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Auditory Processing Disorder

Auditory Processing Disorder. Dana Jorgensen Northeastern University Mini Conference Assignment EDU 6086. Abstract.

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Auditory Processing Disorder

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  1. Auditory Processing Disorder Dana Jorgensen Northeastern University Mini Conference Assignment EDU 6086

  2. 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.

  3. 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

  4. Auditory Processing Disorder:Causes & Diagnosis Who has it? 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 Confusion surrounding APD • 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

  5. 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

  6. Why does APD matter? Educational Impact Social Impact • 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

  7. Why does APD matter cont’d: Problem 1 • 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 2

  8. 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.

  9. 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

  10. Thank you!

  11. 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.

  12. 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

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