Auditory Processing Disorders - A Guide to
Understanding APD
Central auditory processing disorders (CAPD), also referred to as APD, is when
someone has difficulty processing or interpreting sounds by the brain, despite
having normal hearing. In short, it can be simply defined as a problem with
"what the brain does" with "what it hears".
People with auditory processing disorder difficulties often have normal hearing
sensitivity but their brain struggles to interpret, organize, and remember
what is said, especially in background noise. Children with auditory processing
problems are weak in some basic skills for decoding and remembering what they hear.
They often miss, or misunderstand, information that is conveyed orally,
in instruction or conversation.
On this page, you can find information about a variety of topics related to
auditory processing, commonly observed symptoms, screening and assessment,
and benefits of therapy. Click on the links below to view information on
different aspects of APD.
Information about Auditory Processing Disorders
You will find information about various aspects of auditory processing such as
identifying, screening, assessment and therapy for APD. Click on a link to read the
content for a specific topic or continue reading all topics below.
Auditory Processing Skills
How Does APD Affect Learning
Common Signs and Behaviour
Screening for APD and Getting Assessed
The Need for APD Testing
How is APD Identified and Diagnosed?
How Does APD Testing Help?
Intervention for APD
Benefits of APD Therapy - Procedural Aspects and Improvement Areas
How Can We Help Children with APD?
TedX Talk about APD (YouTube)
The human brain possesses a variety of auditory processing skills that allow it
to interpret sounds. These skills are most often dependent on each other.
The brain uses these skills in different combinations to help a person hear
what is happening around them and understand what it means.
Localization
- Identifying where sounds are coming from
- Important for knowing where we are
- Critical skill for sorting background noise
- The role of brainstem is critical in this skill
Decoding
- Identifying different types of sounds and patterns
- Critical skill for language learning
Temporal Processing
Identifying timing and pitches
Integration
Taking sounds coming from two ears and putting it together
Tolerance-Fading Memory
Sorting through competing sounds/noise and remembering what is heard
Relation between Auditory Skills and Effective Communication
As a speaker arranges thoughts in the brain and starts speaking to a listener
there are 2 processes happening - the listener hears the spoken message
which is conveyed to their brain. The speaker then hears their own articulation
of speech though a feedback link, where the speaker’s ear picks up their
own voice and send it to the brain to process it. As the role of the speaker
is finished, the listener would then take up the role of the speaker and
the whole process is repeated.
Children receive a lot of instruction both at home and at school –
whether it is for obeying their parents, learning a new task, reading, math or
other educational activity, interacting with or playing other kids, and many others.
If the child is suffering from auditory processing disorder, you begin to see
many occasions when the child fails to understand simple or mildly complex instructions.
Even in situations when the child is provided with visual aids like pictures,
text, or video, they can still have trouble understanding the audio content.
This can make it difficult for them to understand what they are hearing
especially in noise, have difficulty communicating with their friends or
classmates and awkwardness in social situations (for example, classrooms
or family gatherings).
Children with APD have difficulty performing tasks when they are instructed orally.
They appear disconnected and confused and may respond inappropriately in
several situations. In fact, it is quite possible that a child with APD
may fare worse than a child with hearing impairment because inability to
process a full range of audio is more problematic than hearing nothing at all.
A person or child with APD may exhibit difficulty with auditory processing
in the following ways.
- Poor listening skills
- Difficulty following oral instructions or classroom discussions
- Frequently say “huh?” or “what?”
- Difficulty with phonics or letter-sound correspondences,
sound blending or segmentation
- Difficulty decoding unfamiliar words
- Poor spelling
- Slow fluency of reading
- Poor reading comprehension
- Difficulty understanding in the presence of background noise
- Poor attention, daydreaming, high distractibility
(may seem like an attention disorder)
- Give slow or delayed responses to oral questions
- May be prone to behavior problems due to frustration or
boredom (inability to follow the class)
- Avoidance of reading or other difficult tasks
If you or your child exhibit any of the signs and symptoms, it would be helpful
to screen for APD in order to rule out the need for a comprehensive
diagnostic assessment. Screening would help in identifying those for whom a
comprehensive auditory processing evaluation is warranted, while, at the
same time reduces the number of inappropriate referrals.
