Our practice focuses on differential diagnosis. We clarify whether the main issue is auditory processing, language, or attention and working memory, and we provide bottom up auditory therapy. At Melody Hear For You, assessments and recommendations are tailored. We start with a detailed case history and validated questionnaires to identify the main listening concerns. From there, we choose the most appropriate assessment pathway and offer recommendations that match the person’s profile, goals, age, and any coexisting conditions such as ADHD, autism, dyslexia, language disorder, or peripheral hearing loss.

Assessment Batteries:
1 Buffalo Model 
W-22 Word Lists: low-redundancy word recognition probing auditory closure and performance with degraded cues.
*SSW (Staggered Spondaic Word) Test: overlapping dichotic words assessing binaural integration/separation and ear advantage.
*Phonemic Synthesis Test: blending phonemes into words; reveals phonological/closure skills underpinning literacy.
2 SoundScouts APD Suite 
*LiSN-S: quantifies use of spatial/talker cues for speech-in-noise.
*LiSN-U: language-reduced variant to minimise linguistic load.
*DDdT (Dichotic Digits difference Test): binaural integration and ear advantage via simultaneous digit pairs.
*Digi Span: forward/backward digit span for auditory working memory and attention.
*AudiCloze: auditory closure using context to fill missing information.
3 Acoustic Pioneer 
*Feather Squadron: child-friendly screening across multiple auditory processing domains to cross-check and provide evidence for further testing.
4 Auditory Skills Assessment (ASA)
For younger children (typically 3.5–7 years), ASA provides an age-normed snapshot of foundational listening: discrimination, temporal patterning/ordering, auditory closure, and short-term auditory memory/attention via brief, developmentally appropriate tasks. ASA helps identify early risk and guides whether to proceed to early intervention and therapy.
We integrate these results to build a goal-driven plan and choose the right remedial programs.

Treatment Batteries:
Treatment recommendations may include online therapy delivered by an audiologist and/or tablet-based therapy, wireless remote microphone, communication strategies recommendations and other professional recommendations.
1 Buffalo model informed interactive online therapy 
In the Buffalo Model, phonemic decoding/synthesis errors are trained with graded tasks (isolation → blending → segmentation → rapid recognition), immediate feedback, and spaced review to transfer to reading and spelling. When listening-in-noise ability (closure/spatial use) is inadequate, is we add adaptive speech-in-noise practice that build noise suppression, listening prediction and repair strategies. For auditory-memory weakness, we use Auditory DigiSpan and Memory Interference tasks to train Auditory working memory, cognitive and inhibitory control. Progress is tracked via in-platform metrics and periodic re-measures of the impaired Buffalo domains.
2 SoundStorm Tablet-based Therapy
A remediation program for children with Spatial Processing Disorder that trains the use of binaural spatial cues (interaural time/level differences) to focus on a target talker and suppress competing speech, improving speech-in-noise understanding.
3 Acoustic Pioneer Tablet/Computer-based Therapy
These programs provide structured auditory training across three key areas: ZooKeeper (Zoo Caper Skyscraper) targets dichotic listening to improve binaural integration and reduce left–right ear asymmetry; Insane Airplane (Insane Earplane) focuses on temporal ordering and fine acoustic resolution to support faster, cleaner processing of sound patterns; and Elephant Memory builds graded auditory memory and sequencing skills to better manage listening demands in classroom and workplace setting

Differential pathway & referrals:
Our selection model helps clarify whether the reported difficulty is predominantly auditory processing and we can  start the right intervention or referral accordingly: 
*Predominantly Auditory Processing: Deficits cluster on LiSN-S/LiSN-U, SSW/DDdT, W-22, Phonemic Synthesis → Start APD therapy with re-testing to quantify gains.
*Predominantly Speech–Language Processing: Relatively intact auditory measures but weaknesses in phonological/language processing or narrative skills → Refer to Speech Pathologist for language/literacy intervention; we coordinate goals and timing.
*Predominantly Attention/Memory: Variable performance tied to load/fatigue and working-memory (Digi Span) rather than auditory mechanisms → Refer to Psychology (and GP/paediatrician as needed) for attention/executive supports; we sequence or blend APD therapy once attention is stabilised.