The lack of a clear definition of APD together with the variation in diagnostic criteria for APD results in a range of approximate prevalence rates from 0.5% to 1.0% to 7% of the population ( Chermak & Musiek 1997 Bamiou et al. They differ, however, in the types of tests on which they must demonstrate inadequate performance and on how abnormal the performance is actually considered to be (e.g., <2 SD or <3 SD below the mean). The different sets of diagnostic criteria have in common that children with listening difficulties are classified as having APD based on their performance on one or more behavioral central auditory tests or checklists or questionnaires. ![]() Different diagnostic criteria for APD are proposed in various position statements and by several researchers ( Bellis 2003 American Speech-Language-Hearing Association 2005 Dawes & Bishop 2009 McArthur 2009 American Academy of Audiology 2010 British Society of Audiology 2011 Wilson & Arnott 2013). 2013 DeBonis 2015).īecause of the lack of a clear definition and the use of multiple diagnostic criteria, different professionals approach children with listening complaints from different perspectives ( McFarland & Cacace 2006). Notwithstanding the attempts of special working groups to obtain clarification about the construct of APD (e.g., American Speech-Language-Hearing Association 2005 American Academy of Audiology 2010 British Society of Audiology 2011), discussion continues among professionals about the diagnostic criteria for APD, the overlap of APD with other developmental disorders, and whether APD exists as a unique diagnostic entity ( Cacace & McFarland 2009 Moore et al. This is especially prominent in an unfavorable listening environment, despite well-functioning peripheral hearing (e.g., American Academy of Audiology 2010 Geffner & Ross-Swain 2013). However, these differences are not consistent between studies and are not found in comparison to all groups of children with other developmental disorders.Ĭhildren diagnosed with an auditory processing disorder (APD) have difficulty with listening. Differences were determined with the auditory and visual Duration Pattern Test, the Children’s Auditory Processing Performance Scale questionnaire, and the subtests of the Listening in Spatialized Noise-Sentences test, in which noise is spatially separated from target sentences. Children diagnosed with APD broadly share the same characteristics as children diagnosed with other developmental disorders, with only minor differences between them. There were no studies found in which the performance of children diagnosed with APD was compared with the performance of children diagnosed with autism spectrum disorder. In four studies, there was a comparison made between the performances of children with comorbid disorders. Ten of the studies included children who met the criteria for more than one diagnosis. ![]() In five studies, the performance of children diagnosed with APD was compared with the performance of children diagnosed with SLI: in two with children diagnosed with dyslexia, one with children diagnosed with ADHD, and in another one with children diagnosed with LD. In total, 13 studies of which the methodological quality was moderate were included in this systematic review.
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