It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. So, with that in mind, let’s take a look at the definition of dyslexia according to the International Dyslexia Association: "Dyslexia is a specific learning disability that is neurobiological in origin. What is included in that battery of tests will be discussed below. Lastly, while Speech and Language Pathologists and other professionals can screen for dyslexia, according to the American Academy of Audiologists, only an audiologist can actually diagnose (C)APD. This simulation is doing a great job simulating (C)APD, but not dyslexia. For example, there is a simulation that has participants try to write down information that is being spoken to them amongst a lot of background noise. Higher order language factors are factors that are involved in processing language, not sound. language disorder, language processing disorder, autism)." ASHA also clarified that: "Although abilities such as phonological awareness, attention to and memory for auditory information, auditory synthesis, comprehension and interpretation of auditorily presented information, and similar skills may be reliant on or associated with intact central auditory function, they are considered higher order cognitive-communicative and/or language-related functions and, thus, are not included in the definition of (C)AP." This caveat is extremely important in understanding the difference between (C)APD and dyslexia. "It (C)APD) cannot be contributed to higher-order language, cognitive, or related confounds (e.g. The definition very clearly delineates that (C)APD is the difficulty with processing sound. In addition, ASHA states: "(Central) auditory processing disorder refers to difficulties in the processing of auditory information in the central nervous system (CNS) as demonstrated by poor performance in one or more of the following skills: sound localization and lateralization auditory discrimination auditory pattern recognition temporal aspects of audition, including temporal integration, temporal discrimination (e.g., temporal gap detection), temporal ordering, and temporal masking auditory performance in competing acoustic signals (including dichotic listening) and auditory performance with degraded acoustic signals." (Central) Auditory Processing Disorders- The Role of the Audiologist The American Speech-Language-Hearing Association (ASHA) and the American Academy of Audiology define (C)APD the following way: Let’s start by investigating the definitions of (C)APD and dyslexia.Ĭentral Auditory Processing Disorder (C)APD) So, let’s dig in and see if we can come out with a clear explanation of the differences. But be aware, (C)APD has suffered the same fate as dyslexia, there are a lot of professionals who do not believe (C)APD is real. Understanding this difference between (C)APD and dyslexia can save children from wasted time working on the wrong skills. It is easy to understand why this confusion happens when we stop to think about how we describe dyslexia, but the difference is big and it is important to understand. Processing Disorder (APD), also known as Central Auditory Processing Disorder (C)APD, and dyslexia. It became painfully obvious that there is confusion about the difference between an Auditory Part of this new law requires schools to include phonological processing as one of the psychological processing disorders listed on the IEP documents under which a student can qualify for special education services. During the legislative process it was repeatedly stated by the opposition that this was unnecessary due to the fact that there was already the category of auditory processing. In 2015 the California legislature passed a dyslexia law, known as AB1369.
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