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Sounds- Auditory Processing

Auditory: making sense of sounds.

Many people on the autism spectrum have difficulty processing everyday sensory information. Any of the senses may be over or undesensitive, or both, at different times.These sensory differences can affect behaviour, and can have a profound effect on a person's life. Here we help you to understand autism, the person and how to help.

Too much information

Sometimes an autistic person may behave in a way that you wouldn't immediately link to sensory sensitivities. A person who struggles to deal with everyday sensory information can experience sensory overload, or information overload. Too much information can cause stress, anxiety, and possibly physical pain. This can result in withdrawal, challenging behaviour or meltdown.

Many children have difficulty handling auditory input, even if they have normal hearing. Auditory processing refers to how the central nervous system and brain recognise and make sense of sounds. Having auditory processing difficulties is different from being deaf or having a hearing loss. Auditory processing difficulties are caused by a mix-up with the signal of sound as it travels to the brain.

Reacting to sounds

Listening is a very complex process that involves both hearing and processing sounds. Sound has many dimensions: intensity (loudness), frequency/ pitch, duration, and localisation.

Children with difficulties in this area have difficulty in discriminating which sounds are relevant and in blocking out or not attending to irrelevant sounds. This can have an overwhelming effect when trying to discriminate between sounds and can result in behavioural/ emotional responses during situations.

A child may have difficulty with auditory processing in a variety of settings. These difficulties may be associated with functional impairment at home, at school and in the community. For example, they may become distracted in school when the teacher is giving instructions as they are unable to attend to the relevant sounds and may be distracted by background noises that other people are unable to notice.

Signs of auditory problems

Under sensitive

  • May only hear sounds in one ear, the other ear having only partial hearing or none at all.
  • May not acknowledge particular sounds.
  • Might enjoy crowded, noisy places or bang doors and objects.

You could help by using visual supports to back up verbal information, and ensuring that other people are aware of the under-sensitivity so that they can communicate effectively. You could ensure that the experiences they enjoy are included in their daily timetable, to ensure this sensory need is met.

Over sensitive

  • Noise can be magnified and sounds become distorted and muddled.
  • May be able to hear conversations in the distance.
  • Inability to cut out sounds - notably background noise, leading to difficulties concentrating.

Implications for learning

  • A multi-sensory approach will be important in the presentation of information.
  • Acoustics in a setting such as a school or restaurant may result in the child being unable to discriminate between sounds for example the noise from the corridors, classrooms, gym and dining hall will all have an impact.
  • A child with difficulty processing auditory stimuli may appear unable to follow directions or hear well from a distance. Some children may be particularly distressed by intense, repetitive, or high-pitched sounds, such as a shrill bell.

Strategies that might help

  • Shutting doors and windows to reduce external sounds
  • Preparing the person before going to noisy or crowded places
  • Providing ear plugs and music to listen to
  • Creating a screened workstation in the classroom, positioning the person away from doors and windows.
  • Gain the child's attention before giving any instructions or information. Use of visual presentation as well as auditory may help them to attend. Instructions for tasks should be clear and concise, and possibly in picture format so that they can check for themselves if they have done what they has been asked to do.
  • The child may find it helpful to use earphones or listen to music when they are out in busy/ noisy environments.
  • Sit in a position closest to the teacher
  • Sit in an area to do 1:1 work with less distraction, away from doors and access points and away from possible loud noises e.g. window, bell etc.
  • Prepare the child for expected loud noises a few minutes before it is going to happen i.e. the bell ringing at the end of lesson.
  • It is not always possible to prepare the child for unexpected loud noises, ensure they have strategies in place if this causes anxiety.
  • Trial headphones with music at a low level if the child is entering a busy environment e.g. crowd, supermarket.
  • Carry out heavy muscle/ proprioceptive activities prior to activities that involve loud noise to prepare and calm child's nervous system.
  • Use a combination of looking and listening (pictures to reinforce auditory information within the classroom and use flip chart during circle time/ white board, hand outs/ worksheets etc.
  • Repeat important information.

Useful resources:

  • Courtney Dickinson www.theinspiredtreehouse.com
  • The National Autistic Society http://www.autism.org.uk/sensory
  • Raising A Sensory Smart Child by Lindsey Biel and Nancy Peske
  • Building Bridges through Sensory Integration by Ellen Yack, Paula Aquilla and Shirley Sutton.
  • Grandin, T. (2006) Thinking in Pictures. Bloomsbury Publishing

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