Title: An Overview of (Central) Auditory Processing Disorder – One Audiologist’s perspective
1An Overview of (Central) Auditory Processing
Disorder One Audiologists perspective
- Dimitra Loomos, Au.D., FAAA, CCC-A
- Audiology Consultant
- www.auditorypathways.com
- The Star Academy
- San Rafael, CA
-
- March 11, 2011
2OBSERVED BEHAVIORS
- Distracted by background sounds
- Trouble with multiple directions
- Difficulty comprehending simple oral directions
- Misunderstands what was said
- Appears to have selective hearing
3Historical Perspectives
- Monaural low redundancy speech tests
- Ettore Bocca, ENT specialist in Italy in the
mid-1950s, - Contralateral ear effect
- Binaural interaction/binaural integration tests
- Donald Broadbent, Research Psychologist, 1954,
- The role of auditory localization
in attention and memory span, Journal of
Experimental Psychology. -
- Helmer Myklebust, after extensive work in hearing
and speech disorders, Professor Myklebust became
a pioneer in the field of Learning Disabilities - auditory imperception in children
w/communication disorders, Auditory disorders in
children A manual for differential diagnosis,
New York, Grune Stratton, 1954.
4Historical Perspectives
- Dichotic speech tests
- Doreen Kimura, Behavioral Neuroscientist,
in the 1960s, - Used dichotic technique to provide
information on the - functional differentiation of the
right and left temporal lobes. - Jack Willeford, Audiologist at Colorado State
University in the - mid-1970s, began to test children
with Bocas tests as - well as developing new tests
- Temporal processing tests
- Marilyn Pinheiro, Neuroscientist, in the
1970s, 80s, - and early 90s. Used these tests to
study auditory pattern - perception in split-brain patients.
5Is There Evidence for APD as a Disorder?
- the quality and quantity of scientific evidence
is sufficient to support the existence of APD as
a diagnostic entity to guide the diagnosis and
assessment of the disorder and to inform the
development of more customized, deficit focused
treatment and management plans. - ASHA,
2005
6What is (Central )Auditory Processing?
- The perceptual processing of auditory information
in the CNS and the neurobiological activity that
underlies that processing and gives rise to
electrophysiological auditory potentials. - The Technical Report
of the - ASHA
Working Group on - Auditory
Processing Disorders (2005)
7Neurobiological Activity
- Mechanisms by which the neuron changes the signal
from what it was to what it now is processing.
Tonotopic organization intensity coding, number
of neurons firing type of neuron firing, etc. - Neural synchrony, quantity of neurons responding,
amount of myelin, excitatory synaptic strength. - Parallel and hierarchical processing occurs
throughout the CANS. The system is redundant.
Multiple representations within the system.
8What is (C)AP?
- (C)AP refers to the efficiency and
effectiveness by which the central nervous system
(CNS) uses auditory information. -
-
Frank Musiek, Ph.D. -
Professor of Audiology -
University of Connecticut
9What exactly does the nervous system do?
- Codes what the signal looks like
- Rapid spectral changes inherent in speech
- Encoding of acoustic features of speech-sound
structure - Timing cues
- Frequency coding
- Intensity coding
- Duration of signal
- Conduction of impulses
10(No Transcript)
11Sound is Temporally Structured
- Temporal aspects determine pitch (periodicity)
- Time determines phoneme distinctions (VOT is a
gap in sound detected when a consonant is
correctly IDed) - Slow amplitude modulations determine prosody
- With only minimal spectral information, speech is
still understandable (adult with normal hearing
language) - Temporal processing deficits have been proposed
in SLI and reading disorder - Measures of temporal processing
- - Gap detection
- - Categorical boundaries between phonemes
- Michael M. Merzenich (1), William M.
Jenkins, Paul Johnston, Christoph Schreiner,
Steven L. Miller, Paula Tallal (1996). Temporal
Processing Deficits of Language-Learning Impaired
Children Ameliorated by Training. Science, Vol
271, No. 5245, pp 77 - 81.
12Major subdivisions of the neural auditory system
APD versus (C)APD
- Organ of Corti
- Auditory or 8th nerve
- Cochlear nuclei
- Superior olivary complex
- Inferior colliculus
- Medial geniculate body
- Auditory cortex
13Auditory or 8th Nerve
- Breaks down signal from Organ of Corti into
acoustic features by phase-locking, tonotopic
organization, adaptation, and suppression for
relay to higher CANS structures.
