Central Auditory Processing Disorder - Learning Disabilities Association of America

Difficulty processing and remembering language-related tasks

Signs and Symptoms

Has difficulty processing and remembering language-related tasks but may have no trouble interpreting or recalling non-verbal environmental sounds, music, etc.
May process thoughts and ideas slowly and have difficulty explaining them
Misspells and mispronounces similar-sounding words or omits syllables; confuses similar-sounding words (celery/salary; belt/built; three/free; jab/job; bash/batch)
May be confused by figurative language (metaphor, similes) or misunderstand puns and jokes; interprets words too literally
Often is distracted by background sounds/noises
Finds it difficult to stay focused on or remember a verbal presentation or lecture
May misinterpret or have difficulty remembering oral directions; difficulty following directions in a series
Has difficulty comprehending complex sentence structure or rapid speech
“Ignores” people, especially if engrossed
Says “What?” a lot, even when has heard much of what was said

Strategies

Show rather than explain
Supplement with more intact senses (use visual cues, signals, handouts, manipulatives)
Reduce or space directions, give cues such as “ready?”
Reword or help decipher confusing oral and/or written directions
Teach abstract vocabulary, word roots, synonyms/antonyms
Vary pitch and tone of voice, alter pace, stress key words
Ask specific questions as you teach to find out if they do understand
Allow them 5-6 seconds to respond (“think time”)
Have the student constantly verbalize concepts, vocabulary words, rules, etc.
Avoid asking the child to listen and write at the same time

Excerpted from the LDA of California and UC Davis M.I.N.D. Institute "Q.U.I.L.T.S." Calendar 2001-2002

Learning Disabilities Association of America
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