Treatment of APD typically focuses on three primary areas: changing learning environment, developing higher-order skills to compensate for the<unk> , and remediation of the<unk>  deficit itself. However, there is a lack of well-conducted evaluations of intervention using randomized controlled trial methodology. Most evidence for effectiveness adopts weaker standards of evidence, such as showing that performance improves after training. This does not control for possible influences of practice, maturation, or placebo effects. Recent research has shown that practice with basic<unk><unk>  tasks (i.e.<unk>  training) may improve performance on<unk><unk>  measures and phonemic awareness measures. Changes after<unk>  training have also been recorded at the physiological level. Many of these tasks are incorporated into computer-based<unk>  training programs such as Earobics and Fast ForWord, an adaptive software available at home and in clinics worldwide, but overall, evidence for effectiveness of these computerised interventions in improving language and literacy is not impressive. One small-scale uncontrolled study reported successful outcomes for children with APD using<unk>  training software. Treating additional issues related to APD can result in success. For example, treatment for phonological<unk> s (difficulty in speech) can result in success in terms of both the phonological<unk>  as well as APD. In one study, speech therapy improved<unk>  evoked potentials (a measure of brain activity in the<unk>  portions of the brain). While there is evidence that language training is effective for improving APD, there is no current research supporting the following APD treatments: *<unk>  Integration Training typically involves a child attending two 30-minute sessions per day for ten days. * Lindamood-Bell Learning Processes (particularly, the Visualizing and Verbalizing program) * Physical activities that require frequent crossing of the midline (e.g., occupational therapy) * Sound Field Amplification * Neuro-Sensory Educational Therapy * Neurofeedback However, use of an individual FM transmitter/receiver system by teachers and students has been shown to produce significant improvements with children over time.
Auditory processing disorder
Olfactory fatigue
Vibroacoustic disease
Olfactory reference syndrome
Auditory fatigue
Cortical deafness
Speech disorder
Post-lingual deafness