Considerations in Diagnosing Auditory Processing Disorders in School-Aged Children The topic of auditory processing disorders (APD) has been fraught with controversy since the introduction of the term into our clinical parlance several decades ago. Controversy has raged over how the disorder should be labeled, characterized, diagnosed, and treated. Indeed, despite a recent assertion by Jerger and Musiek (2000)  that ... Article
Article  |   October 01, 2002
Considerations in Diagnosing Auditory Processing Disorders in School-Aged Children
Author Affiliations & Notes
  • Teri James Bellis
    Department of Communication Disorders, University of South Dakota, Vermillion, SD
Article Information
Hearing Disorders / School-Based Settings / Attention, Memory & Executive Functions / Articles
Article   |   October 01, 2002
Considerations in Diagnosing Auditory Processing Disorders in School-Aged Children
SIG 16 Perspectives on School-Based Issues, October 2002, Vol. 3, 3-9. doi:10.1044/sbi3.3.3
SIG 16 Perspectives on School-Based Issues, October 2002, Vol. 3, 3-9. doi:10.1044/sbi3.3.3
The topic of auditory processing disorders (APD) has been fraught with controversy since the introduction of the term into our clinical parlance several decades ago. Controversy has raged over how the disorder should be labeled, characterized, diagnosed, and treated. Indeed, despite a recent assertion by Jerger and Musiek (2000)  that the reality of APD can no longer be doubted, the issue of whether the disorder really exists can—and does—continue to be debated. To date, we have not as a profession reached an absolute, universally accepted consensus regarding any of these issues, despite our attempts to do so (e.g., ASHA, 1996; Jerger & Musiek, 2000).
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