Aperçu: G.M.
Les
enfants diagnostiqués avec des troubles du traitement auditif (APD)
éprouvent des difficultés dans le fonctionnement auditif et avec des
tâches de mémoire, d'attention, de langage et de lecture. Cependant,
on ne sait pas si les caractéristiques comportementales de ces
enfants sont distinctes des caractéristiques comportementales des
enfants diagnostiqués avec un trouble du développement différent, comme
une déficience spécifique du langage (SLI), une dyslexie, un trouble de
l'hyperactivité à déficit de l'attention (TDAH), un trouble de
l'apprentissage (LD) ou un trouble du spectre de l'autisme (TSA).
L'objectif
de cette étude était de déterminer
- quelles caractéristiques de
l'APD se chevauchent avec les caractéristiques des enfants avec un diagnostic de
SLI, dyslexie, TDAH, LD ou TSA; et
- s'il existe des caractéristiques qui distinguent les enfants
diagnostiqués avec APD d'enfants diagnostiqués avec d'autres troubles du
développement.
Au total, 13 études dont la qualité méthodologique était modérée ont été incluses dans cette revue systématique. Dans
cinq études, la performance des enfants diagnostiqués avec APD a été
comparée à la performance des enfants diagnostiqués avec SLI: chez deux
avec des enfants diagnostiqués avec dyslexie, un avec des enfants
diagnostiqués avec du TDAH et un autre avec des enfants ayant un
diagnostic de LD. Dix des études comprenaient des enfants qui satisfaisaient aux critères pour plus d'un diagnostic. Dans quatre études, il y a eu une comparaison entre les performances des enfants atteints de troubles comorbides. Il
n'y a pas eu d'études dans lesquelles la performance des enfants
diagnostiqués avec APD a été comparée à la performance des enfants
diagnostiqués avec un trouble du spectre de l'autisme.
Les
enfants diagnostiqués avec APD ont des performances identiques à celles des enfants avec SLI, dyslexie, TDAH et LD dans les tests d'intelligence, de
mémoire ou d'attention et des tests de langage.
Seules
de petites différences entre les groupes ont été trouvées pour les
tâches sensorielles et fonctionnelles perceptives (auditives et
visuelles). En
outre, les enfants diagnostiqués avec dyslexie ont été plus pauvres
dans les tâches de lecture par rapport aux enfants diagnostiqués avec
APD.
Le
résultat est peut-être biaisé par la mauvaise qualité des études de
recherche et la faible qualité des mesures de résultat utilisées.
Ear Hear. 2017 Aug 31. doi: 10.1097/AUD.0000000000000479.
- 1
- 1Research
Group Healthy Ageing, Allied Health Care and Nursing, Hanze University
of Applied Sciences, Groningen, The Netherlands; 2Department of
Otorhinolaryngology, Head & Neck Surgery, University Medical Center
Groningen, University of Groningen, Groningen, The Netherlands;
3Laboratory for Experimental Ophthalmology, University Medical Center
Groningen, University of Groningen, Groningen, The Netherlands.
4Behavioural Science Institute, Radboud University Nijmegen, Nijmegen,
The Netherlands; 5Australian Catholic University, Melbourne, Australia;
and 6Department of Rehabilitation Medicine, University Medical Center
Groningen, University of Groningen, Groningen, The Netherlands.
Abstract
OBJECTIVES:
Children
diagnosed with auditory processing disorders (APD) experience
difficulties in auditory functioning and with memory, attention,
language, and reading tasks. However, it is not clear whether the
behavioral characteristics of these children are distinctive from the
behavioral characteristics of children diagnosed with a different
developmental disorder, such as specific language impairment (SLI), dyslexia, attention-deficit hyperactivity disorder (ADHD), learning disorder (LD), or autism spectrum disorder.
This study describes the performance of children diagnosed with APD,
SLI, dyslexia, ADHD, and LD to different outcome measurements. The aim
of this study was to determine (1) which characteristics of APD overlap
with the characteristics of children with SLI, dyslexia, ADHD, LD, or autism spectrum disorder;
and (2) if there are characteristics that distinguish children
diagnosed with APD from children diagnosed with other developmental
disorders.
DESIGN:
A
systematic review. Six electronic databases (Pubmed, CINAHL, Eric,
PsychINFO, Communication & Mass Media Complete, and EMBASE) were
searched to find peer-reviewed studies from 1954 to May 2015. The
authors included studies reporting behaviors and performance of children
with (suspected) APD and children diagnosed with a different
developmental disorder
(SLI, Dyslexia, ADHD, and LD). Two researchers identified and screened
the studies independently. Methodological quality of the included
studies was assessed with the American Speech-Language-Hearing
Association's levels-of-evidence scheme.
RESULTS:
In
total, 13 studies of which the methodological quality was moderate were
included in this systematic review. In five studies, the performance of
children diagnosed with APD was compared with the performance of
children diagnosed with SLI: in two with children diagnosed with
dyslexia, one with children diagnosed with ADHD, and in another one with
children diagnosed with LD. Ten of the studies included children who
met the criteria for more than one diagnosis. In four studies, there was
a comparison made between the performances of children with comorbid
disorders. There were no studies found in which the performance of
children diagnosed with APD was compared with the performance of
children diagnosed with autism spectrum disorder.
