The Evaluation of a Child with Auditory Perceptual Deficiencies: An Interdisciplinary Approach

Abstract

Auditory perception has developed into a popular term, and is frequently used in the literature pertaining to the learning-disabled child. In reviewing the various definitions of auditory perception, it becomes evident that the term has different implications depending upon each professional's viewpoint. To the reading therapist, auditory perceptual skills pertain to the efficiency that a child "can readily isolate the individual sounds within a spoken word" (Rosner 1979) and to the child's skills in the recognition of words as symbols (Schain 1977). The speech-language pathologist interprets auditory perception in light of the appropriate development of adequate linguistic skills, whereas the audiologic community defines auditory perception as the degree to which a child can process auditory signals, especially in unfavorable acoustic environments. A team involved in the perceptual assessment of a child with a learning problem must be guided by the following concerns. First, it must be stressed that relying upon only one viewpoint of central auditory perception results in a very limited scope, similar to the proverbial blind men each describing his own impression of the elephant. One gentleman authoritatively outlines the beast as long, smooth, and curved as he touches and describes the animal's tusks. Another fellow argumentatively reports his impression of the animal as being thin and flat, triangular in shape, and rough in texture, as he examines its huge ear. Each reporter's impressions are limited by his own perceptions. It is quite apparent however that only a summary of all the reports adequately describes the physique of the elephant. Likewise, each professional involved in the evaluation and rehabilitation of a child with learning differences must employ a holistic philosophy requiring the coordination of various disciplines.