Auditory Processing Problems Hamper Learning

Learning can be difficult all on its own, but add CAPD (Central Auditory Processing Disorder), dyslexia, ADHD/ADD...in the mix and learning can become a beast of sorts. Some kids with learning disabilities may have processing problems. Information is all around us. We have to take the information in, make sense of it, retrieve that information, and be able to replay information back. Various kinds of learning disabilities, such as CAPD, interfere with steps in this process. Whew! I am sure you can see how processing problems double or triple a kid's work.
CAPD is an invisible disability, a developmental condition that interferes with the processing of speech. It is a complex disorder that affects approximately 5% of kids. My daughter is among that 5%. I remember how very difficult school was for her when she was young. Phonics was a huge challenge because she struggles with distinguishing sounds.
CAPD is actually a physical hearing impairment. It does NOT manifest as a hearing problem on routine hearing screenings or an audiogram. My daughter's hearing is excellent.
We have had it tested many times by specialists. Instead, CAPD affects the hearing system beyond the ear. It impairs the part of the ear whose job it is to separate intended messages from superfluous background noise or sounds and deliver that information clearly to the central nervous system. These "short circuits in the wiring" sometimes run in families or result from a difficult birth, just like any learning disability (LD). In some cases the disorder is acquired from a head injury or severe illness. Many times the exact cause is not known. My daughter had a difficult birth. Her head was stuck and swelling, perhaps that was the cause for her LD. We will never know for certain.
The National Institute on Deafness and Other Communication Disorders state that children with Auditory Processing Disorder often have behavior problems or low academic performance as well as problems with reading, comprehension, spelling, and vocabulary.
As with many disabilities or illnesses, you might find more than one LD presenting a problem. Many times there are links between disabilities. My daughter has CAPD, dyslexia, hyperacusis, and ADHD. Sometimes they appear to feed off each other.
Hyperacusis (a medical condition causing increased sensitivity to sound) makes the high-frequency noises subjectively even louder. It is also related to hearing, and many times those affected by CAPD will have hyperacusis.
Below is a list of common features of CAPD (found on LD online and LDA of America). If you find several apply to you or your child, you might want to consider discussing this with a specialist.

Signs and Symptoms

Has difficulty processing and remembering language-related tasks but may have no trouble interpreting or recalling non-verbal environmental sounds, music, etc.
Talks or likes T. V. louder than normal.
May process thoughts and ideas slowly and have difficulty explaining them.
Asks many extra informational questions.
Misspells and mispronounces similar-sounding words or omits syllables; confuses similar-sounding words (celery/salary; belt/built; three/free; jab/job; bash/batch)
Difficulty sounding out words.
May be confused by figurative language (metaphor, similes) or misunderstand puns and jokes; interprets words too literally.
Often is distracted by background sounds/noises.
Finds it difficult to stay focused on or remember a verbal presentation or lecture.
May misinterpret or have difficulty remembering oral directions; difficulty following directions in a series.
Has difficulty comprehending complex sentence structure or rapid speech.
Says “What?” a lot, even when has heard much of what was said. “Ignores” people, especially if engrossed.
Unusually sensitive to sounds.
Speech developed late or unclearly.
Poor "communicator" (terse, telegraphic).
Memorizes poorly.
Hears better when watching the speaker.

Strategies:

Show rather than explain
Supplement with more intact senses (use visual cues, signals, handouts, manipulatives)
Reduce or space directions, give cues such as “ready?”
Reword or help decipher confusing oral and/or written directions
Teach abstract vocabulary, word roots, synonyms/antonyms
Vary pitch and tone of voice, alter pace, stress key words
Ask specific questions as you teach to find out if they do understand
Allow them 5-6 seconds to respond (“think time”)
Have the student constantly verbalize concepts, vocabulary words, rules, etc.
Avoid asking the child to listen and write at the same time