1. Central Auditory Processing Disorders (CAPD)

2. Walk a mile in their shoes...
Can you figure out these familiar sayings?
1. Law tent britches full in town.
2. High pled jolly gents two thief lag.
3. Up any shave sup ay urn.
4. Ah waits beep a light.
5. All swell attend swell.

3. Translations of Familiar Sayings
Law tent britches full in town. ･ London bridge is falling down.
High pled jolly gents two thief lag. ･ I pledge allegiance to the flag.
Up any shave sup ay urn. A penny saved is a penny earned.
Ah waits beep a light. ･ Always be polite.
All swell attend swell. ･ Alls well that ends well.

4. Definition of CAPD
is a deficit in the perceptual processing of auditory stimuli and the neurobiological activity underlying that processing

5. is a hidden disability that occurs when there is difficulty processing information carried by audible signals (sounds) that can interfere with learning. CAPD occurs when the ear and the brain do not coordinate fully and auditory information breaks down somewhere between the hearing mechanism and the brain. Students with CAPD can hear what you say but may not understand or make sense of everything that is being said.

6. In the classroom... student challenges... EXAMPLES OF PROCESSING MISCUES
Fragmentations Substitutions
Omissions Intrusions

7. affects the neural processes underlying: ･ LOCALIZATION
. LATERALIZATION
-DISCRIMINATION
-AUDITORY PATTERN RECOGNITION TEMPORAL PROCESSING ･ PERFORMANCE WITH COMPETING ACOUSTIC SIGNALS

8. Exhibit one or more of:
Auditory skills may be inconsistent and not always predictable
Partial understanding of context may occur
Critical auditory information may be missed, misunderstood, confused, or misinterpreted
Students may need silent rehearsal time to ﾒplay back the tape of what they just heard or were asked
Students may have organizational issues
Students may have significant reading, language or organizational issues
Students may have self-esteem issues due to the subtle complex nature of CAPD

9. Diagnosis
Speech/language, psychological, reading and related tests that tap listening and communication function cannot be used to diagnose CAPD, even if the term “auditory processing” is included in the title of the test.

10. Students who Can’t be given CAPD diagnosis:
･ Children under the age of 7 years old
･ Children whose primary language is not English
･ Children for whom auditory processing disorders are not the primary barrier to learning when other disabilities are present such as: ･ Hearing loss ･ Cognitive impairments ･ Autism spectrum disorders ･ Cerebral palsy and other physical disabilities

11. Who Diagnosis ?
APD is an auditory disorder; therefore a specially trained clinical audiologist diagnoses APD, with consultation from District Psychologist ･ ･
May meet criteria for LD or ADHD designation

12. Educator’s Role in Diagnosis
Processing Checklist
Tests of Achievement
Systematic classroom observation
Social Emotional checklists

13. Reading Remediation Auditory Decoding Weakness:
Phonemic Awareness (singing, rhyming)
Difficulty with sound blending + spelling
Mishears and substitutes similar sound words for the actual auditory target
Difficulty decoding letters and words
Under-developed phonemic awareness and phonic skills ･ Has implications then for reading fluency and reading comprehension

14. Will Require Speech/Language Therapy
･ Articulation
･ Vocabulary ･ Application of new words / Multiple-meanings
Syllabication/pronunciation
･ Inferential, abstract and idiomatic language ･ Rapid naming of synonyms ･ Repair strategies
･ Pragmatic language
･ Conversational exchanges
･ Record of mismappings

15. Curriculum Adaptations May Include:
･ Test-taking strategies/language of the test
･ Content-area vocabulary
･ Organizational strategies
･ Advocacy/compensatory strategies
･ Technology often required:

16. Extended time on assignments
･ Format adaptations on homework questions ･ Classroom VISUALS
･ Classroom accommodations based on profile
･ Set of texts at home/books on tape
･ Test-taking adaptations:
･ Quiet area
･ Modified format
･ Extended time
･ Segmented testing over multiple days ･ Attention to multiple tests on one day

17. Teacher’s Written Notes
･ BEFORE class to develop background topic knowledge
･ A visual reference DURING classroom instruction
･ A learning tool AFTER class for clarification, verification, and memory prompts
･ A safety net for diminished anxiety and fatigue from sustained auditory attention all day