Tests for Auditory Processing Disorders

by admin | January 20th, 2004

Author: Lise’ D. DeLong, Ph.D

As a NeuroCognitive Specialist, I have come to realize many of the common characteristics we attribute to ADHD, ADD, and nonspecific learning disabilities are frequently exacerbated by Auditory Processing concerns. Although most of these disorders interface with one another and share many common elements it is important to determine whether the attention difficulties are particularly associated with cognitive, auditory or visual processing deficits.
Therefore, I have found that by using of a variety of Auditory tests I can discern the attention problems more specifically. Current tests, such as Scan-C for children or Scan-A for adolescents and adults, or The Woodcock Test of Auditory Discrimination, are relatively inexpensive and can help pinpoint whether problems with processing the information exist.
The Woodcock Test for Auditory Discrimination looks at whether the individual can discriminate phonemes in the initial, medial or final position, in a quiet or noisy environment.
The Scan-C or Scan-A determines the processing of information using dichotic listening techniques; isolated words in specific ears, figure-ground, competing words in both ears or competing sentences simultaneously.
Another excellent test for a pre & post measurement for neurofeedback is an out of print test called ITPA (Illinois Test of Psycholinguistic Abilities). This test is comprised of several subtests, but there are four which I find extremely useful; Auditory Reception, Auditory Association, Auditory Sequential Memory and Auditory Closure. Each of these subtests measures a separate component of listening and attention skills.
Neurofeedback is an useful tool when working with Auditory Disorders. Through my graduate research, I found that after twenty sessions of neurofeedback–coupled with the neurocognitive activities described below–the experimental group had significant gains in Auditory Discrimination in comparison with the control group (DeLong, 2002).

Management of CAPD
The management of CAPD can be addressed using several different methods. In her book, Assessment and Management of Central Auditory Processing Disorders (1998), Teri James Bellis describes the use of the following as a program for effective treatment.

Environmental Modifications
Compensatory Strategies
Remediation Activities
Auditory Closure
Missing Syllables
Missing Phonemes
Vocabulary Building
Prosody Training
Temporal Patterning Training
Interhemispheric Exercises
Compensatory Strategies
Examples of Auditory Processing Activities

Auditory Discrimination
Electronic Games:
Simon, Henry
Computer Games:
Earobics
Soundsmart
Soft Tools
Fast ForWord
Auditory Integration
Therapy
Books:
Listening Games,
Brain Calisthenics

Auditory Association
Board Games:
TriBond, Blurt, Think-
It-Link-It
Computer Games:
Scattergories, Parrot
Software
Books:
Listening Games
Brain Calisthenics
Thinking Goes to School

Auditory Reception
Board Games:
Mad Gab, Moods,
Cranium
Computer Games:
Soundsmart, Logical
Zoombines, Guess
Who, Parrot Software
Books:
Saying One Thing and
Meaning Another
Figurative Language

Auditory Sequential Memory
Electronic Games:
Simon, Henry,
Computer Games:
BrainBuilder, Earobics,
Soundsmart, Soft Tools,
Parrot Software
Books:
Listening Games
Brain Calisthenics
Listen & Recall

Auditory Processing:

Auditory Sequential Memory— the number of digits retained in working memory.
Auditory Discrimination— The ability to differentiate between frequency, rhythms, inflections and intensity levels.
Auditory Association – The ability to connect auditory information with past knowledge in a logical manner.
Auditory Reception – The ability to perceive the gestalt of the information being said while in rapid conversation

5 Responses to “Tests for Auditory Processing Disorders”

  1. Dr. Cynthia Logan Anthony says:

    What system would you recommend that a therapist use for this problem?

    • joann goldberg says:

      would neurofeedback help my 15 year old adhd capd son?

      • There is a good chance that your son would be helped with neurofeedback. Most neurofeedback, including our own approach, does not directly target CAPD, but substantial benefits may accrue nonetheless. And if the general approach does not resolve the issue, then there are more specific neurofeedback protocols that can be brought to bear. It is usually most efficient, in our experience, to work with the more general techniques first, before turning to more specific targeting.

  2. We tend to use “The Listening Program,” by Advanced Brain Technologies. This can be readily used at home under the parents’ supervision, after it has been tried at the office. Of course we would combine this with our generic neurofeedback training, because we find that specific sensory processing deficits often resolve with the more general neurofeedback challenge. The routine, then, would be for children to begin with the neurofeedback, and then at some point The Listening Program is added if auditory processing deficits remain to be addressed.

    The Listening Program is a nice complement to neurofeedback in general, in that it challenges brain functional organization at high frequencies, whereas neurofeedback only concerns itself with the low frequency region. As such, the auditory challenge plays a kind of ‘toning’ role, maintaining brain function without the use of instrumentation more troublesome than head phones.

  3. Lise DeLong says:

    Dr. Anthony,

    I appreciate your question and I am sorry for the delay in response. I use a variety of tools for Auditory Processing, I find that there isn’t only one tool that works for everyone. I have a course to help people learn to how to determine what area of Auditory Processing is of concern, ( http://www.cognitive-connections.com) and how best to remediate that area, you might find value in that. I listed above many of the ‘games and activities’, I use for retraining the brain to listen, however, for Auditory Reception concerns the Interactive Metronome is a good one for adding the element of timing and speed processing, required for reception skills. I find when working with Discrimination skills, many times the use of Rhythm Sticks and a variety of exercises singing pitches with specific phonemes will help. I do respect Sig Othmer and his experience in this field, however, I do not use the Listening Program, as I have found MANY individuals with specific Language delays do not respond well to the ‘entrainment’ component of the higher frequencies. I come from an Academic/Music Therapist/ Cognitive Therapist Role, so I typically find programs that are not as well known to others. I am happy to consult with you on other suggestions per your clients individualized details if you are interested in conversing. Kind Regards, Lise’ DeLong, Ph.D., CPCRT, CCCM

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