Auditory Processing Disorder

Please start by reviewing SAS' general documentation guidelines. It is helpful when students seeking accommodations for Auditory Processing Disorder (APD), sometimes called Central Auditory Processing Disorder (or CAPD) provide a full evaluation (the SCAN, a screener, is not sufficient) that was completed by a licensed audiologist within the last 3 years. A full APD evaluation would include the following minimum diagnostic requirements:

• The administration of at least four of the following tests including their subtest scores:
  • Competing Sentences
  • Dichotic Digits
  • Dichotic Rhyme
  • Duration Pattern Sequence
  • Filtered Speech
  • Pitch Pattern Sequence
  • Random Gap Detection
  • Staggered Spondaic Speech
  • Time Compressed Speech
• A statement specifying which of the 5 types of APD is being diagnosed:
  • Prosodic deficit or temporal processing
  • Auditory decoding deficit
  • Binaural integration or separation deficit
  • Output-organization deficit
  • Associative disorder
• The evaluation should also include clear, specific descriptions of the APD's functional effects on the student's academic performance. If any accommodations are recommended, they should be clearly linked to the functional impact of the APD. This is especially critical if the accommodations being recommended include a foreign language waiver, and the evaluation should specify how the disorder directly impacts the student's ability to fulfill the requirement.