Auditory processing disorders, verbal disfluency, and learning difficulties: a case study.

This case study reports the findings of auditory behavioral and electrophysiological measures performed on a graduate student (identified as LN) presenting verbal disfluency and learning difficulties. Results of behavioral audiological testing documented the presence of auditory processing disorders, particularly temporal processing and binaural integration. Electrophysiological test results, including middle latency, late latency and cognitive potentials, revealed that LN's central auditory system processes acoustic stimuli differently to a reference group with normal hearing.

The potential of electronic organizers as a tool in the cognitive rehabilitation of young people.

Youths who have traumatic brain injury (TBI) or mental retardation and other developmental disabilities often experience cognitive challenges in using memory and organization for learning, managing daily routines, or conducting social interactions. This article presents the results of a survey of 53 youth-parent-teacher triads probing their views regarding the youth's relationship with technology. Since the sample is small, results should be viewed with caution, yet keeping in mind the study presents some of the only data available on the use of generic technologies with youths who have disabilities.

Candidacy and management of assistive listening devices: special needs of the elderly.

The listening needs of older individuals cannot be successfully addressed with hearing aids alone. Assistive listening devices and systems (ALDs), either solely or in conjunction with the use of personal hearing aids, can facilitate listening in various acoustic environments, especially those in which excessive noise, reverberation and distance exist between the listener and sound source. Listening situations that are especially problematic, even with hearing aids, such as listening in large groups, on the telephone, in restaurants and at concerts and movies are ideally suited for ALD use.

Pictures to print: a software scaffold to written literacy.

Background: Successful school placements require effective written literacy skills. When a student has traumatic brain injury (TBI), written literacy instruction may need to be individualized and intense to facilitate optimal reintegration into the school program. Software products can provide a method that assists in creating the needed individualized, intense experiences.