EDUCATIONAL AUDIOLOGY: METHODOLOGY FOR AUDITORY PROCESSING DISORDERS
Erwin Baas 1  
 
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Royal Dutch Kentalis, Department of audiology, Eindhoven, The Netherlands
CORRESPONDING AUTHOR
Erwin Baas   

Erwin Baas, Royal Dutch Kentalis, Department of audiology, Eindhoven, The Netherlands, e-mail: e.baas@kentalis.nl
Publication date: 2011-09-30
 
J Hear Sci 2011;1(3):52–53
 
ABSTRACT
Auditory Processing Disorders (APD) are difficult to define and diagnose, due to correlations and co-morbidities with other disorders. Children with APD need and deserve an adequate diagnosis, since that will open ways for effective remediation. In this presentation the definition of APD and its correlations will be presented and discussed. Based on that the screening and diagnosis of APD will be presented, with an attempt to unravel the muddle of co-morbidity. The major need of educational practice, after a diagnosed APD, is how to translate this diagnosis into effective remediation. Evidence-based methods for diagnosis and treatment of APD will be summarized and discussed. Remediation is often categorized in direct training, compensation strategies and adjustment of the environment. This categorization will be discussed and reported effects of remediation for APD will be reviewed: what is the effect in practice on educational performance of children with APD?
 
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