Can Children with (Central) Auditory Processing Disorders Ignore Irrelevant Sounds?

Autor/inn/en	Elliott, Emily M.; Bhagat, Shaum P.; Lynn, Sharon D.
Titel	Can Children with (Central) Auditory Processing Disorders Ignore Irrelevant Sounds?
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 28 (2007) 5, S.506-517 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2006.06.005
Schlagwörter	Memorization; Control Groups; Auditory Training; Recall (Psychology); Hearing Therapy; Children + Suchen Sie Ihr Suchwort? Gedächtnistraining; Belgien; Abberufung; Hörtraining; Child; Kind; Kinder
Abstract	This study investigated the effects of irrelevant sounds on the serial recall performance of visually presented digits in a sample of children diagnosed with (central) auditory processing disorders [(C)APD] and age- and span-matched control groups. The irrelevant sounds used were samples of tones and speech. Memory performance was significantly disrupted in the presence of irrelevant sounds in all three groups of children. While irrelevant speech was more disruptive than irrelevant tones in the two control groups, children diagnosed with (C)APD did not show larger disruption from irrelevant speech compared to irrelevant tones. Children diagnosed with (C)APD appear to process speech differently from their typically developing peers, and this may be remediated with auditory training procedures and the placement of these children in smaller classes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10