Framingham State University Central Auditory Processing Disorder Geoffrey Klein Framingham State University Dr. John Marvelle July 28th, 2011 Welcome to Super Easy Templates: This is an 8 x 11 PowerPoint presentation that consists of the title page and a few content pages. We provide easy-to-use and customize templates for home and business use. Most of our templates are for PowerPoint 2007 and Word 2007. If you are interested in additional templates, visit our website: www.supereasytemplates.com. We specialize in creating and designing positive, multi-cultural presentations, posters, postcards, and other media for home and business use! If you require technical support on this specific presentation, email us: support@supereasytemplates.com. Also, check the Microsoft forums for specialized assistance. Although we try to respond to all support requests, please realize that this is a free service and we cannot guarantee a timely response. All questions and answers are usually posted on our FAQ pages.

Making a Difference

Central Audio Processing Disorder (CAPD) Audio processing is what happens when you brain recognizes and interprets the sound around you. The sounds we hear through our ears are interpreted by the brain. The “disorder” part of the auditory process means that the information received from the ears is negatively affected.

Audio Processing Disorder Attention Processing Comprehension Memory Audio Processing Disorder There is a break down in the area of processing This breakdown in processing of information prevents accurate comprehension and recall

What Causes CAPD Middle ear infections Auditory pathways and centers in the brain develop as a result of sound. Genetic factors Birth Trauma Maturational Delays and imbalances in the Central Nervous System (CNS)

What do we Need to Know about CAPD CAPD can occur with or without hearing loss CAPD may run in families CAPD can affect a person’s ability to interact socially Children with CAPD usually have average intelligence People with CAPD share many difficulties similar to people with ADD and hearing impaired

Common Symptoms of CAPD Difficulty with expressive or receptive language Weak reading comprehension, spelling, and vocabulary An inability to follow long conversations Problems understanding or remembering verbally presented information Difficulty following verbal directions that have multi step directions Inappropriate responses to “wh” questions Problems with rhyming or identifying words that start with the same letter Next extra time to process information Frequently needs repetitions of directions Difficulty taking notes Difficulty with tasks requiring attention Decrease concentration in noisy environments Difficulty repeating words or numbers in sequence Difficulty with phonics or speech sounds

Behavioral Indications of CAPD Appearance of hypersensitivity to sound Talks less than peers Difficulty focusing during listening activities Prefers puzzles or watching videos to listening to books Uses “memorized” phrases and sentences Repeats back a question before responding to it Tunes out or seems to be in a world of there own Difficulty carrying on telephone conversations Less social because comprehension problems Likes music but difficulty learning the words

Behavioral, Social, and Emotional Implications of CAPD Feeling lost or overwhelmed can lead to losing interest and poor attention similar to ADHD. Frustration can also lead to lowered self esteem, feeling of helplessness, and fear of failure, coupled with feeling “stupid.” Feeling tired, stressed, or excited will lessen the ability to process spoken language.

CAPD and Language Processing People with CAPD have difficulty with knowing where a sound has occurred in a space know as Sound Localization and Lateralization. They may encounter problems with: Auditory Discrimination Sound/Symbol Association Temporal Auditory Processing Auditory Figure Ground Tolerance-Fading Memory Sound blending Auditory Closure Decoding Problems

Making a Difference with a Student with CAPD Differentiated Instruction = creating choice in the classroom Pyramid – Content, Process, Product. Building a learning environment that supports the needs of a child with CAPD Have empathy for the child’s disorder - STAR Building activities that focus on the child’s strengths and supports their weaknesses 6 Ways to adapt learning task. TOADIS: Time – Outputs – Amount of work – level of Difficulty- Inputs – Support structures. Differentiate Instruction = give choice to support st’s needs Star – Empathize with your students and staff

A Team Approach The Teacher Audiologist Speech Pathologist Psychologist The Parents The School Administration

They Can Help Themselves Eye contact with the speaker Use good listening behavior Stop-Look-and-Listen Speak up to let your teacher know what you need to succeed When confused ask for clarification Ask someone to explain what words mean Repeat information quietly to themself

Education consists mainly of what we have unlearned. ~Mark Twain

References Bellis, Teri J., When the brain can’t Hear: Unraveling the Mystery of Auditory Processing Disorder. Atria Books (2003) Central Auditory Processing: Current Status of Research and Implications for Clinical Practice. Technical Report, (1996)". Cacace, Anthony T.; Dennis J. McFarland (1998-04). "Central Auditory Processing Disorder in School-Aged Children A Critical Review". Journal of Speech, Language, and Hearing Research 41 (2): 355–373 Foli, Karen J. and Hallowell, Edward M. Like Sound Through Water: A Mother’s Journey Through Auditory Processing Disorder. Huffinton Publishing: 2003. Moore DR (2007). "Auditory processing disorders: acquisition and treatment". J Commun Disord 40 (4): 295–304. William O. Haynes, Rebekah Hand Pindzola, Michael J. Moran, Communication Disorders in the Classroom: An Introduction for Professionals in School Settings, Jones & Bartlett Publishers (2006)