Auditory Processing Disorder (APD) in Children

We welcome your feedback

The aim of the APD MESHGuide is to promote excellence in the support and care provided to children with APD.  We hope to engage and foster both international and interdisciplinary collaboration.

The intended audience includes:

APD testing - recommendations

As discussed under ‘APD tests and criteria’ referrals for APD evaluation from professionals are increasing, and parents are demanding appropriate services when they learn of the existence of APD on the Internet and other media sources.  Many audiologists have understandably been cautious about including APD assessment in their clinical practices, given the controversy and lack of evidence surrounding APD assessment (Kraus and Anderson, 2016)


Related MESHGuides

Auditory Processing Disorder (APD) in Children: Guide

Campbell, N., Grant, P., Moore, D,R. and Rosen, S. | View as single page | Feedback/Impact

Online Community

There are various online forums for Teachers of the Deaf and parents of deaf children, in the UK and other parts of the world.  BATOD manages an email forum.

You are welcome to join the online community here to keep in touch.

Editor's comments

This Guide may be of particular interest to Teachers of the Deaf, who support children with hearing impairment in the UK but do not normally support those with APD.  Their expertise is equally beneficial and easily transferable to those with APD, i.e. recommendations for improving the listening environment and technology such as assistive devices.

Areas for further research

As outlined in the MESHGuide further ongoing research is necessary to ensure a high standard of evidence-based care and support for children with APD, and their families.


This MESHGuide has high transferability. It promotes a high standard of research and evidence-based care and encourages international and multi-disciplinary collaboration.

Strength of Evidence

This MESHGuide has a strong research evidence focus. It provides a critical review of current evidence. Against this background recommendations are made for both assessment and intervention.

Compensatory strategies

Improving listening skills

Developing awareness that listening is an active process involving self-regulation and monitoring, while hearing is a passive process (Truesdale, 1990).

Meta-cognitive and meta-linguistic strategies


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