Understanding and Improving Listening Skills in Children with Auditory Processing Disorder (APD)

Understanding and Improving Listening Skills in Children with Auditory Processing Disorder (APD)

Do you have a child or student who struggles with listening skills? At home, you might ask your child to do something simple like, "go and put on your school clothes, get your jacket, and put your library book in your school bag." However, they may look confused, respond with "huh," or only complete one or two of the tasks. In the classroom, a student with poor listening skills may struggle to keep up with discussions, follow instructions, and learn from the teacher’s voice.

Parents and teachers might assume these children are deliberately ignoring them, have hearing issues, or just aren't paying attention. While these assumptions could be correct, if the child's hearing is fine, their poor listening skills may be due to an auditory processing disorder (APD).

What is Auditory Processing Disorder?

APD is not the same as hearing loss or inattention. A child with APD can hear what is said but has trouble understanding it. For them, it can be like trying to have a conversation in a noisy room: you can hear the person speaking but can’t make out what they're saying because of the background noise.

If this sounds like your child’s experience in the classroom, it’s no surprise they might 'tune out.' Consequently, children with APD often perform below their potential at school despite having normal intelligence. According to the American Speech-Language-Hearing Association (ASHA), APD refers to difficulties in the processing of auditory information in the central nervous system and the auditory mechanisms underlying these difficulties (ASHA, 2020).

Improving Listening Skills

So, how do you determine if your child or student has APD?

1. Check Their Hearing: Ensure their hearing is normal.
2. Professional Assessment: An audiologist or speech pathologist can determine if poor listening is due to APD. The assessment will also consider if the child has attention deficit hyperactivity disorder (ADHD) or specific language impairment (SLI), as some APD symptoms overlap with these disorders.

If APD is the cause of poor listening skills, there are two key ways to help: compensatory strategies for home and school, and targeted neuroscience-based interventions.

Compensatory Strategies

At Home:
Ensure you have your child’s full attention and that they are facing you when you speak. Use short, simple sentences and provide clear, concise instructions. Repeat important information and encourage your child to ask questions if they do not understand.

In the Classroom:
Teachers can use similar strategies to those for parents at home, along with some specific to the classroom environment. This includes providing visual aids, breaking instructions into smaller, manageable steps, and checking for understanding regularly.

Targeted Neuroscience-Based Interventions

One of the most widely used and validated interventions for APD is the Fast ForWord program, which has been used in schools and clinics for the last 15 years and has substantial research backing. A study by leading APD researchers at Auburn University, USA, found that the Fast ForWord program improved auditory processing skills and created positive changes in children’s brain structures that support better auditory processing (Tallal et al., 1996).

After using this neuroscience-based online program, children were better able to:
- Follow instructions
- Listen to speech with background noise (common in classrooms)
- Decipher unclear words
- Remember complex sentences

Research and References

1. American Speech-Language-Hearing Association (ASHA):** Provides detailed information about APD and its impact on children.
- Source: [ASHA - Auditory Processing Disorder](https://www.asha.org/public/hearing/Understanding-Auditory-Processing-Disorders-in-Children/)

2. Tallal, P., Miller, S., & Fitch, R. H. (1996). Neurobiological Basis of Speech: A Case for the Preeminence of Temporal Processing:** This study outlines the effects of the Fast ForWord program on children with APD.
- Source: [Neurobiological Basis of Speech](https://pubmed.ncbi.nlm.nih.gov/8743945/)

3. Chermak, G. D., & Musiek, F. E. (1997). Central Auditory Processing Disorders: New Perspectives:** This book provides comprehensive insights into the diagnosis and management of APD.
- Source: [Central Auditory Processing Disorders: New Perspectives](https://books.google.com/books/about/Central_Auditory_Processing_Disorders.html?id=JZlHAAAAMAAJ)

Conclusion

Understanding and addressing APD in children is crucial for helping them achieve their full potential. By using a combination of compensatory strategies and targeted interventions like the Fast ForWord program, parents and teachers can make a significant difference in the listening skills and overall academic performance of children with APD.

Written by: CL Hub Team.

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