Auditory Processing Disorders: By Age Group

What you should know about auditory processing disorders:

• Auditory processing disorders are often referred to as central auditory processing disorders (CAPD);
• Auditory processing disorders can occur without any kind of hearing loss;
• Auditory processing disorders affect how the brain perceives and processes what the ear hears;
• Like all learning disabilities, auditory processing disorders can be a lifelong challenge;
• Many of the difficulties that are experienced by people with auditory processing disorders are also common to people with attention deficit disorders;
• Auditory processing disorders may run in families;
• Auditory processing disorders can affect a person's ability to interact socially;
• There are different types of auditory processing disorders, each affecting different aspects of auditory information processing - see "Auditory Processing Disorders in Detail" for more information.

Auditory Processing Disorders at Different Ages

Early Childhood

• Learning to speak;
• Understanding spoken language;
• Separating meaningful sounds from background noise;
• Remembering stories or songs;
• Staying focused on a person's voice;
• Unusual sensitivity to noise;
• Confusing similar sounding words;
• Difficulty in understanding speech.

• Keep directions simple - only tell your child one step at a time;
• Give directions both orally and visually - show your child what you mean;
• Speak slowly - especially when your child is hearing information for the first time;
• Maintain eye contact while speaking;
• Limit background noise when teaching new information or giving directions;
• Provide specific opportunities to practice skills that build vocabulary, rhyming, segmenting and blending words.

School-Age Children

• Remembering and following spoken directions;
• Remembering people's names;
• Sounding out new words;
• Seeming to ignore others when engrossed in a non-speaking activity;
• Understanding people who speak quickly;
• Finding the right words to use when talking.

• Combine oral teaching with visual aids;
• Ask that teachers and others make it physically, visually or audibly clear when they are about to begin something important so that nothing is missed;
• Have a note-taking buddy who will make sure that information was understood;
• Request seating close to teacher;
• Have child repeat back information or instructions to build comprehension skills and make sure messages are understood correctly.

Teenagers and Adults

• Talks louder than necessary;
• Remembering a list or sequence;
• Often needs words or sentences repeated;
• Poor ability to memorize information learned by listening;
• Interprets words too literally;
• Hearing clearly in noisy environments.

• Find or request a quiet work space away from others.
• Request written material when you attend oral presentations.
• Ask for directions to be given one at a time, as you go through each step.
• Take notes or use a tape recorder when getting any new information, even little things.