Item – Theses Canada

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OCLC number
46573231
Link(s) to full text
LAC copy
LAC copy
Author
Miller, Elana Lynn,1966-
Title
The relationship among attention deficit hyperactivity disorder, learning disability, and central auditory processing disorder.
Degree
M.A. -- University of Toronto, 1997
Publisher
Ottawa : National Library of Canada = Bibliothèque nationale du Canada, [1999]
Description
2 microfiches.
Notes
Includes bibliographical references.
Abstract
Confusion and controversy regarding the definitions of attention deficit hyperactivity disorder (ADHD), learning disability (LD), and central auditory processing disorder (CAPD) have persisted despite their frequent use in classifying children in educational settings. Differential diagnosis of CAPD appears to represent a particular concern among a variety of professions, including audiology, speech-language pathology, psychology, and education. This study was conducted to determine if several assessment procedures addressing a child's academic, cognitive, and behavioural status would discriminate children identified with an attention deficit disorder, a learning disability, or a combination of these two disorders. We also attempted to determine if these children could be differentiated on the basis of their performance on measures of central auditory processing abilities. The test battery included the SCAN (a screening test for auditory processing disorders), the Auditory Continuous Performance Test (ACPT), the Children's Auditory Performance Processing Scale (CHAPPS), the Conners Parent Questionnaire, the Wide Range Achievement Test (WRAT-3; Reading and Arithmetic subtests), the Listening Comprehension subtest of the Wechsler Individual Achievement Test, and three subtests of the Wechsler Intelligence Scale for Children - Third Edition. The results indicated that there is a significant, though not mutually inclusive relationship between ADHD and CAPD. Moreover, a proportion of children in all three groups (NA, LD, ADHD) demonstrated auditory processing difficulties. Although there were significant correlations among tests and groups, there was also much variability within each particular group. An interdisciplinary approach to the identification of auditory processing disorders in children with learning difficulties was emphasized.
ISBN
0612287157
9780612287150