Processing Disorders

An auditory processing disorder (APD) is a brain-based condition that affects a person’s ability to understand what they hear and process that information; it is not a hearing impairment. Symptoms include difficulty following conversations, remembering spoken instructions, and understanding what people say in loud places. A person with APD may also have difficulty recognizing subtle differences in the sounds that make up words (i.e., distinguishing between that, cat, hat). This condition can also impact language-related skills, such as receptive and expressive language (Understood.org).

The following sites provide information on auditory processing disorder:

• General information about APD (understood.org)
• Understand the difference between APD and ADHD (understood.org)
• Mayo Clinic
• Brain Balance
• NHS.uk
• American Academy of Audiology

Instructional Strategies for auditory processing disorder:

• Have a quiet learning space as other auditory noises can interfere with hearing & processing
• Give step-by-step instructions
• Check-in for understanding throughout lesson by asking questions
• Encourage learners to email/ask questions when doing homework/class work
• Allow extra time for processing when answering questions verbally
• Breakdown larger concepts into smaller pieces and check in after each chunk
• Show models/examples
• Repeat key information
• Provide written and verbal directions (or with pictures)
• Use graphic organizers and/or visual aids
• Provide an outline of notes
• Provide multiple ways for learners to gain information (written, visual, auditory, etc)
• Use different colors for different concepts
• Give some reading materials ahead of time for learners to read at home, prior to class
• Highlight key words and ideas
• Check-in for understanding throughout lesson by asking questions

Language Processing Disorder (LPD) is a type of learning disability that affects an individual’s ability to understand, express, and process language, even though they may have normal intelligence and no hearing or speech problems. People with LPD have difficulty in understanding and using spoken and written language, which can make communication and learning challenging (ldrfa.org).

The following site provides information on language processing disorder:

• ldrfa.org

Instructional Strategies for language processing disorder:

• Check-in for understanding throughout lesson by asking questions
• Provide written, verbal, and visual (pictures) directions
• Use graphic organizers and/or visual aids
• Provide multiple ways for students to gain information (written, visual, auditory, etc)
• Use different colors for different concepts
• Give some reading materials ahead of time for students to read at home, prior to class
• Give extra time to complete classwork
• Provide guided notes or allow use of an audio-recorder in class
• Allow speech-to-text, text-to-speech, or word prediction software

Visual processing disorder (VPD) is a neurological condition that affects the brain’s ability to interpret visual information. It’s not related to vision problems, but rather how the brain processes visual stimuli. It involves difficulties understanding visual information such as movement, spatial relationships, form, or direction (Advanced Vision Therapy Center and Behavioral Neurotherapy Clinic).

• Advanced Vision Therapy Center
• Behavioral Neurotherapy Clinic
• Brain Balance

Instructional Strategies for visual processing disorder:

• Repeated exposure to visual information such as letters, words, numbers, etc.
• Use books on tape, large print, vary the color paper you print on
• Color code materials
• Provide multiple ways for learners to gain information (written, visual, auditory, etc)
• Use a blank half-sheet to cover up part of a page to help the student focus on a few questions  at a time
• Use graphic organizers
• Check-in for understanding throughout lesson by asking questions
• Give extra time to complete classwork

• Create a daily routine and stick to it
• Provide a check-list/rubric ahead of time (especially for long assignments or writing prompts)
• Provide learners with written materials (articles, notes, vocabulary, etc) ahead of time if you can.  If not, allow enough time to read in class