Children diagnosed with APD broadly share the same characteristics as
children diagnosed with other developmental disorders, with only minor
differences between them. Differences were determined with the auditory
and visual Duration Pattern Test, the Children's Auditory Processing
Performance Scale questionnaire, and the subtests of the Listening in
Spatialized Noise-Sentences test, in which noise is spatially separated
from target sentences. However, these differences are not consistent
between studies and are not found in comparison to all groups of
children with other developmental disorders.
CONCLUSIONS:
Children
diagnosed with APD perform equally to children diagnosed with SLI,
dyslexia, ADHD, and LD on tests of intelligence, memory or attention,
and language tests. Only small differences between groups were found for
sensory and perceptual functioning tasks (auditory and visual). In
addition, children diagnosed with dyslexia performed poorer in reading
tasks compared with children diagnosed with APD. The result is possibly
confounded by poor quality of the research studies and the low quality
of the used outcome measures. More research with higher scientific rigor
is required to better understand the differences and similarities in
children with various neurodevelopmental disorders.
- PMID:
- 28863035
- DOI:
- 10.1097/AUD.0000000000000479
Ear Hear. 2017 Aug 31. doi: 10.1097/AUD.0000000000000479. [Epub ahead of print]
Same
or Different: The Overlap Between Children With Auditory Processing
Disorders and Children With Other Developmental Disorders: A Systematic
Review.
- 1
- 1Research
Group Healthy Ageing, Allied Health Care and Nursing, Hanze University
of Applied Sciences, Groningen, The Netherlands; 2Department of
Otorhinolaryngology, Head & Neck Surgery, University Medical Center
Groningen, University of Groningen, Groningen, The Netherlands;
3Laboratory for Experimental Ophthalmology, University Medical Center
Groningen, University of Groningen, Groningen, The Netherlands.
4Behavioural Science Institute, Radboud University Nijmegen, Nijmegen,
The Netherlands; 5Australian Catholic University, Melbourne, Australia;
and 6Department of Rehabilitation Medicine, University Medical Center
Groningen, University of Groningen, Groningen, The Netherlands.
Abstract
OBJECTIVES:
Children
diagnosed with auditory processing disorders (APD) experience
difficulties in auditory functioning and with memory, attention,
language, and reading tasks. However, it is not clear whether the
behavioral characteristics of these children are distinctive from the
behavioral characteristics of children diagnosed with a different
developmental disorder, such as specific language impairment (SLI), dyslexia, attention-deficit hyperactivity disorder (ADHD), learning disorder (LD), or autism spectrum disorder.
This study describes the performance of children diagnosed with APD,
SLI, dyslexia, ADHD, and LD to different outcome measurements. The aim
of this study was to determine (1) which characteristics of APD overlap
with the characteristics of children with SLI, dyslexia, ADHD, LD, or autism spectrum disorder;
and (2) if there are characteristics that distinguish children
diagnosed with APD from children diagnosed with other developmental
disorders.
DESIGN:
A
systematic review. Six electronic databases (Pubmed, CINAHL, Eric,
PsychINFO, Communication & Mass Media Complete, and EMBASE) were
searched to find peer-reviewed studies from 1954 to May 2015. The
authors included studies reporting behaviors and performance of children
with (suspected) APD and children diagnosed with a different
developmental disorder
(SLI, Dyslexia, ADHD, and LD). Two researchers identified and screened
the studies independently. Methodological quality of the included
studies was assessed with the American Speech-Language-Hearing
Association's levels-of-evidence scheme.
RESULTS:
In
total, 13 studies of which the methodological quality was moderate were
included in this systematic review. In five studies, the performance of
children diagnosed with APD was compared with the performance of
children diagnosed with SLI: in two with children diagnosed with
dyslexia, one with children diagnosed with ADHD, and in another one with
children diagnosed with LD. Ten of the studies included children who
met the criteria for more than one diagnosis. In four studies, there was
a comparison made between the performances of children with comorbid
disorders. There were no studies found in which the performance of
children diagnosed with APD was compared with the performance of
children diagnosed with autism spectrum disorder.
Children diagnosed with APD broadly share the same characteristics as
children diagnosed with other developmental disorders, with only minor
differences between them. Differences were determined with the auditory
and visual Duration Pattern Test, the Children's Auditory Processing
Performance Scale questionnaire, and the subtests of the Listening in
Spatialized Noise-Sentences test, in which noise is spatially separated
from target sentences. However, these differences are not consistent
between studies and are not found in comparison to all groups of
children with other developmental disorders.
CONCLUSIONS:
Children
diagnosed with APD perform equally to children diagnosed with SLI,
dyslexia, ADHD, and LD on tests of intelligence, memory or attention,
and language tests. Only small differences between groups were found for
sensory and perceptual functioning tasks (auditory and visual). In
addition, children diagnosed with dyslexia performed poorer in reading
tasks compared with children diagnosed with APD. The result is possibly
confounded by poor quality of the research studies and the low quality
of the used outcome measures. More research with higher scientific rigor
is required to better understand the differences and similarities in
children with various neurodevelopmental disorders.
