Strategies for Managing Auditory Processing Disorder

The management of Auditory Processing Disorder (APD) consists of three main categories: 1) Environmental Modifications; 2) Remediation (Direct Therapies); and 3) Compensatory Strategies.

As not every person with Auditory Processing Disorder has the same exact problems to the same exact extent, it is important to keep in mind that not all strategies work for everyone nor are all needed for everyone.  Moreover, many times Auditory Processing Disorder is one disability/difference of many for an individual; some conditions such as Dyslexia, Sensory Processing Disorder, Visual Processing Disorder, Attention Deficit Disorder, and various language disabilities are common co-existing conditions.

Environmental Modifications:

Environmental modifications are things that are done to make the environment for a person with Auditory Processing Disorder most able to function at his or her best for learning, working, and/or living.  Some examples of these are*:

• Preferential seating to be nearest the speaker and away from environmental noises such as heaters or fans;
• Visual cues and aids used in presentations to assist with comprehension of the material being covered;
• Written notes provided so that full attention can be on the speaker and not on trying to take notes at the same time;
• Study guides or outlines provided before the lecture so that the person with APD can become familiar with the material and vocabulary ahead of time;
• A school FM sound system or a personal FM system to allow the person with APD to hear the speaker directly without as much environmental noise;
• The speaker pausing at phrases rather than speaking in long, complicated sentences;
• Always insuring that the person with APD has the ability to see the face of the speaker;
• Permitting the person with APD more time to process information - both input and output;
• Provide or allow the use of lists or other devices (such as recording devices) to assist with auditory memory problems; 
• Noise reducing headphones for the person with APD who is sensitive to sound when direct listening is not necessary - such as during a test or when reading;
• For the young child, picture cards are a valuable asset to assisting the child with communication. These can be made at home or purchased; and
• Many publishers of textbooks (Harcourt Brace, Houghton Mifflin, Pearson, Macmillian/ McGraw Hill, Holt McDougal & Houghton Mifflin Harcourt, Pearson Prentice-Hall, Pearson K-12) also have electronic textbooks that are available.  They are interactive and play on a computer.  I've been told that school districts are the only ones that can order them at the k-12 level.  I've also been told that some are accessible to be read by a text to speech reader application such as Adobe Acrobat 6. This is something to look into if reading speed is a problem for the student with APD.  

Remediation (direct therapy):

Remediation is controversial for Auditory Processing Disorder.  There are a number of therapy programs available and all have mixed results.  Some people may find one therapy incredibly helpful while others may find that same therapy to be useless.  

Remediation should also be aimed at the particular needs/circumstance of the individual with Auditory Processing Disorder.  Therefore, if a child is having problems processing speech, a speech therapist would be advisable.  If a child is having difficulties learning to read, a reading intervention program would make sense. Keeping this in mind, here is a list of some possible therapies*:

• Auditory Integration Training: Berard, Tomatis, and Samonas
• Fast ForWord;
• The Listening Program;
• Neurofeedback;
• Speech Therapy;
• Occupational Therapy;
• Movement Therapy/Kinesiology (Brain Gym);
• Interactive Metronome;
• Earobics;
• Lindamood Bell: Lindamood Phoneme Sequencing Program (LiPS); 
• Easyread; 
• Phono-Graphix; and
• Games and computer applications that encourage auditory processing such as Simon, Bop It, Musical Chairs, etc.

Compensatory Strategies:

Compensatory strategies are ways in which the person with Auditory Processing Disorder uses other skills to help him or her best cope with his or her auditory processing problems.  These are language, conversation, organizational, and social skills that have been taught or encouraged and practiced.  Some examples of these are:

• Identifying body language and facial expressions;
• Lip reading;
• Social skills training such as role playing different scenarios;
• Using the practice of rephrasing what someone says as a way to halt the conversation and use that time to better process what was said and compose a response;
• Speaking up for oneself and one's needs such as asking people to repeat or clarify something;
• Utilizing environmental modifications such as making a point of positioning one's self near to and looking at a speaker as much as possible;
• Using texting or e-mail to communicate;
• Using written reminders or lists to compensate for auditory memory problems; and
• Use visualization techniques to remember things: make a picture in one's mind of the event or concept.

* All links posted here are only one company providing the service or product listed.  Please research to find which provider you prefer.