Central Auditory Processing Deficits

Improving Central Auditory Processing Deficits

Before and after auditory training, hearing evaluations tracked clients’ progress. Joyfully, hearing test results found improved tolerance to sounds in clients of all ages. Clients who lacked progress after Berard-based Auditory Integration Training benefitted from hearing aids. Children received hearing aids with an amplification system called, the Roger Focus FM System.

Later, clients experienced improvements in their ability to meet vision therapy goals. Additionally, clients gained self-confidence and more academic success.

Once the auditory and visual systems are strong, clients receive neurocognitive auditory training to improve phonemic recognition. Retrain the brain to learn the meaning behind sounds that are now heard more crisp and clear.  Before intervention, sounds are distorted and difficult to hear. Cognitive training improves auditory processing skills, sound recognition, blending, memory, and response time.

Unintended Consequence of Too Much Therapy

As an auditory integration specialist, I have seen the unintended consequences if too much therapy. Children and teenagers can begin to feel broken. Unfortunately, parents are looking for their definition of “normal.” It is important to accept your child while hoping to improve their quality of life. Despite the desire for an easier time learning, children are unable to fully grasp the duration of therapy.

Regardless of age, it takes about nine to twelve months to create function, strength, and then subconscious instinctive responses.  Initially, much attention is given to the child through numerous trips to therapy. Of course, these are not fun trips. However, the child is receiving attention, and often rewards. Over time, the child gets tired of working so hard and wants more time to play.

In-home therapy may result in unintended therapy-focused conversations and activities. Also, it is difficult to judge how much effort must be put forth to complete different types of intervention. With the child who needs intervention, discuss short-term and long-term goals. Then, provide numerous ideas for no-cost, short-term and long-term rewards.

Motivating Ideas for Therapy at Home

Good news! All auditory integration training programs and auditory neurocognitive training programs are completed in the comfort of your home. Additionally, Cheri provides documents to track listening sessions, fun listening activities, and rewards the whole family can enjoy.

 I can say with confidence, therapy creates an opportuntiy to develop self-discipline. If able, involve other family members. Especially, if your other children are younger or even a year or two older. Most importantly, create a routine and be consistent. Let the child check off the task once done. 

Routines

Pick a time your child can play outside before starting therapy. Increasing oxygen to the brain is helpful. Then, have a snack time follow by a bathroom break. Now, your child is ready for therapy with no interruptions. Once done, choose an activity that is rewarding. When possible, play with your child or loved one outside. After the stress of therapy, laughter and large motor activities improve energy and mood the fastest. For example, ride bikes, swing, swim, pull a wagon looking for treasusres or kick a ball.

Eye exercises are good for everyone. When the child sees others taking time to strengthen their vision, the child sees you care. If vision therapy is easy, please do not boast. However, you may experience a headache, eye discomfort, or blurry vision. If you do, make an appointment with the developmental optometrist. Untreated visual processing difficulties result in a higher risk of damage to your eyes as you age. Basically, premature vision loss.

Purposeful Play

Meanwhile, I encourage you to use purposeful play. Guard against overwhelming the child with therapy. Cheri colaborates with you helping you develop an intervention plan. Ideas are shared on Cheri’s Blog, Purposeful Play.

Whenever possible, involve the child in therapeutic play, without letting the child know. Simply have a good time with your child.  Best of all, Cheri helps you brainstorm ways the whole family can participate.

A Word of Caution

When schools buy hearing aids, students are not allowed to take hearing aids home.  Hearing aids are beneficial when worn while completing homework and during social interactions at home and away from home. It is very difficult for children with Central Auditory Processing Deficits to listen when there is competing background speech of noise. During homework, hearing aids suppress backgound sounds while amplifying your voice. While eating out, children can join conversations and develop social skills.

Cost of Hearing Aids

When financially able, I encourage parents to purchase hearing aids and an extra amplification device called the Roger Pen. One amplification device for school and one for home. Some parents found the extra Roger Pen on ebay. If you find Roger Hearing Aids on ebay, talk to your audiologist before purchasing. The audiologist has to be willing to inspect and program the used hearing aids. Definitely buy replacement insurance coverage. If hearing aids are not covered by your insurance company, develop a plan to change your insurance coverage. Lastly, contact Cheri if you need financial help from a non-profit that assisting individuals with limited income.

Researchers share Behavioral Characteristics of Central Auditory Processing Deficits

Researchers Chermak, Somers, and Seikel (1998) found that hearing loss behavioral characteristics associated with Central Auditory Processing Deficits negatively affect the following areas depending on the types of auditory processing deficits:

• Motor planning
• Visual processing skills (visual-motor skills)
• Changing attention from one activity to another
• Maintaining attention, an auditory and visual skill
• Listening skills
• Attention skills (auditory processing hyperactivity disorder)
• Short-term memory difficulties
• Delays in academic and social skills

Additional Difficulties

•  Correctly process and organize sounds
• Discriminate and recognize finite differences between sounds
• Correctly order non-speech sounds (Illiadou, Bamiou, Kaprinis, Kandylis, Kaprinis (2009)
• Reading, comprehension, and spelling
• Expressive speech and writing (Yalcinkaya, Muluk, and Sahin)

Learn more about Central Auditory Processing Deficits from the American Speech-Language-Hearing Association.