| An Auditory Processing Disorder is the inability for an | | | | . Has difficulty in comprehending abstract information. |
| individual to make proper sense of information taken in | | | | . Has difficulty in processing nonverbal information. |
| through the ears. This disorder has nothing to do with | | | | What causes Auditory Processing Disorder? |
| hard of hearing or deafness, but it is the difficulties | | | | A single cause is not responsible for this disorder, but |
| experienced with how auditory information is | | | | some possible cause may include lead poisoning, head |
| processed by the sufferers brain. This deficit of | | | | trauma and chronic ear infections and many other |
| auditory processing can directly interfere with language | | | | unknown reasons too. There may even be a |
| and speech. It can also affect an individual's entire area | | | | combination of causes rather than a single cause. |
| of learning especially that of spelling and reading. | | | | Each sufferer will have to be therefore assessed |
| The symptoms of Auditory Processing Disorder are | | | | individually. |
| not unique and can occur in individuals who suffer with | | | | Helping your child out. |
| other types of disorders or deficits namely, dyslexia, | | | | If your child has been diagnosed with this disorder |
| hearing loss and attention disorder. Therefore, the | | | | there are several things you could do to help your child |
| presence of one or more of the following symptoms | | | | out: When you are speaking to your child, make him |
| does not mean that a child is suffering from Auditory | | | | look at you, try as much as possible to reduce the |
| Processing Disorder but it might be in order that the | | | | background noise, speak in a slightly increased volume |
| child is referred to an audiologist for proper | | | | and slower rate, when you give your child instructions |
| assessment. Some Symptoms are: | | | | or directions make him repeat them aloud to you until |
| . Has difficulty in following a lengthy conversation. | | | | he gets it right, when speaking use simple and |
| . Has difficulty in following someone when they speak | | | | expressive sentences. |
| in noisy surroundings. | | | | Possible treatment. |
| . Has difficulty in either spelling and reading or both. | | | | . Modification of the environment such as placement, |
| . Has difficulty in following multi step directions. | | | | seating and classroom acoustics may help. |
| . Has difficulty in carrying out a conversation over the | | | | . Language building skills - These exercises can help to |
| telephone. . Has difficulty in taking down notes. | | | | increase the child's language base and the ability to |
| . Has difficulty in organizational skills. | | | | learn new words. |
| . Has difficulty in learning difficult vocabulary words and | | | | . Use of auditory trainers. These are electronic devices |
| also learning a foreign language. | | | | which enable an individual to focus his attention on a |
| . Has difficulty in remembering spoken information. | | | | speaker and also to reduce the background noise. |
| . Is distracted easily and is unusually bothered by | | | | Used in classrooms the teacher wears a microphone |
| sudden or loud noises. | | | | and the child in question wears a headset. |
| . Has difficulty in sustaining, directing or dividing attention. | | | | . Auditory memory enhancement - this procedure |
| . There is improvement in the individual' behavior and | | | | reduces the detailed information to a more of a basic |
| performance in quieter environs. | | | | representation. |