Auditory Processing Disorder

There are many types of auditory processing deficit and, because each child is an individual, APD may manifest itself in a variety of ways. Auditory processing disorder can also be developmental or acquired. It may result from ear infections, head injuries or neurodevelopment delays that affect processing of auditory information. Therefore, treatment of APD must be highly individualized and deficit-specific. Intervention or management of diagnosed CAPD generally targets three different

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

Auditory Processing Disorders, also known as Central Processing Disorders, are difficulties in the processing of auditory information in the central nervous system. The definition for an Auditory Processing Disorder is frequently changing and evolving. According to ASHA standards in 2005, a “central processing disorder refers to difficulties in the perceptual processing of auditory information in the central nervous system and the neurobiological activity that underlies the processing and gives rise to the electrophysiological auditory potentials (ASHA 2005).” Recent evidence has declared auditory processing disorders to be a legitimate clinical disorder resulting from confirmation of the link between well-defined lesions of the central nervous system and deficits on behavioral and electrophysiological central auditory measures (Musiek, F. Journal of American Academy of Audiology). An individual is likely to perform normally in tests including clicks and tones, rather than speech. There is a significant difference between the receptors for audition and speech processing. It is imperative that these disorders are diagnosed and treated early in a child’s development to eliminate developmental negative consequences.

People with LPD find it unusually hard to understand the words they hear, and have difficulties finding words to express themselves.

If I were to get into an accident, and had to choose which part of the brain I would be okay with being damaged, I think I would have to choose the Auditory Cortex. Damage to the Auditory Cortex in humans means the loss of awareness in sound. If the damage was severe there is a chance I would go completely deaf. However, there is the slight chance that I could still have reactions to sounds. I may still be able to tell the difference between high and low pitch frequencies in the sounds. I can also possibly be able to tell which direction a sound is coming from. There is also a chance it would cause me to have balance issues, and excessive ringing in the ears. Most of the time this type of damage is permeant. I think that I could handle the

Melody used her speech generating computer to assist her express her needs and thoughts to her parents, peers, and teachers. Melody was also able to participate in classroom activities she couldn’t before she had her Medi-Talker. She could answer questions by clicking on her keyboard’s letter “A”, “B”, “C”, and “D” and print them out to turn in. A big reason why Melody’s parents didn’t get her a speech generating device sooner was because they didn’t know they were available. I would advise families that have a child with a communication issue to research augmentative and alternative communication devices. These devices can be as high technologically advance as a speech generating computer or as simple as a word board. Melody used a word board before her Medi-Talker; it helped her express her needs such as “hungry” or “sleepy” and communicate with her peers by pointing her thumb to words like “nice” and “shoes”. No matter if it’s a computer or a word board the right assistive tool can tremendous help an individual with a

Auditory Processing Disorder (APD), also known as central auditory processing disorder (CAPD), is a neurological defect that affects how the brain processes spoken language. It affects about 5% of school-aged children making it difficult for the child to process verbal instructions or to cancel out background noise in the classroom. A child who has Auditory Processing Disorder may have the same kind of behavioral problems as a child who has ADD, and also might be confused with Autism, Asperger’s, Language processing disorder, and Dyslexia. For children who suffer from APD, the understanding of meanings, sound combination, and the categorical order of words are mistaken.

Approximately, four million individuals in the United States do not have the ability to effectively and functionally communicate. This impairment may be caused by an acquired condition or a congenital disorder (Beukelman & Mirenda, 2005, p.

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.).

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.

use. Eliminating extra noise helps students with hearing impairments focus on the class lecture and

Speech and language disorders, as with any learning disability, can cause embarrassment and social hindrance for students along with the educational setbacks. Unfortunately there is yet to be a cure discovered, but luckily there are many ways in which individuals with learning disabilities can seek treatment and aide. For example a child could receive therapy from a speech pathologist to help them articulate more clearly. There is also assistive technology available for all types of disorders. Assistive technology can help motivate students to overcome the barriers in learning that they face by compensating in the area that they lack. When choosing which type of device that a student should use, it is very important that it is one that will accommodate to the specific disability of the student (Fleming, 1999). For individuals with speech and language disorders, either an electronic communication device or a personal FM listening system would be appropriate. An electronic communication device allows one to type their ideas into a machine so they

Central auditory processes are the auditory system mechanisms responsible for the behavioral phenomena such as sound localization and lateralization; auditory discrimination; temporal aspects of audition including temporal resolution, temporal masking, temporal integration and temporal ordering; auditory performance with competing acoustic signals and auditory performance with degraded signals. These mechanisms and processes apply to verbal as well as non-verbal signals and may affect many areas of function, including speech and language (ASHA, 1996). Central auditory processing disorders (CAPD) can be defined as a deficiency in any one or more of the behavioral phenomena listed previously (ASHA, 1996).

Kraus has learned that the brain’s response to sound in children as young as three is predictive of their ability to read. Her lab can also identify those children who are likely to struggle to read before those kids show signs of the language disorder. This kind of forecasting, Kraus said, could help schools and parents direct resources where they’re needed most. The brain changes in response to the sounds it’s processing; a three-year-old’s brain can adapt if the sound environment is altered.

Showing appropriate model for the skill is important using video tapes or over the skype to watch live.