Train elementary school teachers in APD symptomatology so they can identify suspected cases and serve on multidisciplinary teams¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends additional teacher training in auditory processing disorder symptomatology for grade 1–4 teachers, who deliver the curriculum and monitor pupils' academic performance. It concludes that "findings point to the need for additional training in APD symptomatology for elementary school (grade 1-4) teachers to become valued members of a multidisciplinary team supporting students with auditory processing disorder." Diagnosis and treatment should involve teachers, speech-language pathologists, psychologists and parents.

Design Implications¶

Context¶

Requirements¶

• Teachers need additional training in APD symptomatology to be efficient members of a multidisciplinary diagnostic team

Constraints¶

• Formal diagnosis requires a multidisciplinary team; teachers' role is identification and referral, not diagnosis

Target Learners¶

• Elementary school (grade 1–4) pupils in mainstream schools

Target Learning Goals¶

• Early identification of children with auditory processing difficulties affecting literacy, language and academic achievement

Claims¶

• Teacher ratings of language and reading skills correlate significantly with PSP-1 total scores, whereas grade point average does not [+W]

Related Strategies¶

• Fund scheduled coplanning time and multidisciplinary team composition for pre-referral, assessment, and referral decisions

Examples¶

-

Key Sources¶

• Iva I. Hrastinski, Ana M. Bonetti, Mladen A. Hedjever. (2023). Relationship between auditory processing skills and academic achievement of elementary school children. Specijalna edukacija i rehabilitacija, 22(2), 95-116. https://doi.org/10.5937/specedreh22-37415