1. Central Auditory Processing Disorder in the School-Aged Child Presented by: Pamela G. Clay, M.S., M.Ed. Semmes Elementary School

2. is What is Central Auditory Processing Disorder?

3. discriminaterecognize comprehend Central Auditory Processing Disorder exists when a reduced ability to discriminate, recognize or comprehend auditory information is documented in people who have no identified hearing loss.

4.  Simply put, the brain doesn’t attach meaning to words fast enough to allow the comprehension of every word that is heard.  Sometimes, letters don’t “say the same sound” twice.  CAPD is a brain disorder, not a hearing disorder. A student cannot be expected to recall information that was never reached the brain for processing.

5. What c cc causes Central Auditory Processing Disorder?

6. Causes The cause of Central Auditory Processing Disorder is debated. No one really knows for sure. Possibilities include:  recurrent ear infections  head trauma  lack of oxygen during the birth process  forceps delivery  genetics

7. cure Is there a cure for Central Auditory Processing Disorder?

8. “exercising”  Although no specific cure for CAPD exists, therapy can help! Therapy encourages the “exercising” of the part of the brain that controls auditory functioning. developmental delay  If the disorder is as a result of a developmental delay caused by recurrent ear infections, continued growth may reduce or even eliminate the problem.

9. What should t tt teachers and p arents look for?

10. Memory problems  Difficulty with immediate auditory memory  May remember only the first or last part of a message  Often quick to respond. May blurt out answers even before the question is completed to compensate for poor memory  May be a rapid speaker – again compensating for poor memory  Often states, “I forgot.” … “Huh?” … “What?”  Consistently requires that directions or instructions be repeated

11. Discrimination  Difficulty or inability to read phonetically  Difficulty with spelling  Often misunderstands what is said  May exhibit extreme difficulty understanding speech in the presence of background noise  May exhibit speech problems, mispronounce words and experience difficulties with self expression  Vocabulary may be below average for chronological age

12. Decoding/Comprehension  Slow to respond to verbally presented questions  Often responds at inappropriate times  Appears to experience more difficulties in settings in which there is background noise  May respond with answers or statements that do not relate to the subject at hand  Will likely show preference for learning visually

13. help What can teachers do to help students with CAPD?

14. Modification of the Listening Environment Consider …

15.  Classroom acoustics – reduce the reverberation within the room by adding dividers, bookshelves, acoustic tiles, carpet, wall hangings or bulletin boards.

16.  Classroom seating – Student should be seated away from hall and street noise and as close to the teacher as possible. Distance from the teacher should not exceed 10 feet.

17.  Independent study area - Provide a quiet, isolated study area. Shield this student from visual distractions and reduce the amount of background noise whenever possible. Utilize earplugs, earmuffs or headphones.

18. Strategies for Improved Communication Consider …

19.  Gaining attention – Touch or call the student by name and establish face- to-face, eye-to-eye contact. Have the student repeat the instructions to you using “their own words.”

20.  Monitor comprehension – Periodically, ask the child questions related to the subject at hand. Ask for a brief comment or opinion to confirm comprehension.

21.  Rephrase – Restate what has been misunderstood rather than restating all the information. Reduce the complexity of your message and limit the number of words that you use.

22.  Brief instructions – Limit your verbiage when providing instructions or conversing with the student. Be concise and “to the point.”

23.  Pretutor – Familiarize the child with new vocabulary before presentation to the class. Help the student build a vocabulary bank using note cards. Deposit new cards daily/weekly.

24.  Write assignments – Provide a highly visible, written list of all class and home assignments. Assign a “study buddy” or “pencil partner” to help make sure this student is made aware of new assignments throughout the day.

25.  Visual aids – Use diagrams, maps, puzzles, pictures or outlines when presenting new concepts. Students with CAPD are often very “visual” due to their auditory weakness. Remember the question, “Do I have to draw you a picture?”

26.  Individual help – Provide one-on-one “recaps” to determine the degree to which the student has processed information. Significant chunks of information can be “missed” throughout the course of a school day.

27.  Provide breaks – Students with CAPD expend more mental energy processing information. They will tire quickly. Once a child is fatigued, further instruction will likely lead to student and teacher frustration.

28. More interesting facts…

29.  Many students possess auditory processing “difficulties” that do not meet the criteria for a diagnosed disorder. Use of intervention strategies will likely prove beneficial for these students as well.

30.  Failure to get enough sleep or to sleep soundly can result in a dramatic decrease in processing speed.

31.  One side of the human brain tends to process auditory information better than the other. Only an audiological evaluation can determine which side tends to process best. If known, preferential seating should be provided.

32.  Children with CAPD and ADHD share identical characteristics. Be careful not to assume that every child who is easily distracted and inattentive is ADHD. CAPD may indeed be the culprit.

33.  Students with CAPD may exhibit behavior problems. Low self-esteem, frustration and anger often result in inappropriate behavior.

34.  Because some cases of CAPD are genetically programmed, parents may share their child’s difficulties. Communication may be hampered as a result.

35.  Auditory processing and auditory discrimination difficulties often go hand in hand. Such students find it difficult to read and spell phonetically.

36.  Children with auditory processing difficulties will often be observed to whisper to themselves. They find it hard to read silently.  Why? Because the brain tends to process better “when it can hear its own voice.” This is why we talk to ourselves.

37. Questions and Comments