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Auditory Processing Disorder: What Does It Mean and What Can Be Done?

Krista Bartlett1, Elissa Kelley, Julie Purdy

  • 1*Learning Resources Department, Preuss School, La Jolla, CA; †Speech and Language Pathologist, Pruess School, La Jolla, CA; ‡Audiology Department, Rady Children's Hospital, San Diego, CA; §Division of General Academic Pediatrics and Child Development, University of California San Diego, Rady Children's Hospital, San Diego, CA.

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Summary
This summary is machine-generated.

An 11-year-old boy experienced academic decline due to auditory processing disorder, not ADHD. Early identification and intervention are crucial for improving attention and learning outcomes.

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Area of Science:

  • Neurodevelopmental disorders
  • Educational psychology
  • Pediatric audiology

Background:

  • A sixth-grade student presented with a 2-year history of declining academic performance, characterized by headaches, fatigue, and difficulty concentrating.
  • Teachers noted inattentiveness and distractibility, with the student frequently reporting not hearing or understanding instructions, despite normal vision and hearing screenings.

Observation:

  • The student exhibited "attention-deficit hyperactive disorder (ADHD) like tendencies," prompting a psychoeducational evaluation.
  • Assessment revealed average nonverbal cognitive abilities but below-average auditory processing, particularly in auditory reasoning and memory.
  • Scores in reading and written expression were also below average, while general memory and attention/concentration remained average.

Findings:

  • The psychoeducational evaluation determined the student has a specific learning disability in auditory processing, qualifying him for special education services.
  • Vanderbilt Assessment Scales indicated elevated symptoms consistent with the predominantly inattentive subtype of ADHD.
  • A discrepancy exists between the formal diagnosis of auditory processing disorder and parental concerns regarding ADHD.

Implications:

  • The case highlights the importance of differentiating between auditory processing disorder and ADHD, as symptoms can overlap.
  • Developing an individualized education plan is essential for addressing the student's specific learning needs.
  • Further investigation into treatment options for improving attention in students with auditory processing challenges is warranted.