Auditory Processing Disorder Accommodations for the Classroom

CCC-SLP
01/21/25 | Last modified: 01/27/25

Auditory Processing Disorder (APD), or Central Auditory Processing Disorder (CAPD), is a disorder that impacts the ability to understand incoming auditory information. This makes it difficult for individuals with APD to understand sounds and speech. This presents significant challenges in the classroom setting.
Students with auditory processing disorder may have trouble at school, including difficulty following directions, giving the wrong answer, and attention, learning, or language problems. It is important to implement auditory processing accommodations in order to foster success for students with APD.
Challenges Students with APD Face in the Classroom
Students with APD may face a variety of challenges at school. Below are several examples:
- Difficulty paying attention: Students with auditory processing disorder can struggle to block out distractions in order to focus and complete tasks in a timely manner. They may also have a hard time following the flow of the classroom routine.
- Trouble following multi-step directions: Due to difficulty processing verbal instructions, students may be unable to carry out all the steps of complex directions in order. They may compensate by looking around the classroom to see what their peers are doing. They may also need the directions repeated or written down.
- Difficulty understanding speech in noisy environments: Background noise or multiple people talking at once presents challenges in interpreting spoken language for those with APD. If you need to tell a student with APD something important, they will have a much easier time understanding you if you wait to tell them in a quiet environment.
- Increased response time: Students with APD will take longer to respond or answer questions in class because they need extra time to identify and interpret the incoming auditory information.
- Poor reading and spelling skills, and difficulty with overall learning: Students with auditory processing disorder struggle with spoken language, but this makes up only one component of communication and language. Oral communication is also related to reading, writing, and spelling. In traditional classroom environments, most instruction is conducted via spoken language. This means that students with APD can miss out on key information.
Classroom Strategies for Auditory Processing Disorder
Students and teachers can utilize several CAPD accommodations in the classroom setting. These strategies help improve access to auditorily presented information in order to help students function better in the classroom environment.
Environmental Adjustments
Environmental adjustments improve access to auditorily presented information by changing the communication or learning environment. Examples include:
- Change seating placement by moving the student with APD close to the speaker.
- Reduce background noise with soundproofing materials.
- Offer quiet zones for students to work and focus without distractions.
- Ensure or improve good classroom acoustics. For example, cover reflective surfaces and use rugs, carpet, curtains, blinds, felt, or corkboards to absorb any reverberation.
- Ensure there is adequate lighting and minimal glare to allow for a clear view of visual cues.
Instructional Modifications
Instructional modifications are changes to the way information is presented or taught in order to help students better attend to and understand the subject matter. Strategies include:
- Break complex instructions into smaller, actionable steps, and present them one step at a time.
- Always face the students when speaking so they can see the movements of your mouth.
- Incorporate visuals into instruction, such as charts, graphs, and images.
- Write down key information or pair with visuals for students to follow along with instructions.
- Gain the student’s attention to ensure they are focused before sharing important information or directions. Teachers and students can set up an agreed upon gesture that means that the upcoming information is very important.
- Preview information prior to instruction.
- Repeat and paraphrase key points.
- Check for listener understanding.
- Take breaks during instruction or offer shorter classes to account for listener fatigue.
Technology Support
Different forms of technology can be used by teachers and/or students to help them access the curriculum, participate in the academic environment, or complete assignments.
- Allow access to Forbrain, a headset that utilizes auditory feedback to help individuals hear and understand speech more clearly.
- Students and teachers can use personal listening devices to enhance the auditory signal, such as FM devices or personal remote microphones.
- Share recordings or written transcripts of lessons.
- Use apps for note-taking or real-time audio processing and closed captioning.
- Offer noise-blocking headphones during independent work time.
- Allow for text-to-speech or speech-to-text software.
Assessment and Assignment Adjustments
Just as instructional modifications are changes to classroom instruction, assessment and assignment adjustments are modifications to homework and tests. This allows students to have access to helpful tools and other options that reduce or eliminate potential barriers and help them be successful.
- Allow extended time to complete tests and homework.
- Offer alternative formats, such as written responses instead of oral responses.
- Offer graphic organizers or outlines.
Legal Support
In order to make sure any modifications or accommodations are followed, students have legal rights in the educational setting. There are a couple of types of legal documents that can be used to outline the needs of students with disabilities and the support they need to successfully access the curriculum.
- Implement IEPs for students who need specialized instruction or related services, such as speech therapy. IEPs can be used to detail auditory processing disorder goals, services, and accommodations or modifications.
