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Auditory Processing Problems Related to Poor Auditory Memory
Many children with auditory processing problems have difficulties at the level of short-term memory, often called working memory. Problems with short-term memory are mostly noted on long verbal messages. That is, children can remember part of the long message or short messages, but get lost trying to remember longer messages it total. For example, a child may have no problems remembering to "Take out a pencil," or "Open your book." But, given the directions to "Open your book to page 37 and complete items one to ten in section B" may present too much information for the child to remember.
For this next simulation, you will see parts of a message presented one sentence at a time. However, the sentences will flash on the screen at the click of your mouse and will remain on the screen for only a brief period of time. You will be able to catch some of the words, but can you figure out the entire message?
Sentence 1: Click here
Sentence 2: Click here
Sentence 3: Click here
Sentence 4: Click here
Well, did it flash too fast for you? Did you get a couple of words, enough to figure out the entire message (again, demonstrating the importance of familiarity helping with processing)? Well, what about another strategy? Do you think you’d do better if you knew something about the topic of the message? Let’s try the following simulation. The sentences will flash, again, as before, but you will have a clue, the topic of the message.
Topic = A sheep is asked if it has a sufficient amount of it’s "sheered" product to give to its male owner, its female owner, and for a child who lives down the street.
Sentence 1: Click here
Sentence 2: Click here
Sentence 3: Click here
Sentence 4: Click here
Easier to figure this one out, isn’t it? You may even have figure out the nursery rhyme before clicking to get the first sentence. Thus, another helpful strategy for children with APD is setting the topic and being sure the child has some familiarity with the topic.
View lyrics used for simulation.
Auditory Integration Difficulties
The last area covered in this simulation relates to what is often called auditory integration. Some people refer to this as auditory closure, binaural integration, or auditory synthesis. In essence, integration relates to how a person takes pieces of messages and puts them together to form the whole.
In order to simulate auditory integration difficulties, only pieces of the message will be presented and it will be your task to figure out the entire message. Again, strategies such as familiarity, knowing the topic, and linguistic knowledge will help you as they can help a child with auditory integration deficits.
Hey the cat cow
The little to see sight
And the ran away
Have you figured it out yet? Perhaps it was too easy, but that may be because of your familiarity with the nursery rhyme. But, what if the message were made even more difficult by removing parts of words and you have to synthesize the words as well as the sentences to figure out the message. Try this example.
O ing ol was a ry o ol
And a ry o ol was he.
He al or is pi and he
Al or is owl and he
Al or is ler ree.
Did you get that one? For this example, you had to do a great deal of decoding, figuring out, problem solving, decision-making, and hoping that you’d get enough to provide cues to the message. Well, this one was difficult! Would it have helped to know that the topic is about a old, jolly royal majesty ordering something to smoke while he would listen to a trio of string instruments? I thought it might help!
View lyrics used for simulation.
Concluding Remarks
It is hoped that these simulations provided you with a better and deeper understanding of the frustrations and decision-making that goes on inside the minds of children with auditory processing disorders (APD). You must remember that as an adult, you have a greater language base, broader experiences and familiarity, and more practice in problem solving than many of the children who have APD. However, with a better understanding, you may be more patient and more acceptable of the problems and errors these children present. Hopefully, you have learned some strategies you can try to help these children.
For more information on Auditory Processing Disorders visit the NCAPD homepage.
This simulation was created through the joint efforts of Dr. Jay R. Lucker and Debbie Wood. Dr. Lucker is an audiologist in private practice in the Washington, DC area specializing in auditory processing problems in children and adults.
Copyright © December 2000 (Lucker and Wood)
All Rights Reserved
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