14Cochlear Nuclei
- Receives ipsilateral fibers
- Contrast enhancement of signal modulations and
transients - Extracts acoustic features from convergence and
divergence of pathways and differential cell
responses
15Superior Olivary Complex Nuclei
- Codes binaural acoustic cues from convergence and
divergence of ipsilateral and contralateral
cochlear nuclei pathways for localization and
lateralization of sound, and binaural summation
of acoustic input
16Inferior Colliculus Nuclei
- High level of information processing
- Further enhances amplitude modulations and
binaural cues - Divides ascending pathway into primary and
diffuse auditory systems - Contributes to integration of audition with
visual-motor functions for reflexive responses
17Medial Geniculate Body
- Primary rely station for information between
brainstem and cortex high level of signal
processing - Codes stimuli with slowly changing acoustic
features (i.e., vowels and syllable contrasts
differing in duration) - Additional binaural encoding
- Contrast and modulation enhancement
- Feature extraction
- Complex signal processing
- Multimodality integration
- Integration of complex auditory patterns with
reticular activating system
18Primary Auditory Cortex
- Coding of rapid acoustic events (time-based sound
patterns) necessary for fine-grained
discrimination, especially of consonant stimuli - Frequency and intensity encoding occurs secondary
to aggregate input from a population of neurons - Development of the concept of auditory space for
localization of a sound source in space
19Left Hemisphere
- Dominant for analytic function phonological
analysis and discrimination - Sequencing auditory input
- Performing linguistic labeling
20Right Hemisphere
- Dominant for gestalt function perception of
nonverbal sounds and musical and prosodic stimuli - Rhythm and stress
- Perception of acoustic contour in both verbal and
nonverbal signals - Auditory patterning and temporal ordering
21Auditory Association Cortex
- Recognition of linguistic stimuli
- Comprehension of spoken language
- Some language formulation capacity
22 (Central) Auditory Processing Deficit
- Auditory information comes at you rapidly.
- If the listener cannot process it fast enough,
he/she will fall apart.
23Two Basic Premises for Processing
- Bottom Up
- How information is carried from the ear to
- the brain.
- Top Down
- How information is acted on once it gets
- to the brain.
-
24Mechanisms in CANS give rise to the following
auditory functions
- Sound localization and lateralization
- Auditory discrimination
- Auditory pattern recognition
- Temporal integration, temporal discrimination,
temporal ordering, temporal masking - Auditory performance with competing acoustic
signals - Auditory performance with degraded acoustic
signals -
ASHA 2005
25What is (central) auditory processing disorder
(dysfunction, deficit)?
- Ineffective and/or inefficient use of auditory
information by the CANS. - The analysis, encoding, storage, and/or
organization of acoustic features is defective.
26Functional Behaviors
- Working toward an authentic assessment
- Incorporate observations of auditory behavior in
the classroom and content areas of behaviors - Childrens Auditory Performance Scale
- (CHAPS) from Educational Audiology
Association (www.edaud.org) - Screening Inventory for Targeting Educational
Risk (SIFTER) also at www.edaud.org
27Categories of Audiological (C)AP Tests
- Temporal
- Dichotic
- Auditory Discrimination
- Binaural Interaction
- Monaural Low-Redundancy
- Auditory Evoked Potentials (electrophysiologic
assessment)
28Electrophysiologic Assessment
- Pros
- By-pass language processing
- No issues with motivation
- May be unique measure of the system and
improvement - Cons
- Lacks functional link speculative
- Disease model
- Cost/benefit
29(C)APD Impacts these Auditory Functions
- Sound localization and lateralization
- Auditory discrimination
- Auditory pattern recognition
- Temporal (timing) aspects of sound
- Auditory performance with competing acoustic
signals - Auditory performance with degraded acoustic
signals
30Take Home Message 1
- Over the past 50 years, appropriate auditory
tests have been developed to diagnose (central)
auditory processing disorder (dysfunction,
deficit).
31Test Battery
- An efficient and practical test battery taps into
as many auditory mechanisms as possible. One test
does not do it all. - Low language and low cognitive loads
- Non-verbal tests when possible
- Pre-recorded on CDs
- Administered through a two-channel audiometer
- Listening through calibrated earphones in a sound
attenuated booth
32Is a (C)AP evaluation the same thing as a hearing
test?