We highly recommended that you or your child take a screening test for APD
if you exhibit difficulty with auditory processing because it:
-
is helpful in identifying conditions that may require medical attention
-
increases awareness among parents, teachers, and special educators about APD
-
minimizes psychological factors on the part of the child arising from
anxiety and stress
- allows for insightful educational planning based upon the child’s
individual auditory strengths and weaknesses
- is helpful to get screened early rather than lose
valuable time that is crucial for child’s development, as prevalence of APD
among different age groups is not widely documented
- requires minimal amount of time and resources that can
help identify or rule out potential problem areas for an under-performing child
- can be used as a basis to recommend other psychological
and behavioral tests and suitable remedies
You can use our APD screening questionnaire to verify if existing issues may be
attributed to auditory processing deficits.
- APD could be a factor for your child’s academic struggles.
- This could probably be one of the components
causing delays and/or failure to progress in other therapies targeted at
remediating language and/ or learning disorders.
- Once APD is identified and treated there would be
better progress in other therapies.
- A complete diagnosis of APD would be helpful in
knowing where the breakdown is happening along the central auditory pathway
in order to target our therapy effectively.
- It would be essential to remediate APD based on the
type of APD even if there is difficulty hearing in noise as one of the core issues.
- A deficit specific diagnosis would be helpful in targeting
our intervention strategies by allowing us to understand what type of difficulties
a person is facing and what would be the most useful intervention strategy.
- Assessment could help in preparing a much easier approach
to remediate reading and other communicative and learning deficits.
- It would also be helpful in planning intervention to
improve memory related issues.
- It would give a complete insight into how a person is
combining information together along with sequencing them to form one set.
APD diagnosis, testing and therapy have seen significant advances in the last
60 years with the development of research-based testing protocols. However,
prior to testing for APD, it is mandatory to rule out hearing loss as any degree
of hearing loss, however small it may be, raises auditory processing concerns.
APD testing is typically conducted on children or adult who have normal hearing,
or already wear hearing assistive devices (e.g. hearing aids) to compensate for
hearing loss. APD testing can be conducted on children as young as 3 and a half years old.
It is advisable for children suspected of having APD to get tested as early as possible,
as it can greatly improve their academic and social success.
There are different testing protocols currently in use for APD testing – Buffalo model,
Terri Bellis model, to name a few. The purpose of these tests is to assess APD using
a series of tests that target decoding, integration, tolerance fading memory and
organization difficulties. Apart from testing for APD, the Buffalo model testing procedure
also includes separate modules for therapy which improve a person’s auditory processing skills.
During an APD test, the client or child is presented with a series of tests to
determine how their brain identifies and uses sounds and words in both quiet and noise.
The stimulus (sounds) used in these tests target specific centers in the brain for language,
speech, memory, and comprehension. In addition to regular APD testing, both children and
adults can also be assessed using an interactive test called Acoustic Pioneer,
which is available as an iOS application on Apple-related devices such as an iPhone or iPad.
The application was designed and validated by an audiologist named Matthew Barker,
and is a great tool to use for diagnostics and also for measuring progress with therapy.
APD assessment using a formalized testing procedure is highly beneficial
in the following aspects.
- It provides information about comprehension and
expression of spoken language
- It helps in understanding cognitive and
psychoeducational abilities
- It can be used as an aid to address issues associated
with articulation, spelling, oral language, speech understanding in noise,
distractions, sequencing, short term memory, and other auditory based tasks
- It helps to identify academic and communication difficulties
- The test would help in understanding how a word is read
- It helps in diagnosing APD from other disorders, such as
ADD, ADHD, learning disabilities and depression
- It prevents misdiagnosis and provides
possible prognosis of therapy
- Psychological effects of APD can be minimized
- Appropriate identification of children with APD
will allow insightful educational planning
- It provides additional information that helps in
understanding benefit from other therapies
Although there are several strategies to APD intervention, none of them are
aimed directly at therapy. The therapy program is targeted to improve decoding,
integration, organization and tolerance fading memory deficits by training to
blend sounds together, improving the degree to which they are remembered effectively,
how such sounds are synthesized into words, improving hearing abilities in noise,
improving sequencing abilities, dichotic listening training (hearing different sounds
in both ears simultaneously) and some non-auditory approaches.
