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(Central) Auditory Processing Disorder: Lessons from the Past and Evidence for the Future

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1.  The audiological approach to APD, as described by Jerger (2009), is based on which concept?
  1. The concept that a person with brain injury exhibits certain behaviors; ergo, if tests reveal these same behaviors, then a link to brain injury is established.
  2. The concept of a set of primary (discrete) auditory abilities that can be tested by appropriate techniques.
  3. The concept that it is not unreasonable to suppose that problems in auditory perceptual processing could lead to problems in language acquisition and to subsequent learning disability.
  4. The concept that the approach to APD should be based on the features of children referred for an AP assessment that most correlate with the listening problems reported by the child’s teachers. parents, etc.
2.  According to the definitions of APD offered by the American Speech-Language-Hearing Association (ASHA, 2005) and the American Academy of Audiology (AAA, 2010), APD refers to difficulties in the perceptual processing of auditory information in the central nervous system, as demonstrated by poor performance in one or more of a list of skills. Which of the following skills is included in that list?
  1. Auditory memory
  2. Auditory attention
  3. Auditory discrimination
  4. Receptive language
3.  According to the description of APD offered by the British Society of Audiology (BSA, 2011), APD is characterized by:
  1. Poor perception of speech sounds
  2. Poor perception of nonspeech sounds
  3. Poor perception of speech or nonspeech sounds
  4. Poor perception of speech and nonspeech sounds
4.  Which of the following statements is correct?
  1. ASHA (2005) and AAA (2010), and BSA (2011), state that APD is of neural origin.
  2. ASHA (2005) and AAA (2010) state that although APD may co-exist with, lead to, or be associated with disorders of higher order language, cognition or related factors, it is not the result of such disorders; whereas BSA (2011) states that cognitive factors such as attention, rather than being a potential confound, may make a significant contribution to APD
  3. ASHA (2005) and AAA (2010) state that observed behaviors are not specifically diagnostic of APD; whereas BSA (2011) states that a carefully constructed measure of these behaviors might lead to a gold standard test for APD
  4. All of the above
5.  A recent review of screening tools for APD by Wilson (2014) showed that:
  1. The evidence that questionnaires and checklists can be successfully used to screen for APD is compelling.
  2. The evidence that any of the currently available screening tools can be successfully used to screen for APD is equivocal, with no single tool standing out as a best candidate for screening for (C)APD.
  3. The evidence that tests can be used to successfully screen for APD is compelling.
  4. The evidence that test batteries can be used to successfully screen for APD is compelling.
6.  With regards to the different criteria currently offered for diagnosing APD:
  1. It doesn’t matter which criteria your use as it has little effect on the final rate of APD diagnoses
  2. It does matter which criteria you use as it has a dramatic effect on the final rate of APD diagnoses
  3. Clinicians should always explicitly state which criteria they have used whenever they diagnose APD
  4. b and c
7.  The evidence for the use of FM systems as an intervention for APD is:
  1. Compelling: FM systems help everyone, even those without APD
  2. Compelling: FM systems help all persons diagnosed with APD
  3. Compelling: FM systems do not help any persons diagnosed with APD.
  4. Equivocal: evidence is emerging that FM systems help some persons diagnosed with APD, but more evidence is needed.
8.  The evidence for the use of compensatory strategies as an intervention for APD is:
  1. Not available: no studies have been published that directly investigate the effects of compensatory strategies on persons diagnosed with APD.
  2. Compelling: compensatory strategies help all persons diagnosed with APD.
  3. Compelling: compensatory strategies do not help any persons diagnosed with APD.
  4. Equivocal: many studies directly investigating the effects of compensatory strategies on persons diagnosed with APD have been published, but the findings of these studies are contradictory
9.  The evidence that direct auditory interventions affect auditory skills in persons diagnosed with APD is:
  1. Compelling: auditory interventions improve all auditory skills in persons diagnosed with APD
  2. Compelling: auditory interventions do not improve any auditory skills in persons diagnosed with APD
  3. Suggestive-to-compelling: some auditory interventions involving non-speech & simple speech training can improve some auditory skills in persons diagnosed with APD
  4. None of the above
10.  The evidence that direct auditory interventions affect spoken language and/or reading skills in persons diagnosed with spoken language and/or reading disorders with or without APD is:
  1. Compelling: auditory interventions improve all spoken language and/or reading skills in these persons
  2. Compelling: auditory interventions do not improve any spoken language and/or reading skills in these persons
  3. Suggestive-to-compelling: auditory interventions do not improve spoken language and/or reading skills, in the short-term, in school-aged children
  4. None of the above

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