Research indicates that children presenting with signs of APD are often referred to other medical practitioners first and are unaware of the audiologists’ role in the management of APD (Fouche-Copley et al., 2016). Without early detection, APD can have leave a heavy burden on the child’s academic and social development. Most information shared in a classroom is auditory, so not being able to comprehend and understand what is going on around you can be quite isolating. Reading literacy is one of the most crucial abilities for children in the early school years as it is the foundation of learning and can be employed for recreation and self-improvement while integrating children with their communities and society as a whole (Kucukunal et al., 2020).
It is important for educators and families to know that APD is treatable. It does not require medication, but rather auditory training sessions either in-person or with a computer program. Why is this important to know? This becomes an important lesson in autonomy for children. Yes, there is an issue the child needs to overcome. But it is within their means, through work and dedication, to overcome it. Intervention strategies and training programs are geared towards each child’s specific needs, as they present differently in all children, but generally fall into the categories of environmental modifications, compensatory strategies, and direct remediation of skills (Fouche-Copley et al., 2016). This starts with a list of recommendations for children, parents, and educators. Most commonly seen is suggesting the child sit as close the educator as possible, and muffle background noise by adding carpet or tennis balls to chair legs. For educators and parents, they recommend slowing down their speech and breaking down instructions into smaller sections to allow the child to focus on one aspect at a time. These strategies seem to cover the most overarching symptoms of APD, but more specific suggestions can be made before therapy and auditory training can begin. This is why early intervention is so vital because many of these strategies require basic literacy and writing comprehension. Children need to have a solid foundation of academic and social development for their own well-being and in order to treat their APD symptoms.
Fouche-Copley, C., Govender, S., & Khan, N. (2016). The practices, challenges and recommendations of South African audiologists regarding managing children
with auditory processing disorders. South African Journal of Communication Disorders, 63(1), 1-9.
Kucukunal, I. S. (2020). Teachers’ opinions regarding the symptoms of central auditory processing disorder in children with reading and writing difficulties.
South African Journal of Education, 40(2), 1-9.
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