![]() Confirmation of the presence or absence of comorbidities between different disorders allows directing the therapeutic behaviors and reducing the impact of possible auditory and/or cognitive deficits in the different daily life situations of children.Ĭentral auditory processing (CAP) refers to a series of processes and mechanisms that occur from sound being picked up by the outer ear to being interpreted in the auditory cortex, and involves the following skills: sound localization and lateralization discrimination and recognition of acoustic stimulus differences temporal processing (resolution, masking, integration, and sequence) and auditory background and perception of the target stimulus in situations with competitive signals. The associations identified reinforce the complexity of the tasks involved in the evaluation of central auditory processing and the need for multidisciplinary evaluation for the differential diagnosis of auditory processing disorder. The statistically significant positive correlation found between the ability of binaural interaction and the components of emotional control and behavior regulation of the behavior rating inventory of executive function was unexpected. Significant correlations were found between the hearing ability of temporal resolution and executive functions, temporal ordering/sequencing, binaural integration and separation, and sustained auditory attention, operational memory, inhibitory control, and cognitive flexibility binaural integration was also associated with intelligence. To investigate possible associations between auditory abilities and cognitive functions in schoolchildren.įifty-eight schoolchildren, aged between 8 years and 0 months old and 11 years and 11 months old, who underwent the following tests: masking level difference, gaps in noise, pitch pattern sequence test, dichotic digits test, sustained auditory attention ability test, Wechsler intelligence scale for children – IV, junior Hayling test, five digits test, and behavior rating inventory of executive function. A better understanding of the association between cognitive functions and central auditory skills may help elucidate this dilemma. This may include referral to Speech and Language Therapy, Audiology and/or Neuropsychology.Nowadays, there is no consensus on whether central auditory processing disorder is a primary or a secondary deficit to other cognitive deficits. It is therefore helpful to ensure appropriate assessments are carried out to differentially diagnose APD from other neurological consequences of brain injury. Following brain injury, APD may co-occur with other communication and cognitive impairments. It can be difficult to diagnose auditory processing disorder as it can be confused with other specific hearing, communication, or cognitive impairments. May be confusing, upsetting and highly stressful.Cause difficulty locating where sounds come from.May affect the person’s quality of life and reduce enjoyment of activities previously enjoyed e.g.poor quality T.V., railway station announcements. Cause the person additional difficulties in situations where sound quality is poor e.g.This will have a significant impact on the person’s ability to process and understand speech. Are exacerbated by background noise and any other competing auditory demands.Impair the person’s ability to follow and keep up with conversation, especially in situations where there may be overlap of speakers and rapid exchanges of conversation.This is made even worse if the speech is rapid. ![]() ![]() Make it difficult for the person to understand connected speech. ![]()
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