Auditory Processing Disorder
Do you have difficulty following vocally given instructions? Or do you have issues hearing the different sounds in words? If you answered ‘yes’ you may have Auditory Processing Disorder (APD). If someone has APD the person has normal hearing, the only thing that causes them to have APD is that their brain interrupts the sound differently. APD can happen to anyone young or old, children or adults, anyone. Children and Adults that have APD face struggles that conflict with school,work, and everyday life and being able to learn from those struggles allows form of research development to find solutions to help those people.
Children that have the disorder (APD) have to deal with struggles that affect their school
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An adult that has APD has trouble trying to follow multi-step complex instructions. For example having to listen and write notes. This is a problem because once again processing information comes into play. Adults and children have the same problem when it comes to processing information. Adults with APD will have difficulty telling differences between sound of certain words (‘sh’ and ‘ch’) so finding the correct words is another challenging thing. Adults will also have problems with long over the phone conversations because of the following reasons; the other person on the line can be talking too fast or signal could be bad which would have an affect on what the person with APD would hear, so it would mess their hearing more than it already is. Good new is their are ways to help these people that have Auditory Processing …show more content…
One of the simplest ways to help someone with APD is to speak clearly while facing the person when speaking. This help tremendously because it allows them to get all the sound possible so they can process what they did to correctly and so they can make sure they have the correct information. Another thing that is able to be done to help is to give simple and direct instructions. By giving simple and direct instructions it give the person that has apd less to process and les to memorize which all them to focus on the instruction they need to follow. That least thing that can be done to help those individuals with Auditory Processing Disorder is to allow additional time to process information (Reading Horizons,pg 1). It is such a simple way to help,yet it really helps. By allowing extra time the adult or child can get all the information needed and the adult or child will be able to focus on what's being said rather than how it's said. These are just some of the easy and simple ways to help those people that have APD, yet they make a big difference when dealing with their
Augmentative communication is another way to help with their language disorders. This may be using computers or hand help devices. Picture communication can also be used. Augmentative communication is often used with people who have disabilities
Every parent who has a child suffering from a psychological disorder that affects their behavior dreads a new school year. This means new teachers not aware of the disorder, more parent-teacher conferences, and more pressure to medicate the child. The most common and well known behavioral disorders are Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD).
Speech therapy is also a commonly used therapy with children who have been diagnosed with ASD. Every educator interviewed included speech therapy in the list of therapies they incorporate into educating students with ASD. Speech is helpful
IDEA defines a learning disability as a disorder in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Learning disabilities are a life-long issue. Language problems that go untreated in the early years of school can continue into high school and adulthood. As a child who suffered with an Auditory Processing Disorder (APD), early intervention was very important for me to progress in school. I continue to this day, to utilize and build on compensatory techniques taught by my grade school Speech Pathologist. Henceforth, I have been able to succeed in school, social settings and now in college.
Augmentative-Alternative Communication (AAC) is the description for communication strategies or physical tools that ASD individuals use to enhance their capability of understanding others and enhancing the ability of ASD individuals to make their needs, wants and intentions known (DynaVox 2009). AAC aids people who have some type of problem with writing or speaking so their uses are not only restricted to ASD children and adults. The no-technology version of AAC does not require a physical aid because AAC is when pointing or making gestures is used to show what is needed or wanted. The low technology version is the use of communication books and electronic communication boards. High technology AAC
Patients with ASD may imitate what is being said to them with limited speech and may find it difficult to process what is going on around them and so are prone to feeling disorientated as well as being less proficient, frustrated or anxious therefore practitioner should avoid frustration and emphatic towards the patient (National institute of mental health, 2015)
Attention Deficit Disorder otherwise known as ADD is a condition that refers to an individual’s inability to control their own behavior or impulse(McEwan 70). This can begin in early childhood and interfere with children’s ability to do well in school and social situations. These patients also have troubles blocking out noise or other stimuli in order to focus on a task or what is being said. ADD is a chronic problem that can be seen as early as infancy and can extend to adulthood. There are two types of Attention Deficit Disorder. The most common form is Attention Deficit Hyperactive Disorder (ADHD). The characteristic of this type is hyperactivity, which is seen before the child enters
People with LPD find it unusually hard to understand the words they hear, and have difficulties finding words to express themselves.
As a Speech Language Pathologist it is my responsibility to provide a means of communication to any individual who has an impairment as it relates to communication. No matter how severe the deficit may be as it relates to cognitive functioning, motor skills,etc.. and any other disability that may impact the traditional means of communication. A Speech language Pathologist who works with individuals who require the use of an Augmentative and alternative communication device, must keep in mind that it is their responsibility to make sure that more than one mode of alternative and or augmentative can be used, monitor the progression of intervention as well as evaluate the individual and most importantly keep up to date with current practice through
Auditory processing disorder (APD) is a general diagnoses for disorders related to the brains inability to process auditory information correctly. Children with APD have normal development of their outer, middle, and inner ear. Thus, the hearing in the child is satisfactory. However the disability is in the brains lack of ability to understanding and decoding sounds, specifically sounds which compose speech.
The recognition and diagnosis of ASD continues to increase, cited by a greater general awareness of the disorder and ability of those
Across an endless time continuum through many different eras, many individuals from various different language backgrounds have experienced speech or communication disorders—including swallowing disorders, the incapability to coherently speak certain words, and auditory processing difficulties. According to the speech-language hearing association (ASHA), a communication disorder is defined as an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems (Asha.org, 2015). The severity of communication disorders may vary from mild to quite profound in a range of numerous individuals, regardless of era, heritage and ethnicity. A communication disorder amongst those experiencing
Hearing loss is the most common physical disability in the whole wide world. In the United States alone, about 28 million people have some level of hearing impairment that interferes with their ability to understand normal speech and participate in conversations. Another 2 million cannot hear at all.
With a very young child, they may not coo or babble during infancy, produce first words late and lack some sounds, only produce a few different consonant and vowel sounds, have difficulty combining sounds, avoid using difficult sounds by replacing or deleting them, and experience eating problems. In older children, common signs are that they can comprehend language much easier than they can produce it, struggle more with language production when anxious, are hard to understand, sound choppy and monotonous, seem to grope to produce certain sounds, and have difficulty imitating speech, though they are more fluid and clear with imitation than with spontaneous production. At any age, a child may portray delayed language development, issues with expressive language, fine motor impairments, hypersensitivity, hyposensitivity, and difficulty learning to write (“Childhood Apraxia,” 2011). Other reported possible symptoms of CAS include extended reliance on nonverbal communication and omission of consonant sounds in the initial and final positions of words (“Apraxia: Symptoms, Causes,” n.d.).
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they