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Auditory Processing DisorderDana Jorgensen

Northeastern UniversityMini Conference Assignment

EDU 6086

+Abstract An Auditory Processing Disorder (APD) interferes with a person’s

ability to recognize, distinguish, and interpret sounds. Often misdiagnosed as ADHD and considered to be a source of other speech and language disorders (Dobrzanski et. al., 2007), APD is not one of the 14 federal disability categories outlined in IDEA (Virginia Department of Education, 2006). Although there has been an upsurge of public and professional awareness, there is a dire lack of understanding about APD - just what it is and what it isn't. The purpose of this presentation is to increase awareness surrounding APD so teacher’s can better identify children with APD earlier on. In addition, a review of the literature will provide a comprehensive understanding to the instructional strategies that have been linked to successful learning amongst children with APD. Evidence shows that children with APD who receive customized and deficit-focused instruction (Sharma et. al., 2009) complete with cognitive strategies, environmental modifications (DeBonis & Moncrief, 2008), and an increased use of interactive visual aids (Dobrzanski et. al., 2007) will have improved learning outcomes. In conclusion, this presentation recognizes APD as a distinct disability, thus advocating that it be included within IDEA so children with APD can receive the deficit-focused services they need to academically succeed.

+Auditory Processing Disorder: What is it?Auditory Processing is the term used to describe what happens when your brain recognizes and interprets the sounds around you.

An Auditory Processing Disorder (APD) interferes with a person’s ability to recognize, distinguish, and interpret those sounds.

Children with APD exhibit normal hearing and intelligence

Neurological component - central nervous system’s ability to process sounds

Often misdiagnosed as ADHD

+Auditory Processing Disorder:Causes & Diagnosis

Estimates reveal that between 2% and 7% of the population have APD and that it is more likely to be present in males than females by a 2:1 ratio (Dobrzanski et al., 2011)

Diagnosed by series of audiology and behavioral tests

No gold standard definition or agreement on what APD actually is

Who has it? Diagnosis

The central nervous system is responsible for sensory processing that is intertwined and supported by other language language and cognitive processing, making it difficult to separate APD from other learning disabilities (DeBonis & Moncrieff, 2008). Audiologists -> APD Speech and Language Therapists -> SLI Psychologists -> Dyslexia and/or ADHD

Confusion surrounding APD

+Auditory Processing Disorder: Symptoms Poor listening skills

Difficulty hearing in the presence of background noise

Difficulty following instructions

Often asking for repetition, or saying “huh or what”

Difficulty with organizational skills

Easily distracted / poor attention

Academic difficulties, particularly in the areas of reading and spelling

Poor musical and language abilities

+Why does APD matter?

APD is frequently reflected in lower verbal IQ scores and poor memory skills (Keller, Tiller, & McFadden, 2006).

“There is objective evidence from a longitudinal study of 109 typically developing children for a link between early auditory processing and later reading ability” (as cited by Sharma, Purdy & Kelly, 2009)

Acting out behaviors and poor social interactions; being upset with new situations, focusing on TV, becoming mentally fatigued more easily (Muluk & Yalcinkaya, 2010).

Poor coordination, unaware of physical surroundings and prone to accidents

Educational Impact

Social Impact

+Why does APD matter cont’d:

Despite the growing prevalence of children with Auditory Processing Disorder, there is a dire lack of APD related knowledge and skill-sets in elementary school teachers Because symptoms of APD can over-lap and/or co-exist with

other types of learning disabilities (ADHD & SLI) -> Misdiagnosis is high

Teacher’s are unaware of how to best differentiate instruction

APD is not one of the 14 federal disability categories outlined in IDEA, therefore a student diagnosed solely with APD would not be eligible for an Individualized Educational Program (IEP). Child with APD may qualify for an IEP under Other Health

Impairments (OHI) category. Special education services not specific to APD can lead to a

negative impact on an individual’s learning

Problem 1

Problem 2

+Auditory Processing Disorder: Need There is a critical need to improve knowledge and

understanding of APD in teachers. When APD is correctly identified through reliable screening

methods, teachers will have more opportunities to design and develop early intervention strategies using multisensory learning alternatives as a part of an individualized plan structured for that particular child.

It is imperative that we find a way to adequately define APD and acknowledge this disorder as an IDEA federal disability category. Children with APD should not be limited to the appropriate

special education services needed for academic success. Concrete definition of APD will further validate the disability. As of now, students with APD are falling through the cracks

in our educational system - characterized as students who are just below average and lacking motivation.

+In the meantime: Differentiated instruction for children with APD Speak slower & repeat

phrases

Multisensory instruction and use of technology

Provide seating near audio source: in front of class, near tv – Environmental adaptations

Eliminate unnecessary background information during tasks

Provide visual instruction – Power-points, videos, etc.

Compensatory and cognitive learning strategies for reading

+Thank you!

+References Bellis, T. (2004). Understanding auditory processing

disorders in children. Audiology Information Series, ASHA's Consumer Newsletter, American Speech-Language-Hearing Association (ASHA).

Carter, S. L. (2000). “Everybody’s talkin’ at me… Can’t hear a word they’re sayin’…” Dartmouth Medicine.

DeBonis, D. A., & Moncrieff, D. (2008). Auditory processing disorders: An update for speech-language pathologists. American Journal of Speech-Language Pathology, 17, 14-18.

Dobrzanski-Palfery, T., & Duff, D. (2007). Central auditory processing disorders: review and case study. Axon/ L'axone, 28(3), 20-23.

Moore et al. (2010). Nature of auditory processing disorder in children. American Academy of Pediatrics, 386-290.

+References Cont’d:

Muluk, N. B., Yalcinkaya, F. (2010). Importance of pre-educational and post-educational tests and effect of training on the diagnosis of auditory processing disorders (APDs) in children. International Advance Otology, 3, 386-393.

Sharma, M., Purdy, C.S., & Kelly, A.S. (2009). Comorbility of auditory processing, language, and reading disorders. Journal of Speech, Language, and Hearing Research, 52, 706-722.

Tillery, K. L., Katz, J., & Keller, W. D. (2000). Effects of methylphenidate (ritalin) on auditory performance in children with attention and auditory processing disorders. Journal Of Speech, Language & Hearing Research, 43(4), 893.

Traylor, D. (2011). Common learning disabilities in school: Auditory processing disorder. Helium.

Virginia Department of Education (2006). Students with auditory processing disorders. Retrieved from http://www.doe.virginia.gov/special_ed/disabilities/speech_language_impairment/speech_lang_pathology_services.pdf