity

Purpose: This article argues for the use of modality specificity as a unifying framework by which to conceptualize and diagnose central auditory processing disorder (CAPD). The intent is to generate dialogue and critical discussion in this area of study. Method: Research in the cognitive, behavioral, and neural sciences that relates to the concept of modality specificity was reviewed and synthesized. Results: Modality specificity has a long history as an organizing construct within a diverse collection of mainstream scientific disciplines. The principle of modality specificity was contrasted with the unimodal inclusive framework, which holds that auditory tests alone are sufficient to make the CAPD diagnosis. Evidence from a large body of data demonstrated that the unimodal framework was unable to delineate modality-specific processes from more generalized dysfunction; it lacked discriminant validity and resulted in an incomplete assessment. Consequently, any hypothetical model resulting from incomplete assessments or potential therapies that are based on indeterminate diagnoses are themselves questionable, and caution should be used in their application. Conclusions: Improving specificity of diagnosis is an imperative core issue to the area of CAPD. Without specificity, the concept has little explanatory power. Because of serious flaws in concept and design, the unimodal inclusive framework should be abandoned in favor of a more valid approach that uses modality specificity.

Sign in / Sign up

Export Citation Format

Share Document