Auditory Processing Disorder (APD) in Children: Guide

Campbell, N., Grant, P., Moore, D,R. and Rosen, S. | View as single page | Feedback/Impact
Auditory Processing Disorder (APD) in Children
Evidence
Background
Context
Assessment
Intervention
British Society of Audiology guidance
What is APD?
Multi- or interdisciplinary approach
Evidence-based assessment
Evidence-based management
International guidance
Types of APD
Presenting difficulties
Case history
Acoustic environment
Practical Handouts
‘Bottom up’ and ‘top down’
Watch out for APD look-a-likes
Questionnaires
Technology
Related MESHGuides
Controversy surrounding APD
Multi- or interdisciplinary team
Audiogram and baseline tests
Intervention programmes
References
APD tests and criteria
Compensatory strategies
APD tests recommendations
We welcome your feedback
Strength of Evidence
Transferability
Areas for further research
Editor's comments
Online Community

‘Bottom up’ and ‘top down’

As discussed under the section ‘What is APD?’ there are both ‘bottom up’ and ‘top down’ processes involved.

Auditory information is not only relayed on up to the brain it is also ‘shaped’ or modulated by the brain as part of the process. Higher cognitive functions that play a role in ‘shaping’ the incoming auditory information include aspects such as language, attention and memory.

The following short 4 minute video by Prof David R. Moore (one of the co-authors of this MESHGuide) explains how these ‘bottom up’ and ‘top down’ processes work and the parts of the brain that are involved.

CLICK HERE to see the video.

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