As used in this subpart:

1. (1)

   1. (A) “Central auditory processing” means the auditory system mechanisms and processes responsible for the following behavioral phenomena:

      1. (i) Sound localization and lateralization;
      2. (ii) Auditory discrimination;

      3. (iii) Temporal aspects of audition, including:

         1. (a) (a) Temporal resolution;
         2. (b) (b) Temporal masking;
      4. (c) (c) Temporal integration; and
      5. (d) (d) Temporal ordering;
      6. (iv) Auditory performance decrements with competing acoustic signals; and
      7. (v) Auditory performance decrements with degraded acoustic signals.

   2. (B)

      1. (i) These mechanisms and processes are presumed to apply to nonverbal as well as verbal signals and to affect many areas of function, including speech and language.
      2. (ii) They have neurophysiological as well as behavior correlates.

   3. (C)

      1. (i) Many neurocognitive mechanisms and processes are engaged in recognition and discrimination tasks.
      2. (ii) Some are specifically dedicated to acoustic signals, whereas others (e.g., attentional processes, long-term language representations) are not.
      3. (iii) With respect to these nondedicated mechanisms and processes, the term “central auditory processes” refers particularly to their deployment in the service of acoustic signal processing; and

2. (2)

   1. (A) “Central auditory processing disorder (CAPD)” means an observed deficiency in one (1) or more of the above-listed behaviors.

   2. (B)

      1. (i) Central auditory processing disorder is not a standalone category for receipt of special education services.
      2. (ii) However, students with CAPD may be eligible for special education services under an existing category of disability if the CAPD manifests itself in such a way as to result in an adverse effect on educational performance.

   3. (C)

      1. (i) For students with CAPD, a multidisciplinary evaluation is necessary.
      2. (ii) Although audiology may be the primary discipline involved in the diagnosis, it will be important for the speech-language pathologist, classroom teacher, and psychological examiner to be involved in determining the manner in which a student’s CAPD impacts educational performance.
      3. (iii) Based on this information and the required evaluations for any disability category considered, the student’s evaluation committee must make a decision about eligibility and services needed, if any.

   4. (D)

      1. (i) Students with CAPD may meet the eligibility requirements for speech or language impairment when the language area of perception and processing is considered.
      2. (ii) Please refer to 6 CAR § 131-110.
      3. (iii) The student may also qualify for special education services if the CAPD manifests as a specific learning disability.

   5. (E)

      1. (i) For some persons, CAPD is presumed to result from the dysfunction of processes and mechanisms dedicated to audition.
      2. (ii) For others, CAPD may stem from some more general dysfunction, such as an attention deficit or neural timing deficit, that affects performance across modalities.
      3. (iii) It is also possible for CAPD to reflect coexisting dysfunctions of both sorts.
      4. (iv) The clinician should attempt to determine the factors that contribute to the disturbance of auditory behaviors (e.g., auditory, cognitive, linguistic), as these may influence clinical decision making (ASHA, 1995).

   6. (F) Individuals with CAPD exhibit language-related academic deficits with no observable explanations with regard to:

      1. (i) Hearing status;
      2. (ii) Intellectual functioning;
      3. (iii) Articulation disorder;
      4. (iv) English as a primary language; or
      5. (v) Emotional disturbance.

   7. (G)

      1. (i) CAPDs have been reported for persons manifesting a large and diverse set of clinical problems.
      2. (ii) In some cases, CAPD is observed in students who show clear evidence of central nervous system (CNS) pathology.
      3. (iii) CAPD may also be associated with conditions where CNS pathology is uncertain (e.g., developmental language disorder or learning disability).
      4. (iv) Although the links between them are complex, CAPD has a potential impact on both language learning and language use for clients with and without clear evidence of neuropathology.

Codification Notes: “ASHA” means American Speech-Language-Hearing Association.