For younger children, we are able to provide access to two different therapy apps
from the same developer of Acoustic Pioneer. These apps are a great way to practice
dichotic listening and temporal processing, and report back weekly progress.
The results and outcomes of therapy are long lasting and are achievable in a
short period of time. APD therapy is most helpful in improving:
- Outcomes of other therapies children who are
hyperactive, distractible or have short attention spans
- Focus in a task
- Sequencing abilities
- Ability to extract signal from noise without getting distracted
- Calmness in noisy situations
- Academic performance at school
- Social communication and helps to ease frustration
The weaknesses in auditory processing are treated from a multi-system
coordination of skills perspective. This includes:
- Whole body focus
- Attention
- Ability to endure sustained attention for repetitive tasks
- Ability to stay seated for longer periods of time
- Decreased need for verbal reminders
- Improved eye contact
- Ability to wait for the information to be presented in full
- Ability to self-monitor and self-correct responses
- Ability to self-regulate body posture for active listening
- Ability to self-regulate emotional reactivity to
simple tasks hat were perceived as difficult or aversive
- Improved stamina and energy
- Ability to connect meaningfully to the task rather
than mechanically completing task from rote memory
- Ability to connect to the task at a linguistic level
to meaningfully process the information in connected speech
- Ability to self-advocate when the task is
too difficult or to ask for clarification
The Buffalo Model for Auditory Processing Therapy
Therapy is based on Jack Katz’s Buffalo Model of Auditory Processing Therapy
(Katz, 2007, 2009; Katz & Fletcher, 2004) which includes:
- Phonemic synthesis training
- Phonemic awareness and recognition training
- Auditory attention, whole body active participation
and listening training
- Endurance for auditory listening
- Short-term memory (repeating words, numbers,
phrases, and sentences)
- Working memory/organization training (ability to
repeat longer units of numbers forwards and backwards)
- Dichotic and monaural listening training
- Selective ear listening training
- Speech in noise training for each individual ear
- Ear separation listening
- Auditory ear lateralization
- Auditory processing integration training
To help children who have APD, it is important to understand the problems
associated with APD and how they affect daily activity, response to situations
and performance of the child. The following strategies can be used either at
home or at school to ease some of the difficulties associated with APD.
These strategies can prove greatly beneficial when used together with APD therapy.
- Identify and acknowledge that the child is facing
auditory difficulties - it must be explained to the child as early as possible
that their trouble with understanding words is not their fault and encourage
them through positive feedback.
- Provide the child with a quiet environment with
reduced background noise at home and at school to prevent distraction from
listening tasks. In the classroom, the child should be seated away from
doors and windows, and closer to the teacher who can observe and help with
confusion or distraction.
- Allow the child to do reading and independent work
in a quiet room and provide studying aids like assignment pad or
recording/replaying device.
- Maintain constant eye contact with the child while
speaking to keep them engaged in conversation. Try to provide visual aids to
help them understand the spoken part, e.g. written text or pictures that
represent the spoken instructions.
- Repeat the first few steps of a series of instructions
to ensure that the child understands them properly. Watch for signs of the child
being lost or inattentive and keep asking questions to keep the child focused.
- Provide reading assignments and non-auditory material
(e.g. presentations, slideshows) before introducing new material during
classroom instruction. Inform parents and other support staff in the school
about upcoming topics and lessons.
- Allow students with APD to get additional time
to complete tasks where spoken instructions are provided.
Watch the TedX talk about auditory processing disorders by Dr. Angela Alexander, an
audiologist with over fifteen years of experience specialising in diagnosing and treating
Auditory Processing Disorder (APD).
If you would like to make an appointment for in-clinic or online APD assessment
and/or therapy, please contact us directly through email or phone. You can also
complete our
APD screening questionnaire and provide us with your contact information,
and we will reach out to you as soon as we review your responses.