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| The Relationship of Learning, Attention Deficits & Auditory Processing Disorders |
| Dr. Kim Tillery |
| Posted by gwdadmin |
2001-00-01 |
Index
» Dr. Kim Tillery
» Current Study
Nonnverbal learning disorders (NLD) frequently manifest disturbances in spatial orientation, body image, facial recognition, visual-motor organization, social interaction, handwriting, mathematics and problem-solving abilities (Keller, 1998). The individual with a NLD exhibits superior language ability (left hemisphere performance), but weak nonverbal performance (right hemisphere performance). Hence the child with a NLD will be analytical, and gifted in understanding details, but unable to master the ‘whole picture’. Math and nonverbal activities are weak areas, as are social interactions, because the child is unable to utilize information from facial expressions or gestures. The NLD psychological profile is often confused with the Attention Deficit Hyperactivity Disorder (ADHD) profile, as hyperactivity is a behavior seen in either disorder (Keller, 1998).
ADHD is a neurological disorder with hallmark symptoms of inattention, impulsivity and distractibility (Barkley, 1990). Children with ADHD manifest poor handwriting, weak expressive language skills, weak sequencing ability, require repetition with directions, act as if they have a hearing loss, display low tolerance to noise, misunderstand the spoken message, and weak reading comprehension skills (Barkley, 1990). Individuals with ADHD are at risk for auditory processing disorders (APD) in the areas of Tolerance-Fading Memory (TFM) and Organization categories (Katz and Smith, 1991; Keller, 1998).
Tillery, Katz and Keller (2000) evaluated the auditory processing abilities of 66 children with ADHD. Thirty-six children were found to exhibit severe APD, 19 subjects were found with mild APD and 11 were found without APD. Most of the subjects (80%) were found to exhibit an APD in the area of TFM, while 50% displayed the Organization category.
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| 1 | Current Study
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