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Peeling the Onion of Auditory Processing Disorder: A Language/Curricular-Based Perspective

Correspondence to Geraldine P. Wallach: coronacape{at}aol.com

Purpose: This article addresses auditory processing disorder (APD) from a language-based perspective. The author asks speech-language pathologists to evaluate the functionality (or not) of APD as a diagnostic category for children and adolescents with language-learning and academic difficulties. Suggestions are offered from a curriculum-relevant/strategic-based language approach that places APD symptoms within a broader framework and takes into account the complex interaction among the language knowledge, skills, and strategies needed for academic success.

Method: Using the metaphor of peeling an onion to get to its core, the author demonstrates how auditory perceptual processing is influenced by and dependent on language abilities. Examples of curricular content are used to highlight the language savvy needed by students with language-learning disabilities (LLDs) to access the curriculum.

Conclusion: At the heart of the article is the question of what is (or are) the most effective way(s) to treat problems defined as "auditory" in nature. The article concludes with 10 suggestions that remind clinicians to consider the usefulness of viewing auditory processing problems as isolated events that can be "fixed." Practical guidelines for creating authentic and functional intervention targets at school-age levels are also provided.

KEY WORDS: curriculum-based intervention, auditory versus language intervention targets, comprehension strategies, discrete skills, metalinguistic ability

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