- No. But, normal peripheral hearing sensitivity
must be proven before the results from a (C)AP
test battery can be meaningfully interpreted.
33Take Home Message 2
- Diagnosis of (C)APD can be applied when a
perceptual deficit is demonstrated in other
modalities, if the CANS dysfunction is documented
by appropriate testing. - Differential diagnosis exceedingly important and
can be quite challenging
34Take Home Message 3
- Only an audiologist, who is trained and
experienced in (central) auditory processing
assessment, can rule out all degrees of
peripheral hearing loss as well as determine how
well the auditory system functions from the
external ear to the auditory cortex.
35Types of Potential Neurophysiological Dysfunction
- Interhemispheric transfer deficits
- Insufficient hemispheric lateralization
- Imprecise synchrony of neural firing
- Decreased central inhibition
36Causes of (Central) Auditory Disorder/Deficit/Dysf
unctionAbnormal Neurophysiologic Representation
of Auditory Stimuli
- Maturational
- Inefficient neurophysiological
representation - Imprecise temporal processing
- Abnormal hemispheric representation
transfer - Neuromorphological
- The wiring is not right (e.g. ectopic
areas in auditory cortex) - Neurological (Including Acquired)
- Neurological diseases, disorders (e.g.
Landau-Kleffner), toxins, - trauma and insults, including
neurodegenerative diseases - Aging
- Noise exposure
- The etiology may also be genetic, congenital or
related to sound deprivation. -
37Who is at risk for CAP deficits?
- Children or adults with a history of learning
disabilities, ADHD or ADD, speech or language
disorder, family history of CAP deficits, known
neurological disorder, head trauma, or recurrent
otitis media are at risk.
38Issues critical to children with (C)APD
- Children spend 45-60 of their days with the
primary focus on listening - Ability to recognize speech in quiet is a poor
predictor of how efficiently and effectively they
can listen with competing noise. - Immature auditory and language systems just based
on age alone.
39JUST A FEW OF THE THINGS THAT INTERFERE WITH
AUDITORY PROCESSING
- BACKGROUND NOISE
- NOISE WITHIN THE SPEAKER
- NOISE WITHIN THE LISTENER
- NOISE IN THE VISUAL FIELD
- CLARITY AND LOUDNESS OF THE SPEAKERS VOICE
- THE ROOM AND LISTENING ENVIRONMENT
40Classroom as listening environment
- Background noise
- Reverberation
- Signal-to-noise ratio
41Implications of Signal-to-Noise Ratio
- Adult listeners need at least a 6
signal-to-noise ratio for maximum receptive
communication. - Children with normal hearing acuity and no CAPD,
need at least a 10 signal-to-noise ratio for
maximum receptive communication.
42Implications of Signal-to-Noise Ratio
- Children with high risk listening conditions need
12 to 20 signal-to-noise ratio for maximum
receptive communication.
43When is a (C)AP evaluation needed?
- Children with suspected or confirmed learning
problems and not benefiting from therapy or
classroom instruction might have a (C)AP deficit.
Knowing if an auditory component exists and, if
so, which specific auditory functions are
deficient, can lead to more effective management
strategies. - Adult neurological populations with verbal
information processing problems.
44Differential Diagnosis
- Verbal information processing problems can result
from an auditory processing problem, a language
processing problem, a combination of the two,
and/or deficits in cognitive decision making or
memory or attention or emotional factors
45Nature of CAPD
- Cannot be attributed to peripheral hearing loss
or to higher-order language, cognitive, or
related confounds. - May lead to, be associated with, or co-exist with
difficulties in higher-order language, learning,
cognitive and communication function. - But CAPD is not the result of dysfunction in
other modalities. - Inappropriate to apply label of CAPD to listening
difficulties exhibited by individuals with
higher-order or multimodal disorders (e.g., ADHD,
autism, cognitive delay) unless a co-morbid
deficit in the CANS can be demonstrated by
testing.
