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Multidisciplinary Clinical Assessment and Interventions for Childhood Listening Difficulty and Auditory Processing Disorder: Relation between Research Findings and Clinical Practice

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Title: Multidisciplinary Clinical Assessment and Interventions for Childhood Listening Difficulty and Auditory Processing Disorder: Relation between Research Findings and Clinical Practice
Language: English
Authors: David R. Moore (ORCID 0000-0002-1567-1945), Li Lin, Ritu Bhalerao, Jody Caldwell-Kurtzman, Lisa L. Hunter
Source: Journal of Speech, Language, and Hearing Research. 2025 68(6):2978-2991.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Sponsoring Agency: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
Contract Number: R01DC014078
Document Type: Journal Articles
Reports - Research
Descriptors: Interdisciplinary Approach, Clinical Diagnosis, Educational Diagnosis, Intervention, Listening Skills, Difficulty Level, Auditory Perception, Perceptual Impairments, Children, Attention, Language, Hard of Hearing, Anxiety Disorders, Autism Spectrum Disorders, Screening Tests, Psychometrics, Auditory Tests, Cognitive Tests
DOI: 10.1044/2025_JSLHR-24-00306
ISSN: 1092-4388
1558-9102
Abstract: Purpose: Listening difficulty (LiD), often classified as auditory processing disorder (APD), has been studied in both research and clinic settings. The aim of this study was to examine the predictive relation between these two settings. In our SICLiD (Sensitive Indicators of Childhood Listening Difficulties) research study, children with normal audiometry, but caregiver-reported LiD, performed poorly on both listening and cognitive tests. Here, we examined results of clinical assessments and interventions for these children in relation to research performance. Method: Study setting was a tertiary pediatric hospital. Electronic medical records were reviewed for 64 children aged 6--13 years recruited into a SICLiD LiD group based on a caregiver report (Evaluation of Children's Listening and Processing Skill [ECLiPS]). The review focused on clinical assessments and interventions provided by audiology, occupational therapy, psychology (developmental and behavioral pediatrics), and speech-language pathology services, prior to study participation. Descriptive statistics on clinical encounters, identified conditions, and interventions were compared with quantitative, standardized performance on research tests. z scores were compared for participants with and without each clinical condition using univariate and logistic prediction analyses. Results: Overall, 24 clinical categories related to LiD, including APD, were identified. Common conditions were Attention (32%), Language (28%), Hearing (18%), Anxiety (16%), and Autism Spectrum Disorder (6%). Performance on research tests varied significantly between providers, conditions, and interventions. Quantitative research data combined with caregiver reports provided reliable predictions of all clinical conditions except APD. Significant correlations in individual tests were scarce but included the SCAN Composite score, which predicted clinical language and attention difficulties, but not APD diagnoses. Conclusions: The variety of disciplines, assessments, conditions, and interventions revealed here supports previous studies showing that LiD is a multifaceted problem of neurodevelopment. Comparisons between clinical- and research-based assessments suggest a path that prioritizes caregiver reports and selected psychometric tests for screening and diagnostic purposes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474282
Database: ERIC
FullText Links:
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  Data: Multidisciplinary Clinical Assessment and Interventions for Childhood Listening Difficulty and Auditory Processing Disorder: Relation between Research Findings and Clinical Practice
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  Data: <searchLink fieldCode="AR" term="%22David+R%2E+Moore%22">David R. Moore</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1567-1945">0000-0002-1567-1945</externalLink>)<br /><searchLink fieldCode="AR" term="%22Li+Lin%22">Li Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Ritu+Bhalerao%22">Ritu Bhalerao</searchLink><br /><searchLink fieldCode="AR" term="%22Jody+Caldwell-Kurtzman%22">Jody Caldwell-Kurtzman</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+L%2E+Hunter%22">Lisa L. Hunter</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. 2025 68(6):2978-2991.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: <searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Diagnosis%22">Clinical Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Diagnosis%22">Educational Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Skills%22">Listening Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Perceptual+Impairments%22">Perceptual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Language%22">Language</searchLink><br /><searchLink fieldCode="DE" term="%22Hard+of+Hearing%22">Hard of Hearing</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety+Disorders%22">Anxiety Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Tests%22">Auditory Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Tests%22">Cognitive Tests</searchLink>
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  Data: 10.1044/2025_JSLHR-24-00306
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  Data: 1092-4388<br />1558-9102
– Name: Abstract
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  Data: Purpose: Listening difficulty (LiD), often classified as auditory processing disorder (APD), has been studied in both research and clinic settings. The aim of this study was to examine the predictive relation between these two settings. In our SICLiD (Sensitive Indicators of Childhood Listening Difficulties) research study, children with normal audiometry, but caregiver-reported LiD, performed poorly on both listening and cognitive tests. Here, we examined results of clinical assessments and interventions for these children in relation to research performance. Method: Study setting was a tertiary pediatric hospital. Electronic medical records were reviewed for 64 children aged 6--13 years recruited into a SICLiD LiD group based on a caregiver report (Evaluation of Children's Listening and Processing Skill [ECLiPS]). The review focused on clinical assessments and interventions provided by audiology, occupational therapy, psychology (developmental and behavioral pediatrics), and speech-language pathology services, prior to study participation. Descriptive statistics on clinical encounters, identified conditions, and interventions were compared with quantitative, standardized performance on research tests. z scores were compared for participants with and without each clinical condition using univariate and logistic prediction analyses. Results: Overall, 24 clinical categories related to LiD, including APD, were identified. Common conditions were Attention (32%), Language (28%), Hearing (18%), Anxiety (16%), and Autism Spectrum Disorder (6%). Performance on research tests varied significantly between providers, conditions, and interventions. Quantitative research data combined with caregiver reports provided reliable predictions of all clinical conditions except APD. Significant correlations in individual tests were scarce but included the SCAN Composite score, which predicted clinical language and attention difficulties, but not APD diagnoses. Conclusions: The variety of disciplines, assessments, conditions, and interventions revealed here supports previous studies showing that LiD is a multifaceted problem of neurodevelopment. Comparisons between clinical- and research-based assessments suggest a path that prioritizes caregiver reports and selected psychometric tests for screening and diagnostic purposes.
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