Auditory Processing Disorders

CHILDREN

Auditory Processing Disorders

Children with an Auditory Processing Disorder experience difficulty paying attention to, and remembering what has been said. For example they may have great difficulty carrying out a multi part instruction and generally will be better able to carry out instructions when given one at a time. Their teacher or parents may have described them as having poor listening skills. Often children’s academic performance will suffer as a result of their auditory processing difficulties.

Ryan has Auditory Processing Difficulties

Ryan finds it very difficult to follow instructions. He is liable to follow the first or last instruction but never all three. When he was with his friends he said very little because he was not sure what they were talking about. He couldn’t work it out quickly enough. He became more isolated with...

Ryan finds it very difficult to follow instructions. He is liable to follow the first or last instruction but never all three. When he was with his friends he said very little because he was not sure what they were talking about. He couldn’t work it out quickly enough. He became more isolated with few friends.

He also has difficulties with reading writing and spelling. He often mispronounces words because he does not hear them correctly. Although Ryan has learned to read, he does not understand what he is reading. His reading age was below that of his peers.

Up to the age of three Ryan had many ear infections and this caused him difficulties in acquiring language. With the help of Speech Therapy Ryan’s speech improved enormously. Ryan however still confuses sounds such as t and k saying ‘coke’ for ‘coat’; ‘p’ and ‘t’ saying ‘hip’ for ‘hit’; ‘t’ and ‘s’ saying ‘touch’ for ‘such’ and other sounds such as ‘th, ‘f’ ‘sh’ etc., He also typically reverses letters and reads the word ‘was’ as ‘saw’, and writes ‘p’ when he should write ‘b’.

Ryan we can say has an Auditory Processing difficulty or in simpler terms a Listening problem, we could also say that he has a specific learning difficulty or is dyslexic.

At Cluas an individual listening program using classical music was designed for Ryan. Ryan’s individual auditory training program retrained his ability to analyze sounds, and his listening.

Ryan’s Mother now reports that he is more interested in reading, it is no longer a chore at home, and that he has taken up his book spontaneously to read, something which never happened before. She also reports that his concentration is better and that he is more ‘with it’.

He is able to follow the teacher’s instruction and come home with the correct homework. While Ryan at times can still reverse words and letters he is doing it now less frequently.

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TESTIMONIAL

Rachel told us about her son, Rory, aged 6 …October '13

Rory found it difficult to understand what he had to do in school and would bring home school work uncompleted. His concentration has now improved at home and he understands what I’m asking him when it comes to his homework. He was always quiet at the dinner table but would shout when he wanted to...

Rory found it difficult to understand what he had to do in school and would bring home school work uncompleted.

His concentration has now improved at home and he understands what I’m asking him when it comes to his homework.

He was always quiet at the dinner table but would shout when he wanted to say something. Now we encourage him to have his turn and listen to others – and he is now able to do this. As parents we find he understands what is being asked better now. I don’t have to repeat myself as much with him and he’s more co-operative.

By the last set of sessions of his Cluas program he said he was was ‘tired’ of the program – but once he got the headphones on he responded better than the other earlier sessions.

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