Abstract
Children manifest difficulties in processing auditory information through behavioral characteristics which are often disruptive and counterproductive to learning. A child may be overlooked for consideration of an auditory processing disorder merely through lack of knowledge or understanding of the problem on the part of school personnel. This article presents a description of typical behaviors which may indicate an auditory processing disorder. Some practical suggestions for helping the child use auditory information are also presented, along with a case review for illustration. These suggestions are not intended to take the place of referral for evaluation and diagnosis, but may help to make transition periods (between initial suspicion of and confirmation of an auditory processing disorder) more productive for the child.
Get full access to this article
View all access options for this article.