Paradoxically students with this form of ADHD are not hyperactive. The second form is known as Attention Deficit Hyperactivity Disorder-Predominantly Inattentive Presentation (PIP) and is characterised by poor ability to remain focussed and “daydreaming”.
It is accompanied by impulsivity, hyperactivity and distractibility. It is now recognised that there are two main forms of ADHD.Īttention Deficit Hyperactivity Disorder is mainly characterised by an inability to sustain one’s attention particularly in a learning situation. Developmental Paediatrician: to assess attention.ĪDHD – Attention Deficit Hyperactivity Disorder.School Counsellor: can also assess cognitive and academic skills.Psychologist: to assess cognitive and academic skills.Speech Pathologist: to assess oral and written language skills, phonological awareness and the functional aspects of auditory processing.Audiologist: to assess hearing acuity and carry out specific assessments of auditory processing skills.The best diagnostic approach is to use a specialist assessment team which will include: It is important to make an accurate diagnosis so that the child can receive the most appropriate, correctly targeted remediation. How do we know what is causing these difficulties? Because many symptoms of ADHD, APD & SLI overlap, it could be any of them or a combination of two or even three of these conditions.
These symptoms could indicate that they have one or more of the conditions known as attention deficit hyperactivity disorder (ADHD), auditory processing disorder (APD), or specific language impairment (SLI).
Difficulty sustaining attention for learning tasks. Easily overloaded with auditory information. Difficulty following verbal instructions. They often have some or many of these challenges: However, through accommodations at school and work-as well as the individual's ability to adjust to the disability-this condition's effects can be drastically minimized.Many of the children I work with in my speech pathology clinic who have dyslexia also have additional difficulties with processing information and sustaining their attention. In rare cases, the disorder can vanish as the individual physically matures. In many cases, auditory processing disorders will stay with an individual for a lifetime. Many will need to form new ways to learn or seek accommodations or technology to aid them in school. Still, the disorder can be treated with appropriate accommodations and doesn't always require placement in a special education class. While for these people it can last a lifetime, they may form learning techniques to get around it.Īuditory Processing Disorder is often a common cause of specific learning disorders in students. Still, for others, the condition is permanent. Some may have had delayed development in the area of the brain where auditory information is processed. Other indications seem to indicate that the condition is not permanent for everyone who has it. Others suggest it’s environmental or a result of a birth defect. Some research indicates it may be genetic. There are no known causes for auditory processing. This device filters the teachers' voices for the students wearing this. In this situation, students wear a headset and receiver-looking very much like an MP3 player (or to be more precise, like a 1980 version of a Sony Walkman)-while the teachers speak through microphones around their neck. In some school districts, students with this condition use FM receivers to help the students focus on the teachers' voices. Technology has also helped to treat this condition. Also, these accommodations are often listed in the accommodation/modification pages of an Individual Education Plan (IEP). Accommodations such as having the student seated near the teacher, the use of visual cues to support lectures, repetition, and allowance of time for processing information have proven to be useful. 
The condition is treatable, at least in the classroom.
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