46Comorbidity of Auditory Processing, Language, and
Reading Disorders
- M. Sharma, Ph.D., S. Purdy, Ph.D., and A. Kelly,
Ph.D., Macquarie University, Sydney, Australia,
and University of Auckland, New Zealand - Results 47 with co-occurring APD, LI, RD 10
with APD RD 10 with APD LI and 4 with
only APD. Attention and memory were modestly
correlated with some auditory processing tasks,
but only explained a minimal amount of the
variance in scores. - Journal of Speech, Language, and Hearing
Research, Vol 52, 706 722, June 2009
47Some interesting statistics
- 1-2 of general population of LD children have a
neurological base to any CAPD - Approximately 60 of LD children have
auditory-based problems. - 2-5 of school aged children have CAPD
- Ratio is 21 males to females
48Differentiating (C)APD from Related Disorders
- History, behavior, symptoms, complaints,
observation - Trends from auditory and non-auditory tests
- (i.e., multidisciplinary work up)
- Behavioral auditory testing
- Electrophysiological auditory testing
(e.g., Evoked Potentials) - Norm-referenced (inter-subject) comparisons
- Patient-referenced (intra-subject) comparisons
- Laterality (interaural) effects
- MLRs electrode versus ear effects
amplitude - ALRs amplitude
49Differential diagnosis and management of central
auditory processing disorders and attention
deficit hyperactivity disorder.
- Chermak,G.D., Hall,J.W., Musiek, F.E. (1999).
Journal of the American Academy of Audiology, 10,
289-303. - ADHD CAPD
- 1. Inattentive 1. Difficulty
hearing/noise - 2. Distracted 2.
Difficulty following directives - 3. Hyperactive 3. Poor listening
skills - 4. Fidgety 4.
Academic problems - 5. Impulsive 5. Poor
auditory associative skills - 6. Interrupts 6.
Distracted - 7. Poor listening 7.
Inattentive
50Take Home Message 4
- Differential diagnosis is very important and can
be quite challenging. - Need to involve other professionals to look in
other areas.
51Management of (C)APD
- Interventions designed to improve signal quality.
- Interventions designed to improve auditory
perceptual skills. (AT) - Interventions designed to enhance the
individuals language abilities and cognitive
strategies. - Use of compensating strategies.
52Preferential Seating
- Studies have documented a significant loss in
speech intelligibility unless seated very near
the teacher. - 100 at approximately 6 inches from teacher
- 83 front and center
- 55-63 back row of classroom
53Evidence to support use of FM technology in this
population
- Use of personal FM technology with APD
- ASHA 1990 technical report
- Provide greater signal to noise ratio enhancement
54Sound-field options
- FM or Infrared depends on the space, the needs,
etc. - Front Row to go
- http//www.gofrontrow.com
- Lightspeed
- http//www.lightspeed-tek.com
- Audio Enhancement
- http//www.audioenhancement.com
- Supportive Hearing Systems (Simeon)
- http//fmhearing.com
55Desktop speaker
- If reverberation is the issue, can be overcome
with a directional speaker, such as a desktop
speaker - Volume is low and reverberation to other students
is not increased - Benefits only that individual child
56Personal FM
- The most effective way to enhance and optimize
speech audibility for the child -
57Personal FM
- Assumptions
- High risk listeners require an enhanced SNR due
to the disorder impacting the auditory system - They receive some benefit from sound-field
system, but it does not provide the type of
benefit needed to optimize the environment and
provide an auditory scaffold for other skills
58Phonak iSense Receivers
- iSense Micro kindda like a bluetooth
- iSense Classic kindda like a MP3 player
- iSense adapts volume automatically based on the
level of background noise - iSenses output stays within safe limits at all
times
59Validation of FM fitting
- Specific observations
- Use of a questionnaire such as the Listening
Inventory for Education (LIFE) available at
http//www.edaud.org/store
60Deficit Specific Intervention
- Design and monitor treatment plans aimed at
improving the patients functional capabilities
and enhancing the quality of life. Appropriate
assessment provides the information needed to
design those plans.
61Two Basic Premises for Processing
- Bottom Up
- How information is carried from the ear to
- the brain.
- Top Down
- How information is acted on once it gets
- to the brain.
