Symptoms of Auditory Processing Disorder:

Although symptoms can and often do vary between individuals, common symptoms include:

• Can't understand anyone conversation is multiple conversations are happening at once

  • Background noise will often have the same effect

• Difficulty following verbal directions, especially without visual cues

• Easily distracted or startled by any sudden and/or loud noises

• If they already had trouble following one string of events, or set of instructions for an extended period of time (or for that matter even shorter, briefer instructions), they may show signs of fatigue and process even less when presented with further information verbally

• Writing skills are consistently bellow grade level

• trouble following sequential instructions / may forget instructions along the way / will often ask for instructions to be repeated

• May seem inattentive or disinterested in class during verbal lectures or long instructional periods

• May have lower reading comprehension skills

• Look in the wrong direction when they hear someone talk or hear a noise

• Difficulty with accents

• Talking louder or quieter than they mean to

• Difficulty multi-tasking after being given instructions or during instructions

  • prime example is struggling to take notes

• May take a while to respond after a conversation

• Struggle to understand rapid speech

• May not enjoy music

• Can only seem to follow along with short and simple instructions

Accommodations or Modifications for Students with APD:

Although APD can't be cured, it can be managed by a number of accommodation options which are easy to implement into an IEP plan for an individual student, including, but not limited to, the following options or combination of options:

• Creating a quiet space for independent classwork

• Place student closer to the instructor and farther away from outside distractions 

  • windows, doors, hallways

• Check in with the student frequently

• Try to be patient

• Verbally repeat instructions as many times as necessary in a clear, concise manner with a moderate and level voice. 

• Be willing to rephrase or reiterate the information as needed

• Provide a speech-to-text option or let the students record lectures to review later

• Provide extended time for assignments and assessments

• Break down instructions, communicate desired goals clearly

• Using attention getting phrases to shift the students focus to important topics

• Using gestures and nonverbal signals / visual cues

• Give the student access to premade notes

• Focus in on visual aids and presentations

• Provide a written copy of verbal instructions 

  • (break steps down into sub-steps if needed) 

• Highlight key words and phrases on worksheets, instructions, and guides

• Be sure to review a topic if the students don't understand. Don't just move on!

• Connect new lessons to previous lessons before moving forward

These are just a few of the options available, but the overall goal of these accommodations and modifications is to make the learning environment as cohesive to the learner as possible. These options should give the students options and ultimately prepare the student to be their own best help. These techniques should not separate the student from their peers and should be easy for the student to implement on their own. For a student with Auditory Processing Disorder, allowing them options, creating a less distracting environment, allowing them extra time to work through assignments, repeating instructions regularly, and increasing the use of visual aids when presenting or discussing a topic would greatly reduce stress in the classroom.

Further Reading/Sources:

Auditory Processing Disorder (APD) | Nationwide Children's Hospital 

Auditory processing disorder (APD) - Symptoms and causes - Mayo Clinic 

Auditory processing disorder (APD) - NHS 

Symptoms of APD in Teenagers - Auditory Processing Center 

Auditory Processing Disorder (APD): Symptoms & Treatment 

Classroom accommodations for auditory processing disorder