If an Auditory Processing Disorder is found, then what can be done?...

Actually, a lot.

Children and parents alike express relief when an Auditory Processing Disorder is diagnosed. Previous behavior can finally be traced to a source. The child is not “just hearing what he wants to hear” or “failing to apply herself.” The fact that the difficulty can be verified by an evaluation often gives parents more patience. Children who previously explained their behavior as “I’m just stupid” can now understand that they perceive auditory stimuli differently than other children.

Using accommodations and listening strategies, these children can learn to work around their difficulties, and become successful academically and socially.

When APD has been identified, remediation is typically planned in the following three areas:

Improvement of listening environment. Children with APD show difficulty listening in noise to a signal that they can process in a quiet environment. All classrooms are inherently noisy environments. Immediate ways to improve the auditory environment in a classroom include placing the child’s desk at a distance from the teacher in which the child can easily read the teacher’s lips while simultaneously listening. A light tap on the child’s shoulder can be used by the teacher to alert the child that something important is about to be said. Seating the child near a highly achieving classmate with permission for the two to be “study buddies” can allow the child to take cues from the buddy about important auditory instructions or meaning.  Soundfield or personal FM systems have had great success in making it easier for the child to differentiate the teacher’s voice from typical classroom noise.

Auditory Training. Multiple research studies show that practice in focused listening to challenging stimuli requiring an interactive response and giving immediate feedback improves the listening ability of children with APD. Many computer games (used with earphones) are available that provide listening practice and which also sustain children’s attention. All musical training is a form of focused listening. Participation in individual music lessons, as well as participation in band, orchestra, choir or small musical groups provides auditory training that provides challenge to the child with Auditory Processing difficulties.

Listening Strategies. For years persons with hearing loss have been using compensation strategies that help them to function in challenging listening environments.  Although hearing loss, per se, is not the problem for children with APD, the same strategies can be useful to smooth socially rough patches, and gain cooperation from communication partners. For example: most people respond poorly to a request for repetition that is packaged as a constant stream of “huh?” or “what?” But a “huh?” that is replaced with “excuse me, I didn’t quite catch what you said” improves tempers all around.

If APD difficulties are due to maturational delay, then improvement with time could be expected. But a maturational lag does not seem to be the major cause of APD. There is no medication or other medical cure for APD. Learning how to live with APD and compensate for it is the best recipe for success.

The APD evaluation identifies problem areas, and makes suggestions for a remediation plan. Each plan must be individualized. Higher success is found when input from the child, the child’s family, school personnel and those in charge of outside activities is included in the plan. Distinguishing the target speech (such as the teacher’s voice) from noise in the environment, practice in focused listening and using listening strategies allows people with APD to look forward to academic, vocational and social success.