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Auditory Processing Disorder

Auditory Processing Disorder. Dickey LaMoure Special Education Unit. How Does Auditory Processing Work?. The ears detect sound Auditory stimulus travels along the neural pathways from the ear to the brain The brain “processes” the information, allowing the listener to

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Auditory Processing Disorder

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  1. Auditory Processing Disorder Dickey LaMoure Special Education Unit

  2. How Does Auditory Processing Work? • The ears detect sound • Auditory stimulus travels along the neural pathways from the ear to the brain • The brain “processes” the information, allowing the listener to • Determine where the sound comes from; • Determine what type of sound it is; • Separate the sound from background noise; and • Interpret the sound. • The listener stores, retrieves, or clarifies the information to make it useful.

  3. Causes of Auditory Processing Disorder • Often unknown • May be associated with the following conditions: • Dyslexia • Attention deficit disorder • Autism or Autism spectrum disorder • Specific language impairment • Pervasive developmental disorder • Developmental delay • Or, it may occur on its own

  4. Auditory Processing Disorder Children with Auditory Processing Disorder (APD) have trouble decoding sounds. The disorder part of APD is an impaired ability to • attend to, • discriminate, • remember, • recognize, or • comprehend information presented auditorily.

  5. Characteristics of APD All learning is negatively affected by APD. • Difficulty following directions is the most common complaint about children with APD. Students cannot • Interpret oral directions • Follow directions in the correct sequence • Organize information presented • Come to appropriate conclusions regarding data • Categorize and compare data.

  6. Characteristics of APD • Poor reading, comprehension, writing, and spelling; • Weak short-term memory; • Difficulty taking notes; • Difficulty learning foreign languages; • Verbal (word) math problems are difficult.

  7. Characteristics of APD • Children with APD often do not recognize subtle differences between sounds in words, for example: "Tell me how a chair and a couch are alike" may sound like "Tell me how a couch and a chair are alike." or "Tell me how a cow and a hair are alike."

  8. Characteristics of APD • Auditory processing difficulties become more pronounced in challenging listening situations: • noisy backgrounds • poor acoustic environments • great distance from the speaker • speakers with fast speaking rates • speakers with foreign accents. • Assistive listening devices may help.

  9. Characteristics of APD • Problems understanding language & developing vocabulary; • Poor language and academic skills may lead to further problems— • Behavioral, • Psychological, and/or • Social problems.

  10. Classroom Accommodations • Use visual cues • List assignments on the board; • Provide lecture outlines; • Use demonstrations and examples to clarify information; • “Step out” directions; • Use graphs or posters help students visualize the information or concept.

  11. Classroom Accommodations • Use texts on CDs (check when ordering new texts); • Ask students to fill in or predict information in class and conversations; • Repeat directions; • Give the child time to respond to questions; • Prepare the child in advance by giving the question and making sure he has the answer.

  12. Classroom Accommodations • Allow the child to use a tape recorder or peer note-taker; • Use a cloze procedure for note taking; • Draw out math problems; • Use diagrams; • Develop memory techniques: verbal rehearsal and mnemonics (chunking, cueing, chaining).

  13. Classroom Accommodations • Use descriptive adjectives that express sensory input; • Provide models of paraphrasing or give the student 2 choices of how to paraphrase; • Reduce noise & increase structure; • Give 1 direction at a time; gradually build up to multi-tasking; • Allow preferential seating .

  14. Other Good Practices • Teach and practice listening skills; • Teach and practice how to ask questions; • Ask the student to paraphrase information; • Preteach vocabulary and meanings; • Learn what works well and use it!

  15. The End

  16. Bibliography http://www.med.umich.edu/1libr/yourchild/speech.htm http://www.thespeechy.com/speechprobs.asp http://www.asha.org/public/hearing/disorders/effects.htm “The Bridge to the Future” Language Arts Curriculum by the North Dakota School for the Deaf http://www.nidcd.nih.gov/health/voice/auditory.asp http://ericec.org/digests/e634.html http://www.kidshealth.org/parent/medical/ears/central_auditory.html

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