Perception disorder
Auditory processing and perception disorder is understood to be a hearing impairment at normal function of the ears, i.e. pertaining to the processes from the ear to and in the brain. Formerly, this disorder was referred to as “partial performance disorder”.
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The cause and thus the risk factors for the auditory processing and perception disorder are not yet known exactly. It is assumed that it is connected with oxygen deficiency at birth or persistent dysacousia e.g. due to persistent middle ear effusions. However, no definite cause can be determined in many children suffering from auditory processing and perception disorder.
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Although a benevolent promotion of the child’s development in child-friendly dialogues provides good prerequisites for a good auditory development, it guarantees no absolute protection from auditory processing and perception disorder. Regular check-ups of the children’s auditory capacity in particular prior to the enrolment at school are recommended. In case of known speech development disorders, the auditory processing and perception capacity should be examined specifically.
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Auditory processing and perception disorder usually becomes noticeable not before kindergarten age or later. It may manifest itself in the children not being able to understand things correctly in case of much background noise, remember small tasks or mixing up sounds frequently. But also hypersensitivity to loud noise may be a symptom of the auditory processing and perception disorder.
Sometimes the auditory problems are only noticed and reported by the teachers, as the requirements on the auditory capacity are especially high among many lively children. But an auditory processing and perception disorder may also be noticed at school, as it may affect the reading and writing skills.
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Sometimes the auditory problems are only noticed and reported by the teachers, as the requirements on the auditory capacity are especially high among many lively children. But an auditory processing and perception disorder may also be noticed at school, as it may affect the reading and writing skills.
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The diagnostics comprises several auditory examinations, which are performed in a playful way but require high concentration of the children. The examinations are thus usually spread over several appointments and should also include the examination of the speech development.
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An auditory processing and perception disorder is usually treated by means of exercise therapy, adapted to the type and the extent of the disorder. As an ancillary measure, pedagogical measures, which are coordinated by special “auditory” centres of the districts, may be used e.g. in case of problems at school
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