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The observed listening performances of 64 children with central auditory processing (CAP) disorders were obtained from teachers using the Children’s Auditory Processing Performance Scale. The data obtained indicated that the listening performances of these children vary greatly, depending upon the listening conditions and the listening functions being rated. The results also provide evidence that children with CAP disorders have difficulties not only in stressful or competing listening conditions, but also in quiet or ideal listening conditions.
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Smoski et al. (1992) studied this question.
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