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<blockquote data-quote="soapbox" data-source="post: 562545" data-attributes="member: 13003"><p>I'm going to bring up a diagnosis that he is too young to be tested for... but not too young for you to be aware of. I saw it before difficult child was five... took 8 more years to get a diagnosis (long story), but it SHOULD be caught at about age 7 or 8 by official testing.</p><p></p><p>Auditory Processing Disorders (APD) - auditory processing disorders. There are multiple possibilities here - the classical version, most well known, is where the child cannot process verbal language well... but this usually results in problems speaking as well as listening, which should be more obvious. However, there's another handful, of which two are more familiar to me: auditory discrimination, and auditory figure ground.</p><p></p><p>Auditory discrimination is where the person has difficulty telling the difference between similar sounds. This means they have to spend extra effort trying to determine what is being said, before they can "process" the actual message.</p><p></p><p>Auditory figure ground is where the person does perfectly well working one-on-one in a quiet environment, but in a noisy environment (classrooms are notoriously noisy), they cannot pick out the "important" sounds such as the teacher's voice, unless they put in an extreme effort. </p><p></p><p>Auditory processing disorders CAN, in some kids, present symptoms similar to ADHD - not following directions, not paying attention, etc. But... the problem is that all of their focus is being spent on trying to catch the sounds... and nothing is left to process the message. It can generate extreme mental fatigue. If the teacher has a nice, soft, friendly voice... it is worse!</p><p></p><p>There are NO medications that have any impact on Auditory Processing Disorders (APD). Only accommodations and interventions, some of which work better as they get older - written instructions backing up any verbal ones, note taking service (so he doesn't have to listen and write at the same time), outline before class starts so he can follow what is happening and have context for what he is hearing, and so on. The only effective intervention I know of is a hearing system... either a soundfield system, where the teacher has a mike that is broadcast to the whole classroom, or a personal FM system where the teacher has a mike and the student has a hearing device - in either case, the sound from the mike being set so that it transmits at about 20 db louder than the background noise.</p><p></p><p>Does he fall asleep "before his head hits the pillow"?</p><p>Does he follow instructions well if you are working with him one on one, but gets "lost" in class?</p><p>How does he make out interacting with kids on a typically noisy playground?</p></blockquote><p></p>
[QUOTE="soapbox, post: 562545, member: 13003"] I'm going to bring up a diagnosis that he is too young to be tested for... but not too young for you to be aware of. I saw it before difficult child was five... took 8 more years to get a diagnosis (long story), but it SHOULD be caught at about age 7 or 8 by official testing. Auditory Processing Disorders (APD) - auditory processing disorders. There are multiple possibilities here - the classical version, most well known, is where the child cannot process verbal language well... but this usually results in problems speaking as well as listening, which should be more obvious. However, there's another handful, of which two are more familiar to me: auditory discrimination, and auditory figure ground. Auditory discrimination is where the person has difficulty telling the difference between similar sounds. This means they have to spend extra effort trying to determine what is being said, before they can "process" the actual message. Auditory figure ground is where the person does perfectly well working one-on-one in a quiet environment, but in a noisy environment (classrooms are notoriously noisy), they cannot pick out the "important" sounds such as the teacher's voice, unless they put in an extreme effort. Auditory processing disorders CAN, in some kids, present symptoms similar to ADHD - not following directions, not paying attention, etc. But... the problem is that all of their focus is being spent on trying to catch the sounds... and nothing is left to process the message. It can generate extreme mental fatigue. If the teacher has a nice, soft, friendly voice... it is worse! There are NO medications that have any impact on Auditory Processing Disorders (APD). Only accommodations and interventions, some of which work better as they get older - written instructions backing up any verbal ones, note taking service (so he doesn't have to listen and write at the same time), outline before class starts so he can follow what is happening and have context for what he is hearing, and so on. The only effective intervention I know of is a hearing system... either a soundfield system, where the teacher has a mike that is broadcast to the whole classroom, or a personal FM system where the teacher has a mike and the student has a hearing device - in either case, the sound from the mike being set so that it transmits at about 20 db louder than the background noise. Does he fall asleep "before his head hits the pillow"? Does he follow instructions well if you are working with him one on one, but gets "lost" in class? How does he make out interacting with kids on a typically noisy playground? [/QUOTE]
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