Auditory Processing: How to Recognize an Auditory Processing Disorder in my Child

How to Recognize Auditory Issues

• Auditory processing disorders are conditions where children can’t process the meaning of sounds.
• Disconnection with what the ear hears and what the brain processes.
• Breakdown in receiving, remembering, understanding and utilizing auditory information.
• Can be caused by chronic ear infections, head trauma, difficult birth or lead poisoning.
• May not develop until age 7 or 8.
• Children with ADHD, Sensory Processing Issues and Dyslexia may also have difficulty with auditory issues.
• Expressive language is often affected because the input or receptive language isn’t working properly.

• It is not a hearing problem, although many parents initially think it is a hearing impairment.
• It is not a disorder that can’t be fixed. The auditory system develops until age 15, which gives children opportunities for intervention.
• It is not ADHD, Dyslexia or a Sensory Processing Disorder although many children with these disorders also struggle with auditory issues.
• It is not diagnosed by schools or educators, although many schools recognize this issue in students.
• Children won’t “grow out” of auditory issues.
• Unlike reading or spelling, an auditory issue cannot be “tutored” or taught.

Signs and symptoms to watch for

• Children often say “huh?” or “what?” after they are given instructions.
• Can’t follow directions.
• Often blurts out comments not related to the current topic.
• Difficulty following conversations.
• Potential speech and language delays.
• Often distracted by background noise.
• Struggles with reading, spelling and writing.
• Poor short-term and long-term memory.
• Can’t hear the difference between words or sounds.
• Struggles with attention and focus in the classroom.
• Has trouble telling jokes or stories.

• Because auditory disorders are not hearing issues, children often pass normal hearing tests.
• Is not easily diagnosed or addressed by teachers and schools.
• Doesn’t mean a child can’t listen or attend in class.
• Doesn’t mean a child can’t learn or strengthen their auditory learning over time.

Is intervention available?

• Use music therapy combined with movement therapy to improve behavior, processing and sensitivity.
• Actively engage children in activities that build the child’s gross and fine motor skills, cross the midline front to back and build core strength.
• Speech and language therapy.
• Provide quiet spaces for your child to study.
• Establish a routine at home.
• Ask the teacher to allow a recorder so you can review the material with your child.
• Provide visual charts and instructions for your child to help with chores, homework and receptive communication.
• Ask the teacher if a classmate can share notes with your child.

• Hearing aids or moving your child to the front of the classroom doesn’t always work because they still can’t process what they hear.
• Speaking slowly or repeating yourself multiple times doesn’t always ensure the information will “stick.”
• Intervention and auditory equipment is not often provided in schools.
• IEPs don’t always cover auditory issues unless there is a specific diagnosis. Ask the teacher or principal what is offered in your school.