TermsĪn older term for this is Central Auditory Processing Disorder (CAPD), but because all auditory processing has to occur centrally (i.e. As a result, the person ends up having trouble understanding what is heard, despite having normal hearing. their ears work fine), but the auditory system is not able to process and bring this information to the brain. What is APD?Īuditory processing disorder (APD) is a condition where someone has normal hearing (i.e. Friends seem to react negatively during get-togethers. Her husband seems irritable, but denies he is angry with her. She just wishes that everyone could be more quiet. Being at home with her family has changed from being enjoyable to exhausting and irritating. She had a concussion a few years ago, and now struggles to understand when more than one person is speaking at once. Mary is in her 40’s, married with three children. Since this year, he has a new teacher with an accent, and has been struggling to understand him. Music class is tough because he can never understand the lyrics to songs. When alone with the teacher, he tends to understand things, but has troubles with group activities. He always needs the instructions repeated in class, and has difficulty focusing in gym class. He has been diagnosed with ADHD, but treatment with ADHD medications hasn’t really helped. Specific recommendations are given for ways the teacher can help the child as well as programs that are commercially available to improve the auditory deficits.Sam is a 10-yo who has troubles paying attention in school. The areas of auditory deficits are identified and the effects of these deficits upon reading, spelling, memory and overall learning are determined. In summary, the auditory processing evaluation consists of a variety of tests that measure whether the child has the necessary auditory skills for learning. Tests are given to measure the child's ability to associate sounds with their written symbols, sound out words, analyze the placement of sounds within words and spell words phonetically. In addition to determining whether the child has the necessary auditory skills for learning, the auditory processing test battery also measures the child's ability to use auditory skills for reading and spelling. By "stressing" the auditory pathways, information is obtained about the individual's ability to recognize the differences in words, fill in missing parts of words, blend sounds together to form words, understand speech in background noise and remember what is said for following directions and retaining academic concepts presented in the classroom. A normal auditory processing mechanism is able to handle mild distortions of the speech signal while those with central auditory processing problems are unable to do so. The "stress" may result from fusion of auditory information, such as presenting part of one word in one ear and part of the word in the other ear, requiring the auditory system to fuse auditory information. The "stress" may also be caused by the addition of information, such as adding background noise. The "stress" may result from deletion of auditory information, such as omitting sounds within words. The "stress" is created by an altered type of speech signal, making the auditory pathways work harder. In order to determine this, the auditory pathways are "stressed". In order to determine whether a child has the necessary auditory skills for learning, a variety of tests are administered to determine whether the auditory processing pathways are functioning properly. If auditory deficits are present, they are specified and their effects upon reading, spelling and overall learning are identified. An auditory processing evaluation measures whether a child has the necessary auditory skills for learning.
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