Understanding and identifying the child at risk for auditory processing disorders: a case method approach in examining the interdisciplinary role of the school nurse.
Despite receiving increased professional and public awareness since the initial American Speech Language Hearing Association (ASHA) statement defining Auditory Processing Disorders (APDs) in 1993 and the subsequent ASHA statement (2005), many misconceptions remain regarding APDs in school-age children among health and academic professionals. While many disorders account for why a child has difficulty understanding auditory content, this article will provide an overview of the history of APDs, current clinical presentations, distinguish between the common and often coexisting disorders seen in school-age children, and discuss how an audiological evaluation is used to detect the presence of APDs. Using a case method approach, a clinical case scenario describing the elusive nature of APDs, the importance of comprehensive audiological testing, and the interdisciplinary role of health professionals, with emphasis on the distinct role of the school nurse will be highlighted.
Neville
Kathleen
K
Department of Nursing, Kean University, School of Nursing, Union, NJ, USA.
Foley
Marie
M
Gertner
Alan
A
D016235:American Speech-Language-Hearing Association; D001308:Auditory Perceptual Disorders / Q000175:diagnosis* / Q000451:nursing*; D001309:Auditory Threshold; D002648:Child; D002669:Child Welfare; D003299:Cooperative Behavior; D005260:Female; D006801:Humans; D033183:Interdisciplinary Communication; D008297:Male; D024802:Nurse's Role; D012307:Risk Factors; D012572:School Health Services / Q000458:organization & administration*; D012573:School Nursing / Q000379:methods*; D012574:Schools / Q000458:organization & administration; D014481:United States