Even when I ask him to go get something it might sound something like this:
......
Like he is having to confirm things over and over to make sure he got it right.
Hmmmm... you definitely pose questions that need expert assessment and real-life experience. We're WAY out of my knowledge base here. But I might hesitantly posit that a conversation like you describe is what I imagine could happen with someone who doesn't trust some form of the input they experience, and wants to confirm it as many ways as possible? The Eides Mislabeled Child goes through a gazillion ways input and memory can glitch (it's a rather overwhelming book); it might be a helpful starting point to see what resonates?
With respect to our auditory processing assessment, we went for three reasons: (1) to see if auditory processing could be contributing to DD's reading issues, in addition to the dyslexia; (2) to confirm whether attention issues were in fact ADHD-I and/or ADP; and (3) because DD had a few specifically ADP symptoms (asking us to repeat things; hard time modulating voice levels; both of these noticeably worse in noisier environments; very noise sensitive; psych noticed she misheard "m" vs "n" a few times).
In our medium-sized city, there is, as far as we know, only one audiologist who can assess auditory processing as opposed to regular hearing issues (ditto for visual processing), so make sure you specialist can actually do the right kind of assessment (ours was recommended by our psych). The testing took about three hours, and was exhausting for DD. Our audiologist was fabulous at explaining and demonstrating all the different tests, and showing us exactly what they measured, and how they related to specific real-life experiences. We could easily see how she used the various tests to distinguish between ADP and ADHD, for example, and clearly showed DD's issues were with sustaining attention rather than with auditory. And while DD came up negative overall for ADP, there were two tests where she was at the bottom of the "normal" range and should be monitored: these were consistent with our experience, and good flags for her teachers. Specifically, her two challenge areas were focusing on a distant voice and tuning out a closer one (i.e. hearing a teacher when student closer to DD was also talking) and understanding a somewhat muffled voice (i.e. one that mimicked a teacher's voice bounced off a wall because they were at the blackboard with their back to the class).
Note that while we came out OK with respect to auditory processing, the audiologist did a quickie check and flagged visual processing issues instead.... eyes not tracking together at the same time, or converging on an approaching object. So that's a whole 'nother assessment and remediation merry-go-round we're into. Again, top-notch optometrist never noticed, we needed the one and only guy in town who specialized in visual processing, not vision.
Not sure if this hits on what you were looking for, but hope it helps!
