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Auditory Processing Disorders: An Update for Speech-Language Pathologists

Deborah Moncrieff
University of Connecticut, Storrs

Contact author: David DeBonis, 432 Western Avenue, Albany, NY 12203. E-mail: debonisd{at}strose.edu.

Purpose: Unanswered questions regarding the nature of auditory processing disorders (APDs), how best to identify at-risk students, how best to diagnose and differentiate APDs from other disorders, and concerns about the lack of valid treatments have resulted in ongoing confusion and skepticism about the diagnostic validity of this label. This poses challenges for speech-language pathologists (SLPs) who are working with school-age children and whose scope of practice includes APD screening and intervention. The purpose of this article is to address some of the questions commonly asked by SLPs regarding APDs in school-age children. This article is also intended to serve as a resource for SLPs to be used in deciding what role they will or will not play with respect to APDs in school-age children.

Method: The methodology used in this article included a computerized database review of the latest published information on APD, with an emphasis on the work of established researchers and expert panels, including articles from the American Speech-Language-Hearing Association and the American Academy of Audiology.

Conclusions: The article concludes with the authors' recommendations for continued research and their views on the appropriate role of the SLP in performing careful screening, making referrals, and supporting intervention.

Key Words: auditory processing, classroom listening, appropriate referrals, differential diagnosis

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