Auditory Processing Disorder and Your Child's Success

Auditory Processing Disorder, APD can be defined as the inability to recognize and identify sounds; primarily sounds that comprise speech.  It is the inability of the brain to accurately process the speech signal.  For instance, a person with APD may not be able to differentiate the sound /f/ from /th/ from /v/.   As you can imagine, when a student cannot easily distinguish between the word /feign/, and /vain/, or /fin/ and /thin/, the communication process becomes quite challenging and the classroom can become a difficult environment for a child to navigate.  Not only does APD impact the comprehension of the spoken word, but a fragile phonological/phonemic foundation can also impact negatively on academic success, reading comprehension and the child’s understanding of nuanced language.

While working with a qualified Speech Language Pathologist is paramount to develop and implement compensatory strategies, it is also imperative that child’s educators understand the unique needs of a child with APD. It will benefit the child if the classroom teacher implements the following strategies in the classroom.

1.       “Front and center” in the classroom.  Seating in the front of the room allows the child with APD to pick up on the non-verbal and visual cues such as facial expressions and articulation so as to comprehend the subtleties of the signal/message.

2.       A quiet classroom is paramount for success.  Research has been conducted that indicates that a classroom is many times noisier than healthy and acceptable levels.  NYC classrooms are probably worse and more worrisome.  A student with APD can become easily distracted by sound, and very often cannot prioritize the speech signal from other ambient and environmental sounds.  I suggest that the child with APD utilize an FM system.  However, many children are not eager to take this step.  Something as simple as closing the windows and curtains serve to significantly reduce the environmental sounds and will help tremendously.

3.       Allowing significant time for the child with APD to process a question or statement; whether written or verbal is imperative for their success.  For instance, when you interact with this child you may need to rephrase your question or statement in order for them to fully comprehend it.  Working with children with APD, I have found that, at times, they do not understand some of the nuances of complex language.  For instance, some older children with APD do not easily understand analogies without an explanation and have difficulties with metaphors.  You may find that this type of language may present a challenge and may need to be rephrased. Questions that include analogies and metaphors can be very tricky and may not be the best indication of their understanding of a topic.  A child with APD may understand more direct language and will be more successful at answering direct questions.

4.       During classroom lectures and tests, providing handouts, and using visual tools and illustrations very often support students with APD.

5.       Also, allowing extra time for testing will significantly help a child with APD.

As with any concerns you may have regarding your child’s speech and language, consult with your child’s doctor or a qualified SLP.  Referrals can be made for an assessment to determine whether your child has APD.  Please be aware that APD is not diagnosed in young children.  However, if it is suspected, a qualified SLP will be versed in treatment.