2Walk 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.
3Translations 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.
4Definition of CAPDis a deficit in the perceptual processing of auditory stimuli and the neurobiological activity underlying that processing
5is 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.
6In the classroom... student challenges... EXAMPLES OF PROCESSING MISCUES Fragmentations SubstitutionsOmissions Intrusions
7affects the neural processes underlying: ･ LOCALIZATION . LATERALIZATION-DISCRIMINATION-AUDITORY PATTERN RECOGNITION TEMPORAL PROCESSING ･ PERFORMANCE WITH COMPETING ACOUSTIC SIGNALS
8Exhibit one or more of:Auditory skills may be inconsistent and not always predictablePartial understanding of context may occurCritical auditory information may be missed, misunderstood, confused, or misinterpretedStudents may need silent rehearsal time to ﾒplay back the tape of what they just heard or were askedStudents may have organizational issuesStudents may have significant reading, language or organizational issuesStudents may have self-esteem issues due to the subtle complex nature of CAPD
9DiagnosisSpeech/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.
10Students 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
11Who 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
12Educator’s Role in Diagnosis Processing ChecklistTests of AchievementSystematic classroom observationSocial Emotional checklists
13Reading Remediation Auditory Decoding Weakness: Phonemic Awareness (singing, rhyming)Difficulty with sound blending + spellingMishears and substitutes similar sound words for the actual auditory targetDifficulty decoding letters and wordsUnder-developed phonemic awareness and phonic skills ･ Has implications then for reading fluency and reading comprehension
14Will Require Speech/Language Therapy ･ Articulation･ Vocabulary ･ Application of new words / Multiple-meaningsSyllabication/pronunciation･ Inferential, abstract and idiomatic language ･ Rapid naming of synonyms ･ Repair strategies･ Pragmatic language･ Conversational exchanges･ Record of mismappings
15Curriculum Adaptations May Include: ･ Test-taking strategies/language of the test･ Content-area vocabulary･ Organizational strategies･ Advocacy/compensatory strategies･ Technology often required:
16Extended 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
17Teacher’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