auditory_processing

Auditory Processing Disorder (APD), sometimes referred to as Central Auditory Processing Disorder (CAPD), is
understood as the inability to understand, recognize, or distinguish sounds. This condition affects an individual's
ability to process and interpret language.

APD has been defined as: "...A central auditory processing disorder is not really a hearing impairment of reception
and reduced hearing sensitivity. Instead, a central auditory problem causes difficulty in understanding the meaning of
incoming sounds...Sounds get into the auditory system, but the brain is unable to interpret efficiently or at all, the
meaning of sounds...in an extreme case, meaningful sounds can not be differentiated from nonmeaningful sounds."
(Flexer, 1994)

While the cause of APD is oftentimes unknown, parents and educators may recognize the "symptoms" in the child.
If you have concerns, you may contact a pediatrician, audiologist, or speech-language pathologist.

Identifying students with APD can be challenging because similar traits are oftentimes present among students with
learning disabilities, hearing loss, and/or attention deficit hyperactivity disorder. Moreover, APD and ADHD may
co-exist in the same child.

General characteristics of APD may include the following:

Difficulty attending to and recalling information presented orally
Demonstrates poor listening skills
Becomes fatigued quicker than other students
Low academic achievement
Frequently asks for instruction to be repeated
Reports that he/she "cannot hear" or "did not hear" something that was said
Difficulty with language, spelling, reading, comprehension and vocabulary
Misunderstands common words
Process information slowly and incorrectly
Exhibits behavioral challenges
Quickly "gives up" or says "I don't know" when tasks become lengthy
Tends to "watch and wait"
Does not understand jokes
Exhibits difficulty in filtering out noise
Struggles to figure out "how to do" certain tasks
Faces challenges in note-taking, following directions, or answering simple questions
Difficulty completing multi-step directions
Becomes easily overwhelmed
Requires extra time to process information

A diagnosis of APD does not - on its own - automatically result in special education for the affected child. APD is
not included in IDEA's thirteen eligibility criteria. (See eligibility.) However, the child may receive an IEP if his/her
educational performance is negatively affected by the APD. A multi-disciplinary evaluation is oftentimes necessary
to determine whether or not the APD adversely impacts the child's educational abilities. The evaluation team may
determine that the child is eligible for special education. If the team reaches such a conclusion, it is typically pursuant
a speech-language impairment or a specific learning disability.

A list of generally-accepted supports are listed below:

Acoustically modified classroom
Minimal auditory, visual and tactile distractions:
Flexible preferential seating near teacher and/or quiet peer
Provide quiet and private area for independent work
Gain student’s attention prior to delivery of information
Provide study guides, outlines and organizers
Avoid using oral tests
Use clear, concise and easy-to-understand language
Use multi-sensory strategies and visual cues
Repeat instructions and important information
Supervise and monitor the student's attention to lectures and instructions
Provide student with desk copy of notes
Pre-teach and re-teach vocabulary and new concepts
Give spelling words in sentences
Reduce instructional language level
Provide additional time for completion of tasks
Preview and repeat test directions
Teach organizational skills
Instruct on study skills
Use prompts, reminding students to listen
Have student repeat instructions to verify understanding
Use a study guide
"Chunk down" assignments into easier-to-manage tasks
Use ear plugs or ear phones to minimize distractions
Provide cues, reminding student to listen

For more information on accommodations, click here.