Resources – Additional Explanations about APD
I have come upon a few explanations about auditory processing disorder that are succinct and clear. One mom of an APD boy posted a couple of topics:
- Information and Support for Central Auditory Processing Disorder (CAPD) – http://www.squidoo.com/capd
- Helping Children with Auditory Processing Disorder – http://www.squidoo.com/auditory-processing-disorder
Thanks to Bonzlee for posting those – I hope more people will discover and benefit from them now!
Also, a disabilities ministry in Buffalo, N.Y. has the following list online that seems accurate and clear:
CENTRAL AUDITORY PROCESSING
The basic problem is perceptual or cognitive inefficiency or delay in perceiving, processing,
organizing or responding to what is heard – primarily, and most important in the classroom, it refers to the speed and effectiveness with which a child can process the spoken word.
Five points to know from parents:
1 . My child has trouble listening. Please understand that this is a learning problem and not a
2. My child needs to hear things more than once to understand them. Please send important material home so that we can review it with them.
3. My child may have trouble filtering out background noise, and may be sensitive to sounds we wouldn’t notice. Please understand that they are trying to pay attention.
4. My child will benefit from being seated in clear sight of you, and having as many visual aids and cues as possible.
5. Please keep the lines of communication open between our home and your program . My child needs all the adults in her life working together.
- Background noise may be extremely distracting – a seat near the blackboard or front of class may help.
- Be ready to repeat things – hearing is not a problem, but absorbing and processing the information can be laborious.
- Information needs to be presented in a multisensory way – that is, visual, auditory, kinesthetic and tactile. Children with these difficulties have a difficulty in obtaining information through the auditory modality, so it is important that visual materials are used when presenting new learning.
- Do not expect immediate answers to oral questions, or assume that because the child’s hand is not up, the child does not know the answer – the right answer may be there, but takes time to be formulated.
- Allow for some measure of frustration – remember that the child may be continuously undergoing a ‘tip-of-the-tongue’ experience.
- Word retrieval can be aided by providing structure words or the key words which the child is likely to use: this can help them write more purposefully and ease the frustration in trying to access words which they may have difficulty accessing.
- Let the child know you are aware of their difficulty, and that you are sympathetic – but that you have high expectations.
- Be specially generous with praise and cautious with criticism. Praise can be a natural motivator as long as the child feels the praise is genuine and deserved. It is important to let the child know why they are being praised rather than just to provide praise. In a behavioral reward system with extrinsic rewards such as stickers or points, the child can easily see why they are being praised. This can be an effective motivator, as long as the rewards are meaningful and appropriate.
I hope these are helpful. (The last one was mentioned in a comment by me on this blog, but I thought it would be good to gather a few resources in a single place.)