Skip to main navigation menu Skip to main content Skip to site footer
Językoznawstwo baner

No. 3/28 (2026)

Articles

The specifics of language-communication and perceptual difficulties of a child with auditory processing disorder (APD) – diagnostic and therapeutic implications

DOI: https://doi.org/10.25312/j.10648  [Google Scholar]
Published: 2026-10-23

Abstract

Auditory Processing Disorder (APD) results from impaired processing of auditory information within the central nervous system and is frequently associated with language and learning difficulties. The aim of this study is to analyse the language, communication, and perceptual difficulties of a child with APD and to evaluate the role of comprehensive diagnosis and therapy based on the Warnke method. The study employed a case study design involving an eight-year-old boy diagnosed with APD. Data were collected through the analysis of diagnostic documentation, observation, interview, speech-language assessment, and evaluation of higher auditory functions using the Warnke diagnostic procedure. The findings revealed substantial deficits in speech comprehension, language competence, phonemic hearing, phonological skills, and basic auditory-visual-motor functions. Follow-up assessment conducted after six weeks of systematic auditory training with the Brain-Boy Universal device demonstrated improvement across all assessed auditory-visual-motor functions. The results confirm the importance of comprehensive multidisciplinary assessment in children with APD and indicate that therapy based on the Warnke method may effectively complement speech-language intervention by supporting the development of auditory processing and language-communication skills.

