When the Brain Can't Hear: Unraveling the Mystery of Auditory Processing Disorder

by Teri James Bellis

Nevertheless, preschool-aged children with APD may • Demonstrate delayed speech and language abilities, or articulation errors that are not consistent with age or that suggest acoustic confusions (such as substituting d for g) • Have difficulty following directions at school or at home that other children of the same age are able to follow easily (e.g., “Put your crayons away and line up for play time”) • Have an easier time following daily routines (once they are learned), such as putting a coat in a cubby upon arriving at school or getting a blanket from the closet for quiet time, than following new, verbally presented information or instructions • Ask for repetitions frequently, such as “Huh?” or “What?” Of course, “Huh?” can mean a lot of things when coming from a small child, including, “I didn't hear you,” “I didn't understand you,” “I already forgot what you said,” “I really don't want to do that,” or even “I wasn't paying attention because the cartoon on TV is way more interesting than you are.” It may be difficult, if not impossible, to distinguish among these causes without paying close attention to the types of situations during which the child asks for repetitions • Demonstrate signs of frustration or confusion, running the gamut from refusing to participate to staring back with a completely blank face, when confronted with new instructions or activities • Perform better when a visual example of the expected activity or behavior is provided, that is, when shown...