- Utilize 504 plans for students who do not need specialized instruction, but need accommodations for the way they learn. 504 plans for auditory processing disorder include any accommodations to help students be successful in the classroom.
Partnering with Parents and Specialists
When supporting students with APD, it is essential to have a solid support system. Parents are a crucial part of the team, as they can share information outside of the school setting or carry over school supports at home. The team may also need to enlist the expertise of specialists.
- Establish a communication system such as email, meetings, or a communication notebook to share successes, challenges, updates, and progress with parents.
- Offer education or resources for parents to learn about APD management.
- Connect families with support groups.
Home Strategies for Auditory Processing Disorder
Accommodations for CAPD at home are similar to those used at school. These are some examples of strategies for auditory processing disorder:
- Create a distraction-free environment: Set up a quiet location at home with minimal distractions for children to complete homework or take a break. Remove background noise, such as fans, phones, or TVs, and include noise-blocking headphones.
- Improve acoustics: Adjust the furnishings at home to reduce noise, such as using carpet or rugs instead of tile or hardwood floors.
- Use clear, consistent, and simple communication: In order to reduce listening fatigue in children with APD, speak succinctly and chunk important information. Use vocabulary they understand, and repeat consistent questions or phrases so they know what to expect. Be sure to watch your rate of speech and pause frequently.
- Gain attention: Ensure you have your child’s visual attention. Individuals are more likely to pay close attention if they are looking at the person speaking. It also allows the child to see your facial expressions and gestures.
- Reduce distance: If your child is far away from you, they may not be able to hear or understand you. Instead of calling from another room or even across the room, speak to your child when you are within 3 feet of them to cut down on background noise.
- Capitalize on their best time of day: Your child will likely be exhausted in the evening, after working hard to focus and listen closely all day at school. This is not the time to try to have a serious conversation or expect them to complete challenging homework. Make the evenings a calm and relaxing time with minimal expectations.
- Set up a signal: Of course, there will be times when you need to communicate important information. In these instances, it can be helpful to create a signal to indicate to your child that they need to focus and pay attention closely. Some examples include clapping, tapping your child on the shoulder, or counting 1, 2, 3 with your fingers.
- Don’t jump to conclusions: Remember, your child is likely not ignoring or disobeying you on purpose. Instead of getting angry, consider that they may not have heard or understood your instructions. Try repeating what you said and give them another chance.
- Develop routines: Establish consistent morning, afternoon, and evening routines so children know what to expect. Use visual schedules so they can see what they have completed and what is next. When discussing schedules or upcoming events and tasks, include transition words, such as “first, next, then, last” to help children learn to follow sequences.
- Foster self-advocacy skills: Help children recognize when they need help and how to ask for it. Encourage them to explain what they need to others or ask for repetition. Prepare them by practicing role-playing various situations. Include them in IEP meetings and in identifying goal areas.
Recognizing Auditory Processing Disorder: Take Our Free APD Test
Since auditory processing disorder can impact language development and academic achievement, early identification is important. Once diagnosed, appropriate interventions can strengthen auditory processing skills, which improves academic and social skills.
Forbrain’s sound-based Auditory Processing Disorder Test offers a first step in identifying and understanding auditory challenges. This test is a simple, accessible resource for parents and educators. Test takers will receive information on their auditory challenges, and can then pursue further evaluation or intervention if needed.
FAQs on Auditory Processing Disorder Accommodations
What is the best treatment for auditory processing disorder?
There is no one gold standard treatment for APD. Often a variety of treatments or accommodations are used. Students who are receiving direct treatment of their auditory skills with a speech therapist or audiologist also need to use strategies to help them be successful at school or home as they strengthen these skills.
Does meditation help with auditory processing disorder?
Regular meditation can help improve focus. Children with auditory processing disorder have difficulty focusing on auditory information and completing multi-step instructions. Improved focus through the use of meditation may help children with APD.
Is auditory processing disorder a learning disability?
Learning disabilities impact one’s ability to learn. Auditory processing disorder is a learning disability, as it impacts an individual’s ability to learn new information and can lead to poor academic achievement.
Final Words
Although the symptoms of auditory processing disorder can cause difficulty in school and at home, auditory processing accommodations can be utilized in both settings to help students with CAPD succeed. Parents, educators, and healthcare professionals can share our free Auditory Processing Disorder Test with children who have difficulty processing auditory information and implement the CAPD strategies shared in this article.
References
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