Central Auditory Processing Disorders (CAPD) 2019

April 10–22, 2019 | Online Conference

Session Descriptions

These pre-recorded lectures are on-demand and most last only an hour, so you can listen to them whenever time permits!

Central Auditory Processing Disorder (CAPD): Making Informed, Evidence-Based Clinical Decisions 
Gail D. Chermak, PhD, CCC-A

This 30-minute session will provide information to assist clinicians in making informed, evidence-based clinical decisions about CAPD assessment and intervention. For example, a considerable body of research has demonstrated the efficiency of individual central auditory tests and test batteries based on performance of individuals – including children – with confirmed CANS lesions. Similarly, there is substantial evidence that auditory training can be an effective treatment for central auditory processing deficits. This session will provide an overview of research support for existing and emerging assessment and treatment practices.

After completing this session, you will be able to:

  • Define CAPD as disorders of the central auditory nervous system
  • Identify central auditory tests with documented sensitivity and specificity for diagnosis of CAPD
  • List two pressing areas for additional research related to CAPD

How to "Process" Central Auditory Processing Disorders 
Gail J. Richard, PhD, CCC-SLP

Central Auditory Processing Disorders (CAPDs) can be confusing and challenging for audiologists and speech-language pathologists alike. This 30-minute session will explain the theory behind CAPDs, clarify the definition, outline some of the controversial aspects, and offer practical strategies for diagnosis and intervention.

After completing this session, you will be able to:

  • Define CAPDs and how to diagnose them
  • Differentiate major aspects of CAPDs
  • Introduce general screening and treatment strategies for CAPDs

Screening Students for CAPDs
Jeanane M. Ferre, PhD, CCC-A

Knowing when, why, and who to refer for central auditory evaluation is challenging, particularly in school settings. This session will address questions that professionals who work in schools or with young people may face: Are there “red flags" for a CAPD? What will I know after the evaluation that I don’t already know? Will results change services? Are we “overtesting/over-referring”? Are there ways to provide screening and/or intervention services that align with school-based RtI/MTSS models of intervention? How can schools screen for processing issues in ways that meet students’ needs and use resources efficiently? After screening, what’s next? Are procedures different across work settings?

After completing this session, you will be able to:

  • Screen school-age students to determine those who are at risk for central auditory and related processing disorders
  • Describe service provision options across work settings for students with CAPDs and related processing disorders

Patient-Centered Testing for CAPDs 
Thomas Zalewski, PhD, CCC-A

Selecting and interpreting a CAPD test battery that is appropriate to the individual patient is critical to securing much-needed services and acheiving positive outcomes. Many audiologists use a standardized, normative-scored CAPD test battery rather than a test battery driven by specific patient characteristics because they do not know how to appropriately select a comprehensive test battery or because of beliefs that testing cannot be performed for certain populations (e.g., children younger than age 7). This session will discuss tips for putting together patient-driven testing options, including how to administer and score them.

After completing this session, you will be able to:

  • Select an appropriate, patient-driven test battery
  • Develop a test battery for individuals under age 7
  • Interpret CAPD tests using normative- and patient-based scoring

Speech-Language and Social-Emotional Assessments for Kids With CAPDs 
Donna Geffner, PhD, CCC-A/SLP and Deborah Ross–Swain, EdD, CCC-SLP 

Comprehensive management and treatment for children with CAPDs necessitates effective evaluation of co-morbidities and other related factors. This session will examine language and other deficits that often affect kids with CAPDs, including those in reading, receptive language, higher-order language, executive functions, written language, and social/emotional behaviors. The speakers will discuss the relevant assessments that are available to contribute to a holistic evaluation to inform management and treatment decisions.

After completing this session, you will be able to:

  • List common higher-order language problems seen in children with CAPDs
  • Identify appropriate tests/screeners for assessing language in complex CAPDs
  • Identify appropriate tests/screeners for assessing social-emotional issues associated with complex CAPDs

The Role of Neuropsychological Evaluations in Differential Diagnosis of CAPDs 
Dan Peters, PhD

Children and adolescents often present with complex profiles, with co-morbid areas of challenge and multiple possibilities for processing weaknesses, which makes diagnosis and intervention planning challenging. This session will discuss differential diagnosis of CAPDs, testing instruments that assess neuropsychological functioning, and the role of interdisciplinary collaboration.

After completing this session, you will be able to:

  • Analyze multiple differential possibilities for a patient’s presenting symptoms
  • Identify neuropsychological tests and explain what they measure 
  • Discuss when to refer to, and collaborate with, allied professionals for a comprehensive treatment plan

The Role of Electrophysiology in CAPD Testing 
Samira Anderson, PhD, CCC-A

Behavioral tests for CAPDs can be affected by many factors, including cognition, development, compliance, and language ability, which limits interpretation of test results. This session will discuss electrophysiological testing, which provides an objective method of assessing the neural integrity of auditory processing at multiple levels of the auditory system and can aid in the interpretation of behavioral test results.

