Pediatricians' Awareness and Knowledge on Symptoms and Difficulties Associated With Auditory Processing Disorder.

Background and objectives: Early identification and management of (central) auditory processing disorder [(C)APD] necessitate a multidisciplinary approach due to its potential effects on listening, communication, and academic performance. It is crucial to assess the awareness and knowledge of the team members involved in the management of (C)APD to bridge the gap between early identification and intervention. The aim of this study was to assess the awareness and knowledge of (C)APD among pediatricians in India.

Subjects and methods: This study used a questionnaire-based cross-sectional survey. Phase I involved the development and content validation of the questionnaire. The questionnaire contained 14 closed-ended questions to assess the awareness and knowledge of the causes, symptoms, assessment, treatment, and management of (C)APD. Phase II involved the administration of the developed questionnaire to 118 pediatricians practicing in India with at least one year of experience.

Results: The findings of the study indicated that the majority (94.07%) of the pediatricians were aware of (C)APD, but only a few had diagnosed a child with (C)APD (32.2%). Most pediatricians showed varying levels of accuracy in recognizing common symptoms of (C)APD. Subgroup analyses of the symptom knowledge domain using Fisher's exact chi-square tests revealed that pediatricians with ≥11 years of experience (p=0.043) and those with postgraduate qualifications demonstrated significantly better recognition of (C)APD symptoms (p=0.009). Participants demonstrated a good understanding of the multidisciplinary team involved in the diagnosis and management of (C)APD.

Conclusions: Pediatricians in India possess a good general awareness of (C)APD but limited detailed knowledge of its symptoms and management. Clinical experience and postgraduate qualifications were associated with a greater understanding of (C)APD symptomatology. The gap between knowledge and clinical practice underscores the need for targeted training, curriculum integration, and structured referral pathways to improve early identification and intervention for (C)APD.