Auditory processing disorders in students with autism spectrum disorder as a factor influencing school and communication success

Abstract

Central Auditory Processing Disorder (CAPD) refers to difficulties in effectively processing auditory information in the central nervous system despite normal peripheral hearing. In students with Autism Spectrum Disorder (ASD), abnormalities in auditory processing are frequently observed, including deficits in dichotic listening, temporal processing, auditory scene analysis, speech‐in‐noise perception, and auditory attention (Kujala, Lepistö, & Näätänen, 2013; O’Connor, 2012). The aim of this article is to synthesize current knowledge on the nature and determinants of auditory processing disorders in ASD and their impact on academic achievement and communication outcomes. The paper outlines the functional profile of difficulties, educational consequences (especially in reading, writing, language learning, and comprehension), implications for social communication, and provides recommendations for functional assessment and intervention in school and counseling settings. Terminological and methodological controversies surrounding CAPD diagnosis are also discussed, along with directions for future research. The article is a review enriched with practical recommendations tailored to the Polish educational and psychological‐pedagogical counseling context.