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Auditory processing, symptoms and treatment strategies

Auditory processing, symptoms and treatment strategies

Auditory processing, symptoms and treatment strategies

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Auditory processing, symptoms and treatment strategies

21 Jun 1401
It is sometimes said that a child has an auditory processing disorder (apd). Is there a problem with hearing of these children or is there a problem in the interpretation and auditory processing of these children???
Auditory processing disorder occurs when something affects the processing or interpretation of audio information. People with autism who have hearing impairment can hear sounds but have difficulty understanding and processing them. For example, they may not be able to understand the meaning of sentences or some words if they have a background sound.
People with autism often have difficulty to accurately process and interpret auditory information therefore this area should be included in the curriculum of these children as an essential part of their cognitive-behavioral therapies. Cognitive-Behavioral Therapies Using hearing aids and improving the classroom environment to improve speech perception has been presented for these children in the field of auditory rehabilitation. One of the major challenges for professionals dealing with children with autism is teaching verbal communication skills. The increasing incidence of autism spectrum disorder and the limitations of treatment options have led therapists and parents to pursue voice and hearing based education programs because language acquisition as an important variable in the future of an autistic child. In addition, it is necessary to have an educational program that can lead the treatment path after diagnosis. We should also note that in children with autism spectrum disorder, early interventions make the treatment path more efficient.
 
Children have problems in the following cases

• Have difficulty paying attention to and remembering information that is presented orally
• Have difficulty following multi-step instructions
• Have poor listening skills
• Need more time to process information
• Have a low level of academic performance
• Have behavioral problems
• Have problems with language (for example, they confuse syllable sequences and have difficulty expanding vocabulary and understanding language)
• Have difficulty reading, comprehending, spelling and vocabulary
 
 
Important solutions:

Get your child's attention before instructing them. To do this, either call or touch the child.
Be concise and avoid further explanations.
Avoid using long sentences.
Avoid using difficult words that the child does not understand.
Avoid using irony, proverbs, and so on.
Your commands should be clear, concise and useful.
Emphasize keywords and express them more clearly with a pause or with a raising voice.
Use other senses to teach (sight, touch, etc.).
Shorten the duration of the training. Allow the child to rest.
Preferably use individual training, and gradually in groups of several students.
Emphasize to the child not to guess and not to be ashamed to ask for repetition if he does not understand the story.
Avoid distractions.
Do not move or play with an object while talking to a child.

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21 Jun 1401
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