Auditory processing problems may affect as many as 1 in 20 children but are frequently difficult to assess (Goldberg, 1998, p. 109). Central Auditory Processing Disorder (CAPD) is not deafness but resembles what is frequently called auditory dyslexia because the processing of neurological signals from the ear to the brain may not be fully developed.

Children with CAPD may have had a history of ear infections, may be easily distracted-particularly in classroom settings where there is a lot of activity or noise-and may have difficulty remembering or concentrating on verbal cues. Children struggling with auditory problems are frequently labeled "poor listeners" or are sometimes misdiagnosed with other learning or behavior problems such as Attention Deficit Disorder (ADD). Difficulty in assessment is compounded because many children show reduced signs of a problem at home, where the atmosphere is quieter, the child is familiar with routines, or the parents and children have developed effective ways of coping with distractions.

However, as children enter school, the auditory modality becomes increasingly important-especially in reading, language development, communication, and comprehension. The auditory modality and how it may affect a student's school experience include the following areas (Riley, 1992, pp. 53-68):

* Auditory sequencing is the ability to immediately sort and store information that is presented based on the student's ability to perceive the information accurately, maintain focused attention on the information, and sort or classify the information.

Students with auditory sequencing problems often demonstrate a lack of attention or motivation, ask for verbal cues to be repeated, turn in incomplete work, appear indifferent, or appear to deliberately disobey.

* Auditory memory is the ability to recall information received from auditory cues, including sounds and meanings of words.

Students with auditory memory problems often demonstrate a lack of attention, appear indifferent, repeat instructions, lose interest quickly, may window gaze, and may become restless or disruptive.

* Auditory abstraction is the ability to understand information received from auditory cues.

Students with auditory abstraction problems often fail to "get" the meaning and require extensive explanation, are unable to obey verbal cues, fail to follow directions despite an ability to verbalize the rules, and may be quiet and unresponsive.

* Auditory discrimination is the ability to tell the difference between sounds, intensity, pitch, and intonation, especially the subtle differences in word or letter combinations.

Students with auditory discrimination problems often misunderstand words and concepts, may miss the meaning of a word, may be seen as deliberately disobeying, and may have poor peer relationships.

As children progress to higher grades where there may be more emphasis on lecture as the primary mode of instruction, students need to develop sustained listening skills as well as the ability to participate in discussions. It is not unusual for students who were able to cope with, or mask, their disability during the elementary years to begin to flounder in secondary school. Children who had difficulty following verbal instructions and who may have been viewed as being mischievous or defiant during elementary school will likely have developed a variety of negative response patterns that will affect secondary education. They may also have gained peer acceptance as the "class clown" or "smart alec." For most of these students, however, typical disciplinary measures will not change their disruptive behavior over the long term (Riley, 1992, pp. 53, 55).

If a child has the symptoms of CAPD, a complete assessment by qualified professionals (such as a psychologist and audiologist) may be in order. The assessment should determine if CAPD is a problem for the child and, if so, in what areas the child might be having difficulty. The assessment will likely include observing the child in the school environment. Then, using a team approach, the psychologist, teacher, audiologist, and parent can work together to develop strategies to assist the child within the classroom. They may also develop exercises called Auditory Integration Training (Goldberg, 1998, p. 109) that might include activities such as listening regularly to music in which the tone and intensity have been carefully modulated.

Other activities that may help students who have been identified with CAPD include playing listening games; memorizing songs, jingles, and rhymes; imitating sounds; retelling stories; developing an awareness of sounds in the child's environment such as bird calls; giving short-focused directions; using body language and visual cues; writing assignments or directions on the board or in a notebook; and using a buddy system or peer tutors (Gillet, 1993, pp. 12-17).

Although the reasons for the success of short-term therapy are still unclear, this therapy may help minimize some types of auditory processing difficulties and encourage the student's school success.

For more information:

ERIC Clearinghouse on Disabilities and Gifted Education
Council for Exceptional Children
1920 Association Dr.
Reston, VA 20191-1589
Telephone: 800-328-0272
TTY/TDD 800-328-0272
Email: ericec@cec.sped.org
Internet: http://ericec.org

Central Auditory Processing Disorders Web Pages
Internet: http://www.theshop.net/campbell/central.htm [NPIN editor's Note (9-9-02): this url is no longer active]

CAPD Parents' Page
Internet: http://pages.cthome.net/cbristol/capd.html

Sources

Gillet, Pamela. (1993). Auditory processes (Rev. ed.). Novato, CA: Academic Therapy Publications. (ERIC Document No. ED 354 667)

Goldberg, Jeff. (1998, October). Out of control. Parents, 73(10), 108-109.

Riley, Stanley R. (1992). Learning process skills. Novato, CA: Academic Therapy Publications. (ERIC Document No. ED 350 809)