Resources - Auditory Processing Delay |
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Auditory Processing Delay (APD)
Auditory Processing is basically the role the brain plays in the hearing process which ultimately enables us to develop learning skills. Essentially, it is our brain and not our ears that hear. The ears play the part of sending raw information on for further analysis where, all being well, it is eventually deciphered by the hearing centres in our brain. How well the raw information is interpreted by the brain depends on our level of Auditory Processing skills which are primarily developed during the critical periods of language learning, between the ages of 0 to 3 years. This is the period when the brain is most prepared to map information from sounds or spoken words onto its language centres.
People with APD (sometimes referred to as central auditory processing delay CAPD)have difficulty understanding instructions and sustaining
attention, particularly in the classroom environment where there is frequently
competing background noise. The sounds of peers whispering or talking, air-conditioners
or traffic, as well as lawnmowers or children playing outside, are just
some of the common classroom distractions that make learning very difficult
for these children. They need to expend far too much mental energy and cognitive
resources trying to sort through the various sources of auditory information
that their brains are receiving, such that they cannot learn or perform
to their full educational potential.
The reason why they experience difficulties processing information is because
the sounds of the English language have not been sufficiently imprinted
on the language centres of their brain. While there may be different causes
for this, often children have experienced multiple middle-ear infections
(including “Glue Ear”) during the period of critical language
development of zero to four years old, whether or not these ear infections
were recognised at the time.
Despite the prevalence of APD, its symptoms are still frequently misinterpreted
as signs of ADHD or ADD, a hearing deficit, general learning difficulties,
or even depression. It is frustrating for the student, parents, and teachers
to see a seemingly bright child struggle academically, without understanding
why. As a result, they frequently slip through the educational cracks, where
schools have neither the knowledge of how to address the child’s needs,
nor the resources. Furthermore they usually don’t qualify for special
educational assistance.
It is important to understand that if your child does have a processing
deficit, it is unlikely they will outgrow these problems without appropriate
intervention. The difficulty lies in choosing the best way to assist your
child’s learning, given that there are so many options available.
Most of the parents I meet have tried various programmes and tutoring, with
limited success. This may be because the intervention is not addressing
the underlying processing deficit. It is as though the builders are trying
to stabilise the roof before the walls are completely built. Equally it
is essential to establish fundamental oral language skills before learning
to read and write.
Please send an Email for a copy of the report apd@neuron-learning.co.uk
