Auditory Processing Disorder

Processing disorder is an umbrella term. Children who suffer with processing disorder can fit into various subsets such as, auditory processing disorder, visual processing disorder, and sensory processing disorder. Auditory processing disorder is when an individual is unable to process, interpret, and retain sounds all of which lead to difficulty in task completion, both at home and at school. Visual processing disorder is when an individual is unable to properly interpret what the eyes see. For example, people with this disorder may struggle to differentiate between size, shape, and color of objects, confuse symbols, misjudge distance, and poor spatial awareness, often resulting in falls or bumping into objects. Finally, sensory processing
This study involved 30 children ranging from 7-11 in age who all had a form of autism. The children in this study were split into two groups, 15 were the control group and the other 15 was the experimental group. The groups were made based on matches of age, sex, and function. The main sensory problems the children had were, hearing-speaking, seeing, taste-smell, touch, balance, muscular tone, attention, and behavioral. The sensory integration therapy was based on each child’s needs. For example, if the child had an issue with touching different textures then this child was provided with play-dough, finger paint, water, rice, vibrating toys, and sand paper to be able to compare and manipulate different textures. In addition to textured materials, there were also brushes, lotions, massage table, massage instruments, pipes, musical instruments, a mirror, trampoline, balls and a touch board. At the start of the intervention the students were taken into the “sensory” room individually and were able to explore and play with the tools before instruction to become familiar. Children were prompted at first with verbal instruction, in addition to modeling and gesture cues. Eventually, the instruction was given verbally. Each session was 45 minutes, two days a week, 24 sessions in total. At the end of the study it was found that the experimental group (the ones who received that sensory therapy) improved tremendously on such
To support sensory integration therapy I would create an environment where movement was plentiful such as allowing the student to walk to get a drink of water from the fountain, offering different classroom jobs that involve dealing with heavy weight objects such as pushing in chairs. I would also incorporate brain breaks where I get the students up and moving because children with sensory processing disorder find it hard to stay still for long periods of time. Transition time would also encompass movement with calming music to help ease children into the next subject. In addition, I would give the students the option to sit on the floor with a towel. Some students like the idea of being able to play with the towel, feel the texture, and sit in any position they choose. I would also provide fidget toys, such as, giving students felt Velcro strips, taping it to the inside of their desk so students could touch and play with it throughout the lesson without being distracting to other students. Other toys could be, stress balls, water bottles, and play dough. I would also be aware of how stimulating my room was. I would make sure the walls were not cluttered and the door was always closed to illuminate unwanted noise. Additionly, adding a calm, safe corner in my room where