Auditory Processing Disorders: Assessment, Management, and Treatment, 3rd Edition (online access included)
This volume is companion to Handbook of Central
Auditory Processing Disorder; volume 2: Comprehensive Intervention, 2nd edition.
Cacace, an audiologist who teaches communication sciences and otolaryngology at Wayne State U., and McFarland, a research scientist at the New York State Department of Health, assemble 17 articles on central
auditory processing disorders (CAPD) by clinicians and scientists from the US, Europe, and Israel working in communications sciences, neurosurgery, and other areas.
Central
auditory processing disorders are common, frequently unrecognized impairments in neural processing of auditory stimuli.
Sometimes it is referred to as central
auditory processing disorder (CAPD).
Focusing on interventions, volume 2 of the Handbook of Central
Auditory Processing Disorder, the companion to volume 1, reflects advances in neuroscience, and combines science and practice with case studies, while concentrating on multidisciplinary rehabilitation for the problem of central
auditory processing disorder (CAPD), which is related to difficulties in language, learning, cognitive, and communication functions.
The text covers the field of central
auditory processing disorder (C)APD in children, adults, and the elderly, involving the range of development and acquired origins.
Handbook of (central)
auditory processing disorder; v.2: Comprehensive intervention.
She sees both adults, with vertigo, hearing problems or
auditory processing disorders, and children with
auditory processing disorders and complex communication needs in her clinics.
It offers care and treatment for children who suffer from disorders such as autism spectrum disorders,
auditory processing disorders, central
auditory processing disorders, dyslexia, depression, hyperlexia, hyposensitive hearing and other syndromes.
Central
auditory processing disorders (CAPD) often result in both receptive and expressive language disorders, and children with language impairments exhibit a five times greater chance of developing reading problems (Gillon, 2001).