Auditory Processing Disorder (CAPD)

Auditory Processing Literature Review

In the past, there has been difficulty in defining what is known as (central) auditory processing disorder (CAPD), its definition is constantly changing with the most recent being produced by the American Speech-Language-Hearing Association (ASHA, 2005) stating that “(C)APD is a deficit in neural processing of auditory stimuli that is not due to higher order language, cognitive, or related factors” (ASHA, 2005; Wilson et al., 2012) however, this definition is not accepted by everyone (Kamhi, 2011). Attempts to clearly define CAPD and differentiate it from other disorders continue. There is an abundance of research that comments on the difficulty in the differential diagnosis of CAPD and the comorbidity
The formulation of test batteries and standardized measures along with normative data is an important step to take in the advancement of understanding central auditory processing disorder. Many of the studies reviewed used similar methods along with small sample sizes preventing the results from being generalized to a greater population. From this it is clear that when conducting studies regarding CAPD, different methods need to be taken in order to produce “more conclusive findings” (Riccio et al., 1996) not only about CAPD including its diagnosis, but also about the relationship between CAPD and ADHD and how they differ. Due to limitations seen from the studies reviewed, a number of studies have questioned whether CAPD is “truly a distinct clinical entity” (Kamhi, 2011). Gomez et al. (1999) suggested that CAPD’s are more likely to be associated with learning disabilities than ADHD, proving that “CAPD and ADHD can occur as two distinct disorders” (Riccio et al., 1996). The use of stimulant medication to treat CAPD symptoms has achieved various results suggesting that further studies need to be undertaken to determine whether stimulant treatment is a reliable and beneficial treatment for CAPD. Keller et al. (2002)
G., Johnson, R. and Burd, L. (1986) Central Auditory Processing and Attention Deficit Disorders. Journal of Child Neurology, 1:27-33.

Gomez, R., & Condon, M. (1999). Central Auditory Processing Ability in Children with ADHD With and Without Learning Disabilities. Journal of Learning Disabilities, 32(2), 150-158.

Kamhi, A. G. (2011). What Speech-Language Pathologists Need to Know About Auditory Processing Disorder. Language, Speech and Hearing Services in Schools, 42:265-272.

Keller, W. D., & Tillery, K. L. (2002). Reliable Differential Diagnosis and Effective Management of Auditory Processing and Attention Deficit Hyperactivity Disorders. Seminars in Hearing, 23(4), 337-347.

Ludlow, C.L., Cudahey, E.A., Bassich, C., & Brown, G.L. (1983). Auditory processing skills of hyperactive, language impaired, and reading disabled boys. Central Auditory Processing Disorders. Baltimore, MD: University Park Press, 163-184.

Riccio, C. A., & Hynd, G. W. (1996). Relationship Between ADHD and Central Auditory Processing Disorder. School Psychology International, 17:235-252.

Tillery, K., Katz, J., Keller, W., (2000). Effects of methylphenidate (Ritalin™) on auditory performance in children with attention and auditory processing disorders. Journal of Speech, Language, and Hearing Research,