What is Auditory Processing?
Auditory Processing, or Central Processing Auditory Disorder (CAPD), is another term for our ‘listening skills’; our ability to process the information we hear.
To achieve this we rely on the functions of our outer, middle and inner ear, and the auditory nerve that connects the inner ear to the brain. Children with difficulties in Auditory Processing may be able to hear sounds in a quiet room; however, they may have trouble distinguishing between sounds in words. It is also difficult for them to hear when there is background noise, such as when they are in playgrounds, or in a busy classroom.
These skills are very important for a child to participate in a classroom environment. Without being able to recognise words consistently, understanding what the teacher’s say can be difficult. However, with the right therapy, a child can still be successful in school.
What are the signs of Auditory Processing Disorder?
Your child may:• Be easily distracted by sudden noises • Find noisy environments upsetting • Have difficulty following directions • Appear forgetful • Have trouble doing verbal math problems
How does a Speech Pathologist assess Auditory Processing?
Your Speech Pathologist may refer your child to an Audiologist for an assessment.
How does Speakable treat Auditory Processing?
At Speakable we use the Listening Program to treat Auditory Processing. For more information on this program click here. p>
What causes Auditory Processing difficulties?
The specific causes of Auditory Processing difficulties are still unknown, however, in some cases chronic ear infections have been shown to play a role.
What can I do to help?
Speech Pathology can help your child develop their Auditory Processing. Your therapist will also provide you with strategies to assist your child at home and in the classroom. Here is a brief list of strategies to help:
• Limit background noise (such as TVs or radios)• Make sure your child can see your face • Wait for a quiet moment before giving instructions • Speak clearly and at a slower pace than usual • Check for understanding and repeat if necessary. If your child still does not understand, say it a different way • Encourage your child to confidently ask people to repeat themselves when necessary