BEHAVIORAL
CHARACTERISTICS OF THE CHILD
WITH AUDITORY
PROCESSING DISORDERS (APD)
ALSO KNOWN AS
CENTRAL AUDITORY PROCESSING DISORDERS (CAPD)
Children with auditory processing disorders often have the
following hearing difficulties and behavior characteristics:
1.
Inability to
follow verbal commands of instructions, particularly if they are long and
complex.
2. Gives
inappropriate responses to questions.
3. Inconsistent
Reponses to auditory stimulation (sometimes responds appropriately, sometimes
not) or inconsistent auditory awareness (one-on-one conversation is better than
in a group).
4. Repeatedly asks
for repetition. Poor auditory
discrimination skills-misunderstands what is said.
5. Poor
listener. Ignores sounds totally
(ignoring because they can’t process) – difficulty attending to class work.
6. Difficulty with
auditory localization skills.
7. Says what/huh:
is buying time to process what was being said.
8. Sometime
responds too quickly (before instructions are completely given) to avoid fear
of failure, although this impulsive behavior actually may increase his or her
failure. By this over-hasty responding,
the child is not aware of the rest of the incoming message.
9. Discrepancy in
performance on verbal vs. written instruction.
10.
Frightened or upset by loud noise.
11. Uses a loud
voice.
12.
Withdraws in a group or when there is excessive noise. May have poor social skills and be immature
for age.
·
ACADEMIC PERFORMANCE
1.
Having academic
problems (especially in reading, spelling and writing) non-achievers, academic
failures, performing below expected academic levels.
2. There is no
correlation between IQ and APD, but there is often a discrepancy between IQ and
achievement
3. Difficulty
completing class assignments.
4. Short attention
span, fatigued easily by long or complex activity.
5. Easily
distracted by auditory or visual stimuli.
6. Not able to
remember long or short term information (is the difficulty in storing or did
they get the information auditorily in the first
place?)
·
BEHAVIOR
1.
Hyperactive –
high activity levels. Acting out in
class with classroom behavior problems.
2. Hypoactive –
passive, reserved, lethargic. Trouble
beginning task, seldom completes a task.
Very fatigued after school (goes home and goes to sleep).
3. Loners – may
play with younger children or adults rather than peers (can better control
conversation with younger children and adults).
4. Poor
self-concept (in older groups there is high rate of dropout).
5. Reluctance to
try new tasks for fear of failure, “I can’t do it.”
6. “Don’t care”
attitude.
7. Emotional or
social overlays – inadequacy, rejection, unacceptability, depression in the
older child (may result in delinquency).
·
OTHER
1.
Uncoordinated
2. Difficulty with
time concepts
3. Speech and
language problems