Many people experience problems with learning and day-to-day tasks with difficulties over time. Adults with this<unk>  can experience the signs and symptoms below: * talk louder than necessary * talk softer than necessary * have trouble remembering a list or sequence * often need words or sentences repeated * have poor ability to memorize information learned by listening * interpret words too literally * need assistance hearing clearly in noisy environments * rely on accommodation and modification strategies * find or request a quiet work space away from others * request written material when attending oral presentations * ask for directions to be given one step at a time Relation to attention deficit hyperactivity<unk>  It has been discovered that APD and ADHD present overlapping symptoms. Below is a ranked order of behavioral symptoms that are most frequently observed in each<unk> . Professionals evaluated the overlap of symptoms between the two<unk> s. The order below is of symptoms that are almost always observed. This chart shows that although the symptoms listed are different, it is easy to get confused between many of them. ADHD APD 1. Inattentive 1. Difficult hearing in background noise 2. Distracted 2. Difficulty following oral instructions 3. Hyperactive 3. Poor listening skills 4. Fidgety or restless 4. Academic difficulties 5. Hasty or impulsive 5. Poor auditory association skills 6. Interrupts or intrudes 6. Distracted 7. Inattentive There is a co-occurrence between ADHD and APD. A systematic review published in 2018 detailed one study that showed 10% of children with APD have confirmed or suspected ADHD. It also stated that it's sometimes difficult to distinguish the two, since characteristics and symptoms between APD and ADHD tend to overlap. The systematic review mentioned here described this overlap between APD and other behavioral<unk> s and whether or not it was easy to distinguish those children that solely had<unk> . Relation to specific language impairment and developmental dyslexia There has been considerable debate over the relationship between APD and Specific language impairment (SLI). SLI is diagnosed when a child has difficulties with understanding or producing spoken language for no obvious cause. The problems cannot be explained in terms of peripheral hearing loss. The child is typically late in starting to talk, and may have problems in producing speech sounds clearly, and in producing or understanding complex sentences. Some theoretical accounts of SLI regard it as the result of auditory<unk>  problems. However, this view of SLI is not universally accepted, and others regard the main difficulties in SLI as stemming from problems with higher-level aspects of language<unk> . Where a child has both auditory and language problems, it can be difficult to sort out the causality at play. Similarly with developmental dyslexia, researchers continue to explore the hypothesis that reading problems emerge as a downstream consequence of difficulties in rapid auditory<unk> . Again, cause and effect can be hard to unravel. This is one reason why some experts have recommended using non-verbal auditory tests to diagnose APD. Specifically regarding neurological factors, dyslexia has been linked to polymicrogyria which causes cell migrational problems. Children that have polymicrogyri almost always present with deficits on APD testing. It has also been suggested that APD may be related to cluttering, a fluency<unk>  marked by word and phrase repetitions. It has been found that a higher than expected proportion of individuals diagnosed with SLI and dyslexia on the basis of language and reading tests also perform poorly on tests in which auditory<unk>  skills are tested. APD can be assessed using tests that involve identifying, repeating or discriminating speech, and a child may do poorly because of primary language problems. In a study comparing children with a diagnosis of dyslexia and those with a diagnosis of APD, they found the two groups could not be distinguished. Analogous results were observed in studies comparing children diagnosed with SLI or APD, the two groups presenting with similar diagnostic criteria. As such, the diagnosis a child receives may depend on which specialist they consult: the same child who might be diagnosed with APD by an audiologist may instead be diagnosed with SLI by a speech-language therapist or with dyslexia by a psychologist.
Auditory processing disorder
Olfactory fatigue
Vibroacoustic disease
Olfactory reference syndrome
Auditory fatigue
Cortical deafness
Speech disorder
Post-lingual deafness