After completing this session, you will be able to:

  • Describe how brainstem responses such as cABR and FFR may differ in children who have language-based learning impairments compared with children who are typically developing learners
  • Describe how various electrophysiological measures may be used to document treatment outcomes in children/adults diagnosed with CAPDs or other language disorders

Computerized Auditory Training for Improving Auditory Processing Skills 
Vishakha W. Rawool, PhD, CCC-A

One approach to addressing diagnosed auditory processing deficits in children is to provide live auditory training augmented by computerized training protocols, which offers several advantages over live training alone. This session will include examples of available computerized auditory training programs designed to improve auditory processing skills along with a review of available literature examining effectiveness of these programs.

After completing this session, you will be able to:

  • Discuss various computerized auditory training programs and the specific auditory processing skills the programs address
  • Implement deficit-specific auditory training to address auditory processing deficits

Case Study Review and Educational Intervention Plans for Students With Auditory Processing Deficits
Tena L. McNamara, AuD, CCC-A/SLP and Cynthia McCormick Richburg, PhD, CCC-A

Making appropriate recommendations and developing a relevant intervention plan can be challenging for professionals who treat children with auditory difficulties. This session will provide four case studies of children diagnosed with varying difficulties in auditory skills. The presenters will discuss intervention strategies, goals, and objectives for each case, reflecting an Individualized Education Program/Individualized Service Plan or 504 Plan, and taking into account Common Core and other state standards/curricula.

After completing this session, you will be able to:

  • Identify tests and interpret results as they relate to specific deficits in auditory processing
  • Develop direct intervention strategies to target specific skills and relate these to Common Core and other state standards/curricula

Assistive Technology For Students With (C)APDs 
Tina Childress, AuD, CCC-A

Technology is ever-evolving, so it can be difficult to know what options are available—and which are evidence-based. This session will review recent literature and provide examples of assistive technologies (AT)—including those that are visually based, auditory-based, or a combination—and resources that can be used with students with (C)APDs. The presenter will also discuss nontraditional resources such as online and in-person support groups for parents and professionals for those situations when an expert is not available.

After completing this session, you will be able to:

  • List two options for assistive technology that will give a student enhanced auditory access to people or devices
  • Identify two resources that provide informational and informal support for parents
  • Describe one obstacle and solution to providing services to students with (C)APDs

Coding, Coverage, and Payment for Services for Individuals With CAPDs 
Laurie Alban Havens, MA, CCC-SLP

Providers treating individuals with CAPDs face unique challenges in coding and coverage, and individual payers may have different interpretations and impose different rules. This session will address access to services for individuals with CAPDs as well as coding and coverage recommendations.

After completing this session, you will be able to:

  • Explain how CAPDs constitute “other health impairments” under the Individuals with Disabilities Education Act (IDEA)
  • Provide access to services via private health plans, Medicaid, and school systems
  • Use appropriate diagnosis and procedure codes for CAPDs

International Perspectives on CAPDs 
Vasiliki (Vivian) Maria Iliadou, PhD, Doris-Eva Bamiou, MD, PhD, FRCP, and Benoît Jutras, PhD

This session will feature an international panel of speakers discussing cutting-edge issues and research in CAPD. The group will explore what practices from around the world can tell us about optimizing diagnostic evaluation of CAPD, formulating a management plan based on diagnostic evaluation findings, and managing CAPD through improved access to auditory information. The panel will focus on using evidence, client characteristics, and a multidisciplinary approach in evaluation and intervention planning.

After completing this session, you will be able to:

  • Describe symptoms, risk factors, common misconceptions, and diagnostic assessments for CAPDs
  • Translate diagnostic findings into management decisions
  • List various individual and group intervention approaches

Keep the Baby, Not the Bath Water: A Listening Disorders Approach to CAPD Construct Controversies 
Deborah Moncrieff, PhD, CCC-A and Andrew J. Vermiglio, AuD, CCC-A

There is not one single, authoritative construct or definition for central auditory processing disorders (CAPDs), which often results in patients receiving a general diagnosis that is not deficit-specific and management strategies that are not individualized and therefore produce less impactful outcomes. This session will describe an alternative approach to characterizing CAPDs – that is, identifying specific clinical entities within the broad construct of CAPDs that professionals can unambiguously diagnose and for which deficit-specific interventions can lead to improved outcomes in auditory processing.

After completing this session, you will be able to:

  • Describe a method of reasoning used for the identification and diagnosis of specific clinical entities within the broad construct of CAPDs
  • Utilize a reference standard for referral and a reliable test for diagnosis of two new clinical entities within the construct of CAPDs

CAPD: Evidence-Based Practice Recommendations
Gail D. Chermak, PhD, CCC-A

The recommended practices for diagnosis and intervention for central auditory processing disorder (CAPD) are dynamic, undergoing review and refinement as new research emerges. These recommended practices have been developed by groups like the American Academy of Audiology and ASHA, with careful discussion and consideration of points of disagreement. Nonetheless, a number of controversial assertions and practice recommendations continue to appear in the literature. This session will examine a number of these issues, with a focus on highlighting the current state of the evidence supporting best clinical practices and decision-making.

After completing this session, you will be able to:

  • Explain the importance of well-defined participants in research
  • Name 2-3 behavioral tests with documented efficiency in diagnosing CAPD
  • Differentiate auditory interventions vs. language interventions

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