Central Auditory Processing Disorder Treatment

End learning frustration – treat APD at its source

Auditory processing is a cognitive skill that can be strengthened with exercises. Our auditory processing disorder treatment taps into this opportunity – self-paced exercises that escalate in speed and complexity.

Our software targets auditory processing and related skill such as attention, working memory, phonological awareness and reading comprehension. Our goals are to reduce APD symptoms and build a solid foundation for all future learning.

Gemm Learning is a home-based treatment protocol with individualized remote coaching and support.



How Our Online Program Works

We start with the Fast ForWord software series, designed specifically to improve auditory processing and related skills – the so-called learning MAPS (working Memory, Attention, auditory Processing and Sequencing) – which are skills most often delayed when the central auditory nervous system does not develop normally. From there, if needed, we move on toBrain Activity After Auditory Processing Disorder Treatment reading comprehension.

Students are presented with hundreds of sequencing and processing decisions in quick succession. The software adds speed and complexity at the student’s own pace, pushing the student to ever higher levels in tiny incremental steps.

Activating Language Regions In The Brain

Four world-renowned neuroscientists developed Fast ForWord using 30+ years of science on cognitive skills and brain plasticity, the ability for the brain to change and respond to stimuli.

The individual exercises have been designed and optimized to make new neural connections and activate new parts of the brain when listening and reading, activation that is visible on fMRI imaging (Temple, Stanford University). 

Fast ForWord exercises target all aspects of auditory development.  This includes auditory pattern recognition, temporal discrimination (recognizing sounds in sequence), auditory working memory and sustained attention. The ability to improve these deep-seated skills is central to what makes our auditory processing disorder treatment unique.

Lasting Gains

Once the brain learns how to improve function, it will integrate these changes. And therefore the gains endure.

In fact, acceleration tends to continue after program completion according the feedback from clients over 12+ years. The science predicts this – by strengthening key foundational skills, higher level skills, held back by auditory processing disorder, can now develop and mature more fully. This process occurs over a period of years and is the reason many clients report continued acceleration after our program has ended.

The efficacy of Fast ForWord as an intervention to help auditory processing disorder is widely documented, including these studies in the International Journal of Pediatric Otorhinolaryngology (2013), Brain Topography (2015) and Neuropsychoelogia (2013).

Home-Based Treatment

Gemm Learning was founded to make it possible to do this intensive intervention in the comfort of your home, with all the coaching and support you’ll ever need.  It’s an individualized service we have perfected over 12+ years – learn more here.  

Auditory Processing Disorder Treatment Goals

Gemm Learning develops individualized protocols based on your child’s needs and schedule. Our goals depend on your child, but include the following:

Build Phonological Awareness For Reading Efficiency

Reading is a language skill — text is language in a symbol format.  Because auditory processing impacts language, it almost always impacts reading also. The key to reading is decoding automaticity.  This requires sound phonological awareness, the ability to hear the sounds inside words. Auditory processing disorder impacts phonological awareness because it interferes with auditory pattern recognition and auditory discrimination.

Our software directly targets phonological awareness and therefore reading automaticity.  This helps build fluency in younger readers and decoding efficiency and therefore reading comprehension in older children.

Improve Focus

auditory processing treatment in childrenAuditory processing disorder can make learning exhausting. For example, students with APD have to work hard just to take in what the teacher is saying in class.  Many also labor mightily when sounding out words when reading.  Consequently, they tire easily in class or while reading, sometimes leading to an ADHD or ADD diagnosis.

While ADD medicines manage symptoms, our program targets the cause of inattentiveness, the inefficient processing. Because we tackle the language processing delays that make listening in class exhausting and reading a challenge, many clients report improvements in focus.

Improve Ability To Follow Directions

Children with central auditory system delays do not process fast enough to listen accurately. Consequently, for them, language is always coming at them too quickly and it can sound a little muddy.  Background noise can also be troublesome. Improved processing efficiency from our program effectively slows the world down for your child.  As a result, he will be more able to hear and follow directions at natural language speed.

Build Listening and Language Skills

Auditory processing disorder reduces the capacity to learn by listening. Therefore it limits vocabulary, grammar, semantics (attaching meaning),  articulation and/or conversational skills.  Furthermore, inefficient listening impacts reading and writing.

Our software engages with the student to build listening skills.  In addition, it teaches vocabulary, language syntax and other language skills that are almost always lagging as a result of the processing deficit.

If any of this sounds like your child, contact us.  We should be able to help. 

Disclaimer. Gemm Learning is an educational program, not a medical intervention. It is not effective in every case. While we can generally set client expectations appropriately in our pre-consultation, and our success rate is high and our client satisfaction rate is high, there are instances where we accept a student because he fits our profile, follows the protocols, but there are no perceptible changes. Every student is unique. It is disappointing that we cannot help in every case, but that is the reality we have to accept.