Prevalence and Severity of Auditory Processing Deficits in Adjudicated Adolescents Screened with Dichotic Listening Tests: Implications for Diagnosis and Intervention

2014 ◽  
Vol 35 (01) ◽  
pp. 039-050 ◽  
Author(s):  
Daniel Demarest ◽  
Elaine Mormer ◽  
Regina Littlepage ◽  
Deborah Moncrieff
Keyword(s):  
Auditory Processing ◽  
Dichotic Listening ◽  
Listening Tests ◽  
Adjudicated Adolescents ◽  
Processing Deficits

Screening Tests Reveal High Risk Among Adjudicated Adolescents of Auditory Processing and Language Disorders

2018 ◽  
Vol 61 (4) ◽  
pp. 924-935 ◽  
Author(s):  
Deborah Moncrieff ◽  
Elizabeth Miller ◽  
Earl Hill
Keyword(s):  
Auditory Processing ◽  
Dichotic Listening ◽  
Language Disorders ◽  
Poor Performance ◽  
Juvenile Detention ◽  
Screening Tests ◽  
Disciplinary Action ◽  
School Age Children ◽  
Listening Tests ◽  
Adjudicated Adolescents

Purpose The study investigated the prevalence of risk factors for auditory processing and language disorders among adolescents residing at a local juvenile detention center. Method A total of 782 adjudicated adolescents with normal hearing were screened with the Randomized Dichotic Digits Test (Strouse & Wilson, 1999) and the Dichotic Words Test (Moncrieff, 2015). A subset of 420 of those adolescents was also screened with the Clinical Evaluation of Language Fundamentals (CELF; Semel, Wiig, & Secord, 2003). Results More than 70% of the adolescents produced weakness on at least 1 dichotic listening test. One third of those produced weakness across both dichotic listening tests, consistent with a binaural integration deficit pattern. Nearly 48% of the subgroup of adolescents produced CELF scores that fell below the criterion for age. Dichotic listening and language scores were more associated in participants with poor performance in both ears during dichotic tests, who also produced the lowest scores on the CELF. There was no main effect of race, but 17- and 18-year-old Black adolescents produced lower CELF scores than White adolescents of the same age. Conclusions School-age children referred for disciplinary action may have undiagnosed deficits in auditory processing and/or language. Efforts to screen, diagnose, and remediate these deficits could lead to improvements in communication, learning, and language skills in this population.

Patterns of Auditory Processing and Articulation Deficits in Academically Deficient Juvenile Delinquents

1983 ◽  
Vol 48 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Peter W. Zinkus ◽  
Marvin I. Gottlieb
Keyword(s):  
Auditory Processing ◽  
Juvenile Delinquents ◽  
Language Disorders ◽  
Treatment Programs ◽  
Early School ◽  
Articulation Disorders ◽  
Processing Deficits ◽  
Academically Deficient ◽  
School Period ◽  
Speech And Language Disorders

Auditory processing deficits and articulation disorders were studied in a group of male juvenile delinquents. Significant auditory processing deficits were frequently observed and were significantly related to underachievement in reading, spelling, and arithmetic. In addition, articulation disorders were present in over 60% of the delinquent subjects. The results are interpreted to indicate that the evaluation of speech capabilities and auditory processing skills should be an integral part of treatment programs for delinquent populations. The importance of early intervention through identification and treatment of speech and language disorders in the early school period is supported.

Previously reward-associated sounds interfere with goal-directed auditory processing

2021 ◽  
pp. 174702182199003
Author(s):  
Andy J Kim ◽  
David S Lee ◽  
Brian A Anderson
Keyword(s):  
Visual Processing ◽  
Auditory Processing ◽  
Dichotic Listening ◽  
Auditory Information ◽  
Correct Identification ◽  
Subsequent Test ◽  
Dichotic Listening Task ◽  
Listening Task ◽  
Task Irrelevant ◽  
Visual Domain

Previously reward-associated stimuli have consistently been shown to involuntarily capture attention in the visual domain. Although previously reward-associated but currently task-irrelevant sounds have also been shown to interfere with visual processing, it remains unclear whether such stimuli can interfere with the processing of task-relevant auditory information. To address this question, we modified a dichotic listening task to measure interference from task-irrelevant but previously reward-associated sounds. In a training phase, participants were simultaneously presented with a spoken letter and number in different auditory streams and learned to associate the correct identification of each of three letters with high, low, and no monetary reward, respectively. In a subsequent test phase, participants were again presented with the same auditory stimuli but were instead instructed to report the number while ignoring spoken letters. In both the training and test phases, response time measures demonstrated that attention was biased in favour of the auditory stimulus associated with high value. Our findings demonstrate that attention can be biased towards learned reward cues in the auditory domain, interfering with goal-directed auditory processing.

scholarly journals O2.7. CAN THEY HEAR IT? DO PATIENTS WITH AUDITORY VERBAL HALLUCINATIONS HAVE AUDITORY PROCESSING DEFICITS?

2018 ◽  
Vol 44 (suppl_1) ◽  
pp. S78-S78
Author(s):  
Susan Rossell ◽  
Eric Tan ◽  
Nathan Wilson ◽  
Wei Lin Toh ◽  
Sean Carruthers ◽  
...  
Keyword(s):  
Auditory Processing ◽  
Auditory Verbal Hallucinations ◽  
Processing Deficits

Patterns of Perceptual and Academic Deficits Related to Early Chronic Otitis Media

PEDIATRICS ◽  
1980 ◽  
Vol 66 (2) ◽  
pp. 246-253
Author(s):  
Peter W. Zinkus ◽  
Marvin I. Gottlieb
Keyword(s):  
Early Detection ◽  
Otitis Media ◽  
Auditory Processing ◽  
Chronic Otitis Media ◽  
Verbal Intelligence ◽  
Academic Deficits ◽  
History Of ◽  
Ear Infections ◽  
Processing Deficits ◽  
Intelligence Scores

The effects of chronic otitis media during the first three years of life on developing auditory processing skills were examined. Two groups of children with auditory processing deficits were compared in areas of language development, intellectual factors, auditory processing skills, and academic capabilities. One group of children with auditory processing deficits had a history of severe chronic otitis media during the first three years of life, whereas a second group had auditory processing deficits but no history of early middle ear infections. The results indicate that subjects who had a history of chronic otitis media were slower in developing word combinations, had depressed verbal intelligence scores, manifested pervasive auditory processing deficits, and were significantly poorer in reading. A profile has been constructed that permits early detection of the child at risk.

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