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Audiology for SLPs > Diagnosis and Treatment of APD > Flashcards

Diagnosis and Treatment of APD Flashcards

1
Q

speech-language pathologist’s role

A
  • interdisciplinary team consultation
  • screening and APD case history
  • comprehensive cognitive-communication and speech and language assessments
  • providing education and counsel to the patient and family
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2
Q

diagnosing central auditory processing disorder (CAPD)

A
  • questionnaires (SLPs, teacher, parent, audiologist)
  • screenings (SLPs, audiologist)
  • tests (audiologist)
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3
Q

team approach: audiologists

A

evaluate and diagnose problems in the reception of auditory signals in the peripheral auditory system and the CANS

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4
Q

team approach: SLPs

A

evaluate and diagnose problems in the linguistic processing of the auditory signal

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5
Q

team approach: audiologists and SLPs

A

share responsibility for diagnosing problems in the phonemic processing of the auditory signal

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6
Q

estimated incidence and prevalence of CAPD

A
  • no universal standardized diagnostic criteria
  • up to 5% of children
  • male to female ratio = 2 to 1
  • adults 55 and over = 23%-76%
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7
Q

potential causes and risk factors

A
  • age-related changes in the CANS
  • genetics
  • neurological disorders
  • neuro-maturational delay (secondary to auditory deprivation)
  • otologic disorder, disease, or injury (secondary to auditory deprivation)
  • pre-natal/neo-natal factors
  • unknown
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8
Q

signs of symptoms of auditory processing disorders

A
  • sound localization
  • difficulty understanding in noise
  • taking longer to respond to oral directions
  • saying “what” or “huh” frequently
  • inconsistent or inappropriate responding
  • difficulty understanding rapid speech
  • difficulty learning songs or nursery rhymes
  • poor musical and singing skills
  • difficulty paying attention-easily distracted
  • poor performance on speech and language or psychoeducational tests in auditory-related skills
  • associated reading, spelling, and learning problems
  • difficulty learning a new language
  • detecting prosody changes (sarcasm)
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9
Q

appropriate age and skills for testing

A
  • few tests available that have normative data for children under the age of 7 years (SCAN-3C, SSW)
  • cognitive ability needs to be taken into consideration
  • ASD depending on the cognitive abilities needed to meet the demands of the tests
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10
Q

comorbidity of CAPD: some examples include…

A
  • language delay/deficit
  • attention deficit/hyperactivity
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11
Q

language delay/deficit

A
  • poor performance on listening tasks can be reflected in
  • treatment approach (attention deficit/hyperactivity)
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12
Q

auditory processing test battery

A
  • behavioral
  • electrophysiological
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13
Q

behavioral test battery

A
  • dichotic listening
  • temporal processing/sequencing
  • low-redundancy speech
  • binaural interaction
  • auditory discrimination
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14
Q

dichotic listening

A
  • competing messages to each ear simultaneously
  • binaural integration-repeat back what is presented to both ears
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15
Q

binaural separation

A

repeat back stimuli in one ear while

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16
Q

left hemisphere dominance in dichotic testing

A

right ear advantage (REA)

17
Q

right ear advantage (REA)

A
  • children show a higher percentage of correct responses in the right ear
  • the REA minimizes around adolescence due to maturation of the corpus callosum
  • a significant REA in children may suggest a maturation delay of the CANS
18
Q

abnormal scores on dichotic listening tests

A
  • at risk for difficulty interpreting speech in the presence of competing messages
  • listening to multiple speakers at the same time
19
Q

temporal processing/sequencing

A
  • time based
  • ability to recognize the timing aspects of acoustic stimuli
  • perception of rapidly alternating speech sounds
  • prosody recognition
20
Q

abnormal scores on temporal processing/sequence tests

A
  • interhemispheric dysfunction
  • right hemisphere superiority
21
Q

right hemispheric superiority

A
  • processing of prosody
  • analysis of facial expressions
  • artistic and music talents
22
Q

low-redundancy speech

A
  • degraded speech
  • ability to interpret the signal using auditory closure
23
Q

abnormal results on low redundancy speech tests

A
  • may miss pieces of auditory information if the signal is degraded
  • could help explain poor listening skills in the classroom
24
Q

binaural interaction: binaural fusion

A
  • 2 signals presented simultaneously to both ears
  • high frequency information to 1 ear, low frequency information to other
25
Q

abnormal results on binaural interaction tests

A
  • problems comprehending speech in the presence of background noise
  • difficulty with localization
26
Q

auditory discrimination

A
  • ability to identify the frequency, intensity, and duration of phonemes
  • auditory cognitive function
27
Q

remediation plans for CAPD

A
  • environmental modifications
  • compensatory strategies
  • direct intervention
  • formal auditory therapy
  • computer-mediated auditory training programs
  • informal auditory training
28
Q

environmental modifications

A
  • provide an optimal listening environment
  • FM system
  • preferential seating
29
Q

compensatory strategies

A
  • encouraging self-advocacy skills
  • ask questions and request clarification
  • direct instruction
30
Q

direct intervention

A
  • auditory training
  • collaboration approach to address comorbid conditions (language, attention, academic difficulties, etc.)
31
Q

computer-mediated auditory training programs

A

Acoustic Pioneer, BrainTRAIN, CAPDOTS, Earobics

32
Q

informal auditory training

A
  • done at home to supplement formal training
  • music therapy
  • computer games, board games, or video games that target auditory skills
33
Q

electorphysiological measures: profiles and models of CAPD

A
  • Bellis/Ferre model
  • Buffalo model
34
Q

Bellis/Ferre model: 3 primary sub-profiles

A
  1. auditory decoding deficit profile
  2. prosodic deficit profile
  3. integration deficit profile
35
Q

Buffalo model: 4 categories

A
  1. decoding
  2. tolerance-fading memory
  3. organization
  4. integration
36
Q

auditory training

A

monaural low-redundancy training

37
Q

dichotic auditory training (DAT)

A
  • 2 primary training tasks
  • both use auditory stimuli

Audiology for SLPs (12 decks)

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