-
62Research Supports Reorganization of (C)ANS with AT
- Auditory Neuroscience Lab, Northwestern
University -
- Demonstrated neural timing deficits inherent
in some learning impaired children using
speech-evoked ALR - Demonstrated enhanced cortical neural
encoding post AT (Earobics) using speech-evoked
ALR. Those same children improved on speech-sound
perception measures post AT (WJ-R) - Demonstrated more robust cortical responses
to - speech-in-noise post AT
- Basic encoding of sound structure altered
secondary to AT - Physiological changes improvement of neural
timing - Hayes, Warrier, Nicol, Zecker, Kraus, Clinical
Neurophysiology 114 (2003) 673-684
63Auditory Plasticity Slide Show
- http//www.soc.northwestern.edu/brainvolts/slidesh
ows/plasticity/index.php
64Research, Contd
- Elaine Schochat, Ph.D., University of Sao Paulo
- Evaluated differences in behavioral CAP tests
and amplitude, latency and/or morphology of
evoked MLRs in APD children pre and post
auditory training (integrated strategies)
compared to a control group. - Demonstrated significantly improved
performance on behavioral tests and enhanced
amplitude of MLR post AT for experimental group. - Indicated more neurons were potentially
contributing to the generation of the MLR. - Seminars in Hearing, 19 (4) 359-368, 1998
65Plastic neural changes and reading improvement
caused by audiovisual training in
reading-impaired children. (Finnish Study)
- Kujala, T., Karma, K., Ceponiene, R., Belitz, S.,
Turkkila, P., Tervaniemi, M., et al. (2001).
Proceedings of the National Academy of Sciences,
USA, 98(18), 10509-10514. - Trained 7 year old reading impaired children on
auditory-visual pattern matching task. - Series of nonverbal sound patterns varying in
pitch, duration, and intensity. - Task was to match a sound pattern to a
corresponding visual pattern. - Post therapy testing indicated significant
improvements in reading accuracy and speed, and
significant increase in the MMN (another type of
ALR) response to tone-order reversals.
66Plastic neural changes and reading improvement
- Authors concluded
- Reading difficulties can be treated with special
training programs - Training effects are observed in brain activity
- Training program used no linguistic material
which indicates dyslexia at least partly based on
auditory perceptual deficit
67The effect of practice on low-level auditory
discrimination, phonological skills, and spelling
in dyslexia.
- Schaffler, T., Sonntag, J., Hartnegg, K.,
Fischer, B. (2004). Dyslexia, 10(2), 119-130. - Large group of dyslexic listeners trained on five
auditory tasks (intensity and frequency
discrimination, gap detection, temporal order
judgments, and lateralization). - 80 of subjects improved on any given task,
meeting age-matched controls. - Perceptual gains accompanied by significant
improvements in phonemic discrimination and
spelling.
68Take Home Message 6
- Auditory training has been shown, using
behavioral (C)AP tests and electro-physiological
procedures, to change the CANS and auditory
behaviors. - Related measures of language, learning, and
reading may also document changes in more global
language, communication, and reading function.
69Direct Treatment Approaches
- Neurophysiologic basis for AT
- Key Words Adaptive and Challenging
- Exploiting neuroplasticity
- Degree of neuronal change related to amount and
type of stimulation - Critical amount of training varies across
individuals and tasks
70American Academy of Audiology Clinical Practice
Guidelines - Therapy
- Varying stimuli and tasks
- Age and language appropriate
- Present stimuli at comfortable level (or slightly
louder and slower) - Present tasks systematically and graduated to
keep them challenging and motivating set goals - Focus work near the skill threshold (30/70 rule)
71American Academy of Audiology Clinical Practice
Guidelines - Therapy
- Target moderate degree of accuracy before moving
to a more demanding task - Use generous feedback and reinforcement
- Acoustic control
-
72American Academy of Audiology Clinical Practice
Guidelines - Therapy
- Provide intensive practice
-
- frequency
- length of training sessions
- number of training sessions
- time intervals between sessions
- period of time over which training occurs
73Examples of Formal Auditory Training
- FastForWord
- Children with specific language impairment/CAPD
have difficulty processing brief acoustic events
occurring in rapid succession (e.g., running
speech) - Adaptive, computer based, Center based
74Examples of Formal Auditory Training
- Earobics
- Addresses a range of skills consistent with
