Audition (hearing/listening) is of primary importance in the acquisition of language.

It is possible for the ears to perfectly hear the sound signal and the brain misassign meaning to that sound signal.

What is auditory processing?

Auditory processing is different from auditory memory which I talked about in my previous article.

It is the ability to perceive and interpret the sounds that one has heard. It has to do with how the brain understands speech…how it perceives and interprets sounds.  

Simply put, auditory processing is what the listener does with the auditory (audible/sound) information he receives.

Several skills determine auditory processing ability. These skills influence listening success. They are:

1. Auditory Awareness
   • The ability to detect, locate and attend to sound.
2. Auditory Discrimination
   • The ability to detect differences between sounds
3. Auditory Identification
   • The ability to attach meaning to and manipulate sounds
4. Auditory Comprehension
   • The ability to understand, interpret, retain, organize and manipulate sounds.

Why is auditory processing important for learning?

Researchers believe that the ability to process two or more auditory impulses underlie successful language acquisition.

Auditory processing abilities are well developed in infancy, and therefore, can be used to predict later language outcomes and can be used to identify children at risk for developing a language disorder.

Children with auditory processing difficulties may miss information or misunderstand what is said because they mishear words. They do not detect the subtle differences in sounds. They may also find it harder to learn to read and to express their thoughts clearly.

Learning success is dependent on efficient auditory processing skills.

How can you tell if your child has trouble with auditory processing?

Auditory processing problems produce a variety of listening and related challenges, based on which skills are deficient. They include difficulty:

• Picking up nursery rhymes or song lyrics
• Understanding speech in noisy environments
• Following directions
• Discriminating (or telling the difference between) similar-sounding speech sounds and words
• Sequencing a story
• Following a sequence of instructions
• Spelling, reading, and understanding information presented verbally
• Following a conversation, especially between multiple speakers in background noise, so the child frequently asks for repetition or clarification

Although you may see these symptoms in your child, the official diagnosis of Auditory Processing Disorder can only be made by an audiologist.

This does not mean that you cannot work with your child to improve the difficulties you observe. The areas of the brain responsible for auditory processing abilities grow and develop until around age 13, before they are considered mature. This give you a window of time to help your child totally eliminate these challenges.

How can you help your child develop auditory processing skills?

While there is no one treatment approach that is appropriate for all children with auditory processing challenges, there are things that you can do at home to help.

Strategies to help your child with auditory processing difficulties will focuses on a combination of two areas:

1. Building in support in his learning or communication environment
2. Training him to develop skills he didn’t develop automatically

Environmental help includes:

1. Seating arrangement
   • Make sure your child is seated where he can easily hear the voice of the speaker.
2. Visual cues
   • Use visual aids when giving directions and instruction.
   • Be sure that your child is looking directly at you when doing so.
3. Emphasize keywords
   • Be conscious of your voice intonation and use slower speech to emphasize what is important.
4. Cue your child to expect something important
   • Between members of the household, decide on a signal phrase to alert your child that something important is about to be shared. For example, “Are you ready?”
5. Help with sequencing
   • Use words that will assist your child to put things in order. Words like first, second, then, next, last.

To help your child develop and strengthen weak auditory processing skills, play games that help him distinguish, remember and sequence sounds.

Games like:

Sequencing with sounds: Ask your child to cover his eyes with his hands while you make a noise such as closing the door, sneezing, or playing a key on the piano.  Have your child first identify the noise. Then try two noises, one after the other. Your child will then identify the two sounds in sequence. Add the number of sounds in the sequence until your child gets tired of the game. Some ideas for noises are:

Name the Mistake: Recite or read aloud a familiar text, poem or rhyme changing the words or wording.  Have your child raise his hand and shout out whenever he hears a mistake. You can even change the words, grammar, sound and meaning.  Also, you can swap the word order or word parts. Here are a few examples:

• Once a time upon…
• Old McDoodle had a farm…
• Twinkle, twinkle little car…

Clapping Syllables: Start out by pronouncing each family member’s name by clapping it syllable by syllable. Then ask your child to say and clap the name along with you. Each clap represents a syllable. After each name has been clapped ask, “how many syllables did you hear?” You can also have your child place two fingers under his chin so that he can feel his chin drop for each syllable. This also cues your child to feel the vibration of each syllable. 

Sound Sort: Make picture cards using magazines or computer art. Glue the pictures on index cards and laminate them if you want to. Spread selected pictures in front of your child and ask him to find the picture whose name begins with a certain sound. As each picture is found, have your child name the picture and the initial sound. For example, you can say, “what picture begins with the sound /s/?  Your child might respond – “snake, /s/.”  Then repeat using middle and ending sounds.

What’s Next?: First, give your child one instruction. “Go into the kitchen.”  Next, give your child two instructions. “Go into the kitchen and grab a spoon.”  Then give your child three instructions, “go into the kitchen, grab a spoon and hide under the table.”  Build up the instructions over time. Then switch so that your child gets to give you instructions to follow as well.

Children identified with dyslexia and specific language impairments usually present with auditory processing difficulties.

Remember that there are different types of auditory processing deficits and, because each child is an individual, it may manifest itself in a variety of ways. It is, therefore, important to not compare your child with other people’s children. Help him to overcome his challenges, and make the process fun. Children learn most through play.

What strategy spoke to you most?