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Auditory Training for Children With Processing Disorders

University at Buffalo State University of New York

Carolyn F. Cohen

University at Buffalo State University of New York

It is not surprisingly that most books and articles dealing with Central Auditory Processing (CAP) disorders place heavy emphasis on the diagnosis of the problem and its associated disabilities, with little mention of habilitation. In the natural course of events it is first necessary to know that a problem exists, what its impact may be, and how it can be identified before venturing to remediate it. To date, considerable research and clinical effort has been expended to better understand the problems and to identify the children who are impaired. A wide variety of procedures has also been used to measure CAP disabilites. It would follow that emphasis should now be directed toward what can be done to improve a child's ability to perform at school and home whne auditory difficulties are uncovered.

Communication Disorders Quarterly, Vol. 9, No. 1, 65-81 (1985)
DOI: 10.1177/152574018500900106


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