Auditory+Processing+Deficit

Kyle Haskell Cindy Herman Erin Weardon Auditory Processing Deficit **Auditory-processing deficit** is the inability to interpret, organize, analyze, or synthesize an auditory message.  Ø   Children with auditory processing difficulty typically have normal hearing and intelligence  Ø   APD is an auditory disorder that is not the result of higher-order, more global deficit such as autism, mental retardation, attention deficits, or similar impairments.  Ø   Not all learning, language, and communication deficits are due to APD.  Ø   No matter how many symptoms of APD a child has, only careful and accurate diagnosis can determine if APD is, indeed, present.  Ø   Although a multidisciplinary team approach is important in fully understanding the cluster of problems associated with APD, the diagnosis of APD can only be made by an audiologist.  Ø   Treatment of APD is highly individualized. There is no one treatment approach that is appropriate for all children with APD. o   804 Learning Disability Course pack o  [] o   http://www.nidcd.nih.gov/health/voice/auditory.asp o  []  Ø   Directory of Institutions that provide more information about Auditory Processing Deficit o  [] o  [] o  [] o   Central Auditory Processing Disorder (CAPD) in children: what is it and what are the issues surrounding it? Deafness & Education International Volume 2, Issue 2, Date: June 2000, Pages: 75-85 Frances Hickson, Valerie Newton o   http://www.asha.org/public/hearing/disorders/understand-apd-child.htm  Ø   Erin  §   Use microphone  §   Repeats Directions  §   Has student repeat directions back to her  §   Sits near front  §   Sits by two quiet students  §   Assists in organization  Ø   Cindy  §   Work with parent on regular basis (home support crucial) <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> §   One on one directions <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> Ø   Kyle <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> §   Work on ideas and thinking together <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> §   Boost self-esteem <span style="font-size: 10pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> §   Check with her regularly so she knows what is going on
 * Students with Central Auditory Processing Disorder would fall under this category as well.
 * Characteristics **
 * Student tunes out in noisy environment
 * Student listens, but processes the information heard inaccurately and often out of sequence.
 * Have problems carrying out multistep directions
 * Have poor listening skills
 * Need more time to process information
 * Have low academic performance
 * Have behavior problems
 * Have language difficulty (e.g., they confuse syllable sequences and have problems developing vocabulary and understanding language)
 * Have difficulty with reading, comprehension, spelling, and vocabulary
 * Student is unable to explain in verbal fashion what they are thinking.
 * Students comments may seem disassociated from the topic
 * “Don’t care” attitude
 * Withdrawn – a loner
 * Often plays with younger children or adults (avoids peer interaction)
 * Poor self concept
 * Emotional and social overlays – inadequacy, rejection, depression
 * Says “what?” or “huh?” - is buying time to process
 * Daydreams
 * Cohesion of Characteristics **
 * 1)  ** Auditory Figure-Ground Problems: ** This is when the child can't pay attention when there's noise in the background. Noisy, low-structured classrooms could be very frustrating.
 * 2) ** Auditory Memory Problems: ** This is when the child has difficulty remembering information such as directions, lists, or study materials. It can be immediate (i.e., "I can't remember it now") and/or delayed (i.e., "I can't remember it when I need it for later").
 * 3) ** Auditory Discrimination Problems: ** This is when the child has difficulty hearing the difference between sounds or words that are similar (COAT/BOAT or CH/SH). This problem can affect following directions, reading, spelling, and writing skills, among others.
 * 4) ** Auditory Attention Problems: ** This is when the child can't maintain focus for listening long enough to complete a task or requirement (such as listening to a lecture in school). Although health, motivation, and attitude might also affect attention, among other factors, a child with CAPD **//cannot//** (not **//will not//**) maintain attention.
 * Misconceptions **
 * Accommodations/Modification **
 * Work in a quiet location, with minimal distractions
 * Give written directions whenever possible
 * Give copies of lecture notes/summaries
 * Give directions one at a time (clearly)
 * Use tape recorders and take notes
 * Speak slowly
 * Have student tackle one task at a time
 * Use gestures to reinforce what is being said
 * Eye contact
 * Sound system
 * Do not count spelling in daily work or test situations
 * Be patient
 * Encourage the student to ask questions when confused
 * Pair student with peer helper to clarify message
 * Resources **
 * Personal Modifications/Accommodations **