References

  1. Antczak-Kujawin J. (2022), Diagnoza i terapia zaburzeń percepcji słuchowej u 65-letniej kobiety z głuchotą starczą, „Logopaedica Lodziensia”, nr 6, s. 11–23, https://doi.org/10.18778/2544-7238.06.01 [Google Scholar]
  2. Banaszkiewicz A. (2015), Studium przypadku (case study) jako metoda badań logopedycznych, [w:] S. Milewski, K. Kaczorowska-Bray (red.), Metodologia badań logopedycznych z perspektywy teorii i praktyki, Gdańsk: Harmonia Universalis, s. 364–380. [Google Scholar]
  3. Bellis T.J. (2003), Assessment and Management of Central Auditory Processing Disorders in the Educational Setting: From Science to Practice, Clifton Park: Thomson/Delmar Learning. [Google Scholar]
  4. Bellis T.J., Anzalone A.M. (2008), Intervention approaches for individuals with (Central) Auditory Processing Disorder, „Contemporary Issues in Communication Science and Disorders”, vol. 35, s. 143–153, https://doi.org/10.1044/cicsd_35_F_143 [Google Scholar]
  5. Catts H.W., Chermak G.D., Craig C.H., Johnston J.R., Keith R.W., Musiek F.E., Robin D.A., Sloan C., Paul-Brown D., Thompson M.E., Campbell T.F., Ferre J.M., Kraus N., McNeil M.R., Phillips D.P., Stark R.E., Tallal P., Watson C.S. (1996), Central Auditory Processing: Current status of research and implications for clinical practice, „American Journal of Audiology”, vol. 5(2), s. 41–52, https://doi.org/10.1044/1059-0889.0502.41 [Google Scholar]
  6. Czajka N., Skarżyński P., Skarżyński H. (2021), Trudności dotyczące ośrodkowych zaburzeń przetwarzania słuchowego z perspektywy lekarzy, instytucji orzekających i pacjentów, „Nowa Audiofonologia”, nr 10(1), s. 53–57, https://doi.org/10.17431/10.1.6 [Google Scholar]
  7. Dajos-Krawczyńska K., Piłka A., Jędrzejczak W., Skarżyński H. (2013), Diagnoza zaburzeń przetwarzania słuchowego – przegląd literatury, „Nowa Audiofonologia”, nr 2(5), s. 9–14, https://doi.org/10.17431/890109 [Google Scholar]
  8. Emiluta-Rozya D. (2024), Całościowe badanie logopedyczne z materiałem obrazkowym, Warszawa: Wydawnictwo Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej. [Google Scholar]
  9. Ferguson M.A., Hall R.L., Riley A., Moore D.R. (2011), Communication, listening, cognitive and speech perception skills in children with auditory processing disorder (APD) or specific language impairment (SLI), „Journal of Speech, Language, and Hearing Research”, vol. 54(1), s. 211–227, https://doi.org/10.1044/1092-4388%282010/09-0167%29 [Google Scholar]
  10. Hill P.R., Hogben J.H., Bishop D.M.V. (2005), Auditory frequency discrimination in chil¬dren with Specific Language Impairment: A longitudinal study, „Journal of Speech, Language, and Hearing Research”, vol. 48(5), s. 1136–1146, https://doi.org/10.1044/1092-4388%282005/080%29 [Google Scholar]
  11. Iliadou V.V., Ptok M., Grech H., Pedersen E.R., Brechmann A., Deggouj N., Kiese-Himmel C., Śliwińska-Kowalska M., Nickisch A., Demanez L., Veuillet E., Thai-Van H., Sirimanna T., Callimachou M., Santarelli R., Kuske S., Barajas J., Hedjever M., Konukseven O., Veraguth D., Stokkereit Mattsson T., Martins J.H., Bamiou D.E. (2017), A European Perspective on Auditory Processing Disorder-Current Knowledge and Future Research Focus, „Frontiers in Neurology”, vol. 8 , art. 622, s. 1–7, https://doi.org/10.3389/fneur.2017.00622 [Google Scholar]
  12. Keith R.W. (2004), Zaburzenia procesów przetwarzania słuchowego – postępy w rozumieniu istoty choroby, „Otorynolaryngologia”, nr 3(1), s. 7–14. [Google Scholar]
  13. Lewandowska M., Ganc M., Włodarczyk E., Senderski A., McPherson D.L., Bednarek D., Skarżyński H. (2013), Central auditory processes predict reading abilities of children with developmental dyslexia, „Journal of Hearing Science”, vol. 3(2), s. 30–40, https://doi.org/10.17430/889538 [Google Scholar]
  14. Majak J. (2013), Trudności diagnostyczne w zaburzeniach przetwarzania słuchowego u dzieci, „Otorynolaryngologia – Przegląd kliniczny”, nr 12(4), s. 161–168. [Google Scholar]
  15. Majak J., Senderski A., Wiskirska-Woźnica B., Śliwińska-Kowalska M. (2023), Diagnostyka i postępowanie w zaburzeniach przetwarzania słuchowego u dzieci, „Polski Przegląd Otorynolaryngologiczny”, nr 12(2), s. 9–1, https://doi.org/10.5604/01.3001.0053.7127 [Google Scholar]
  16. Michalak-Widera I. (2009), Logopedyczny test dla dzieci i młodzieży, Katowice: Wydawnictwo Unikat. [Google Scholar]
  17. Moore D.R., Ferguson M.A., Edmondson-Jones A.M., Ratib S., Riley A. (2010), Nature of Auditory Processing Disorder in children, „Pediatrics”, vol. 126(2), s. e382–e390, https://doi.org/10.1542/peds.2009-2826 [Google Scholar]
  18. Rosen S. (2003), Auditory processing in dyslexia and specific language impairment: is there a deficit? What is its nature? Does it explain anything?, „Journal of Phonetics”, vol. 31(3–4), s. 509–527, https://doi.org/10.1016/S0095-4470%2803%2900046-9 [Google Scholar]
  19. Senderski A. (2014), Rozpoznawanie i postępowanie w zaburzeniach przetwarzania słuchowego u dzieci, „Otorynolaryngologia”, nr 13(2), s. 77–81. [Google Scholar]
  20. Skoczylas A., Lewandowska M., Pluta A., Kurkowski Z.M., Skarżyński H. (2012), Ośrodkowe zaburzenia słuchu – wskazówki diagnostyczne i propozycje terapii, „Nowa Audiofonologia”, nr 1(1), s. 11–18, https://doi.org/10.17431/882777 [Google Scholar]
  21. Styczek I. (1982), Badanie i kształtowanie słuchu fonematycznego: komentarz i tablice, Warszawa: Wydawnictwa Szkolne i Pedagogiczne. [Google Scholar]
  22. Warnke F. (2014), Metoda Warnkego. Dysleksja stop, Wrocław: Biomed Neurotechnologie. [Google Scholar]
  23. Wilson W.J. (2003), Confused about APD? Then consider the following questions, „Acquiring Knowledge in Speech, Language and Hearing”, vol. 5(3), s. 123–126. [Google Scholar]

Downloads

Download data is not yet available.