Browsing by Subject "Hearing disorders in children"
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Item A study of the performance on auditory processing tests and Conners rating scale as discriminates of children having attention deficit-hyperactive disorder(Texas Tech University, 1995-08) Ormson, Kerry D.Attention Deficit-Hyperactive Disorder (ADHD) is plagued by numerous definitional and diagnostic problems. The symptoms of ADHD do not appear to form a unitary dimension which is demonstrated by the DSM-IV in which categories of behavior are presented as various identifiers related to specific behaviors , i.e., inattentive, impulsive, or hyperactive, which can be given to a child diagnosed as having ADHD. The relationship of ADHD to other disorders such as auditory processing disorder (APD) have not been addressed by DSM criteria. However, some researchers believe a close relationship does exist between ADHD and APD. This study examined the relationship of observed behaviors of children having ADHD and their performance on an auditory processing test battery, the SCAN test. The behaviors of the children were rated by their parents using the Conners Rating Scale, parents version (CRS). The CRS rates a child's level of hyperactivity from "average" to "very much above average." A t-score of 70 or above is interpreted as "very much above average." Conners offers no additional interpretation of t-scores higher than 70. The study found that children having ADHD who had CRS scores greater than 89 also had SCAN test performance scores that were poor enough to cause them to also be diagnosed as having APD. This finding suggests that there is a co-morbid relationship between ADHD children having high behavior rating scale t-scores and poor auditory processing performance. The impUcation of the study is that children who perform poorly on the SCAN test and have high CRS t-scores above 89 should be considered as having APD are at an extreme risk for having co-occurring ADHD. Additional implications for educational considerations can be given to this group of children in regards to managing APD and ADHD in the classroom and at home.Item The role of central auditory processing in attention-deficit/hyperactivity disorder : a neuropsychological investigation(2006-05) Suess, Cressida Evelyn, 1976-; Semrud-Clikeman, MargaretCentral Auditory Processing Disorder (CAPD) is defined as a modality-specific perceptual dysfunction that is not due to peripheral hearing impairment (McFarland & Candace, 1995). It may include limitations in the ongoing transmission, analysis, transformation, elaboration, storage, retrieval and use of auditory stimuli. CAPD has also been reported to be associated with difficulties in memory, reading, spelling, language, and attention. The broad conceptualization of CAPD has contributed to difficulty in the diagnosis and treatment of children who present with auditory processing impairment. A major concern related to the lack of specificity in the definition of CAPD is the inclusion of attention. The clinical overlap in CAPD and ADHD has led to research questions regarding the validity of CAPD as a distinct disorder. Participants were 30 children aged eight to 14 re-recruited from a larger study investigating social competence in ADHD. They were asked to volunteer to complete additional measures of attention and auditory processing. Prior to participating they had completed the Behavioral Assessment System for Children- Parent Rating Scale (BASCPRS) and the SIDAC. The BASC was used as measure of externalizing behavior and the SIDAC was used to classify participants into subtypes of ADHD. Participants completed the SCAN (Keith, 1995) as a measure of auditory processing and the Tests of Variables of Attention- Auditory (T.O.V.A.-A.) as a measure of attention. Participants were placed into groups based on their subtype of ADHD. There were two groups including ADHD/PI and a collapsed group including ADHD/combined and ADHD/HI. Discriminant function analysis was used to determine the accuracy of classification into subtypes using combinations of the predictor variables. Results of the analyses indicated that externalizing behavior was the most robust predictor variable, with an accuracy rate of 80 percent. Including auditory processing and auditory attention did not improve the classification rate. When used alone as a predictor variable, auditory processing was not found to not be effective in classifying participants. Results have research and clinical implications. Sensitivity and specificity issues related to the measures used are discussed. Recommendations for future research are offered.