those reported in ASHA position statement - Product now marketed as focusing on reading
skill development - Home and Center versions
75Examples of Formal Auditory Training
- Temporal Training
- Gap perception vary number of gaps and
- duration
- Frequency Modulation same/different
- Pattern Constellations
identification, -
discrimination - 2 Element Ordering
- Duration Discrimination
-
76Examples of Informal Auditory Training
- Temporal cueing re Segmenting
-
- The judge went to the
fairgrounds for a divorce. Versus The judge said
he saw fair grounds for a divorce. - Homework was the drawback in
high school. - Versus Randy learned to draw back in high
school. - Duration and Juncture - nitrate
versus night rate it sprays versus its
praise
77Examples of Informal Auditory Training
- The Simon Game
- played without visual cues
- label tones
- identify a sequence of tones
78Examples of Informal Auditory Training
- Prosody Training
- Keyboard training pattern length, interval
between stimuli, speed, element duration, cadence - Syllabic stress heteronyms (e.g.,
project vs. - project)
- Prosodic alterations within sentences
-
79Examples of Informal AuditoryTraining
- Prosody Training
- Tone of voice (Knock, knock jokes)
- Key word extraction
- Reading aloud with exaggerated prosodic
- features
80Examples of Informal Auditory Training
- Auditory Closure Training
-
- Missing word exercises
-
- Missing syllable exercises
-
- Missing phoneme exercises
-
- Speech-in-noise training
81Examples of Informal Auditory Training
- Phoneme Training
-
- Short versus long vowels
- Minimal contrast pair discrimination
- Discrimination in context (syllables, words)
- Segmentation, blending, and related skills
- Speech-to-print skills
82Examples of Informal AuditoryTraining
- Lindamood-Bell materials
-
- LiPS
- Seeing Stars
- Visualizing Verbalizing
83Examples of Informal AuditoryTraining
- Auditory Vigilance
- Localization
- Memory (AME)
- a sketch for each segment
- represent key concepts
- review sketches and tell the story
- Music Training
-
84More Examples of AuditoryTraining
- Dichotic Interaural Intensity Difference (DIID)
training - building the less dominant ear (Musiek)
- Aural Rehabilitation for Interaural Asymmetry
(ARIA) - similar protocol to DIID with more data to be
- commercially available, probably this
year (Moncrieff) -
85Auditory Training for head trauma
- Frank Musiek, Ph.D., University of Connecticut
- Case study Assessment and remediation of
APD - associated with head trauma in an adult.
- Integrated therapy strategies (clear speech,
- reauditorization, dichotic interaural
intensity difference - training, auditory memory enhancement,
speech - discrimination training, temporal sequence
training) - Post therapy testing improved MLR
amplitude and - morphology for both ears significant
improvement on - behavioral CAP tests.
-
- Jour. Amer. Acad. Audiology, 15117-132
(2004)
86Autobiographical Account
- The brain was primarily distorting
- information from the left ear, although some
- additional distortion occurred in the left
- hemisphere as well.
- Gifts from the Broken Jar by P. J. Long
- www.equipress.com
87Ecological Approach to Intervention
- As individuals mature, the number and variety of
contexts in which they need to function
increases. - New challenges/difficulties may emerge with
changing contexts these should be evaluated and
considered within the context of the individuals
management plan.
88Ecological Approach to Auditory Training
- Design and monitor treatment protocols aimed at
improving the patients functional capabilities
and enhancing the quality of life.
89Looking to the Future
- Instrumentation for sophisticated stimulation and
analysis of brainstem and cortical responses - Correlations among behavioral (C)APD findings,
AER patterns, and fMRI confirmation of anatomic
activity - Documentation with AER findings of the effects of
intervention for (C)APD
90Mentors and Researchers
- Frank Musiek, Ph.D., University of Connecticut
- James Hall, Ph.D., University of Florida
- Gail Chermak, Ph.D., Washington State University
- Terri Bellis, Ph.D., University of South Dakota
- Jeanane Ferre, Ph.D., Private Practice, Oak Park,
Illinois - Nina Kraus, Ph.D., Northwestern University
- Suzanne Purdy, Ph.D., University of Auckland, New
Zealand - Elaine Schochat, Ph.D. School of Medicine, Sao
Paulo University, Sao Paulo, Brazil - Mridula Sharma, Ph.D., Macquarie University,
Sydney, Australia - Jennifer Shinn, Ph.D., University of Kentucky
- Jane Baran, Ph.D., University of Massachusetts
Amherst