Auditory Processing is a term used to describe your brain’s ability to interpret and make sense of speech sounds, both quickly and efficiently enough to understand spoken language. Individuals are able listen to effectively when energy that we recognize as sound, travels through the ear and is changed into information that can be interpreted by the brain.
An auditory processing disorder is a neurologically based disorder. It is marked by an individual’s inability to distinguish between distinct speech sounds, or consonants, impeding the interpretation of information. The speed of processing may also be reduced. They may actually miss words because their capacity to process what is being said instantaneously is impaired. This is due to weak connections in the auditory cortex of the brain – the location of neural circuits that support language. Individuals with this kind of disorder cannot distinguish between similar short words, like “da” and “ba”.
Likewise, consonants that race by in less than a millisecond, like “k” and “s” are difficult to distinguish in everyday speech. As a result an individual with an auditory processing disorder misses words in conversation and instruction. They may mishear or misinterpret what was said.
For example, a child’s mother may say to him, “I’m going to take you swimming after you complete all of your homework.” His mother never takes him swimming because his homework is incomplete. The child is convinced that his mother has lied to him. This is worsened in situations with significant background noise, such as classrooms and work environments. Additionally, a person who cannot distinguish sounds orally may also have difficulty connecting them to their written representation when reading or writing.
Consider this question; “Who was the first president of the United States?” An individual without processing difficulties will process the question correctly and provide the appropriate answer, George Washington. Alternatively, a person with a processing disorder will simply process the words. A child with an auditory processing disorder, in a classroom setting, may misinterpret the sounds, words, and/ or the meaning of the same question. As a result, they miss crucial information that follows. They may still be thinking about the meaning of the question when the rest of the class has moved on to something else.
An auditory processing disorder can injure a child’s self esteem. It may seem to parents or teachers that a child with an auditory processing disorder is ignoring them or intentionally not paying attention. In reality, these patients cannot really help it. Their self-esteem, obviously, will be affected when they are criticized for “not listening”. It is a statistical fact that 75% of a child’s day in school is spent listening.
Prior to treatment at the Drake Institute, many of our patients suffered from some of the following symptoms. If these symptoms seem to fit your family member, then there is a high likelihood that we can help. Fill out our online contact form, and a qualified professional will contact you to determine if we can help.
The programs have proven helpful for individuals who are experiencing difficulties with the following:
At the Institute we pay special attention to how the various different therapies coordinate together, not just full care but at the right time. Treatments for learning disorders can become significantly more potent when applied when the patient’s Attentional system is at a certain stage, and not before. In fact without this all important ingredient treatment effects that require a certain neurological base won’t hold on at all or never develop fully. It is for this reason that care provided by outside sources must be made aware of the timing and characteristics of Drake care. The Program Coordinator is invaluable in assisting you with the timing of each form of therapy and how they work best together.
Interview with Dr. David Velkoff
Interview with Dr. David Velkoff
Spanish News Feature
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“David F. Velkoff, M.D., our Medical Director and co-founder, supervises all evaluation procedures and treatment programs. He is recognized as a physician pioneer in using biofeedback, qEEG brain mapping, neurofeedback, and neuromodulation in the treatment of ADHD, Autism Spectrum Disorders, and stress related illnesses including anxiety, depression, insomnia, and high blood pressure. Dr. David Velkoff earned his Master’s degree in Psychology from the California State University at Los Angeles in 1975, and his Doctor of Medicine degree from Emory University School of Medicine in Atlanta in 1976. This was followed by Dr. Velkoff completing his internship in Obstetrics and Gynecology with an elective in Neurology at the University of California Medical Center in Irvine. He then shifted his specialty to Behavioral Medicine and received his initial training in biofeedback/neurofeedback in Behavioral Medicine from the leading doctors in the world in biofeedback at the renown Menninger Clinic in Topeka, Kansas. In 1980, he co-founded the Drake Institute of Behavioral Medicine. Seeking to better understand the link between illness and the mind, Dr. Velkoff served as the clinical director of an international research study on psychoneuroimmunology with the UCLA School of Medicine, Department of Microbiology and Immunology, and the Pasteur Institute in Paris. This was a follow-up study to an earlier clinical collaborative effort with UCLA School of Medicine demonstrating how the Drake Institute's stress treatment resulted in improved immune functioning of natural killer cell activity. Dr. Velkoff served as one of the founding associate editors of the scientific publication, Journal of Neurotherapy. He has been an invited guest lecturer at Los Angeles Children's Hospital, UCLA, Cedars Sinai Medical Center-Thalians Mental Health Center, St. John's Hospital in Santa Monica, California, and CHADD. He has been a medical consultant in Behavioral Medicine to CNN, National Geographic Channel, Discovery Channel, Univision, and PBS.”