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Disability Information - Central Auditory Processing Disorder (CAPD)

 

General Information

Education & Classroom Accommodations

Michigan Resources, Support Groups, Listservs & Websites

National Resources & Websites

Articles Related to this Disability

Medical Information

Books & Videos

Personal Home Pages & Websites

 

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General Information

What Is CAPD?
In simple terms, CAPD is defined as when a hearing person hears words spoken, but their brain can not process the words normally. Children with CAPD may exhibit the following symptoms:

  • Have trouble associating sounds with their meanings

  • Verbally indicate that they don't understand

  • Not respond consistently to the same sounds

  • Misunderstand a lot

  • Want things repeated a lot

  • Be easily distracted

  • Have trouble following oral directions

  • Not receive or express language well

  • Have a slow response to verbal instructions

  • Make mistakes repeating things that are said to them

  • Have trouble remembering things they hear

The actual diagnosis is made by an audiologist, who determines that the child can indeed hear although the child may appear to have a hearing problem. 

Source: http://deafness.about.com/cs/featurescauses/a/capd.htm
 

Central Auditory Processing Disorder: When a hearing person is deaf or vice versa
Question:
When is a hearing person like a deaf person?

Answer: When they have a condition known as central auditory processing disorder (CAPD).

 
WHAT IS AUDITORY PROCESSING DISORDER OR CAPD
by Becca Lynn; parent of ASD child, CAPD sufferer
http://www.bbbautism.com/auditory_processing_disorder.htm
AUDITORY PROCESSING - is the ability to listen, comprehend, and respond to information that we hear through our auditory channels. This includes the detection of sound by the external ear and the transmission of sound through the auditory pathways to the brain.

Central Auditory Processing Problems
http://www.zak.co.il/deaf-info/old/cap.html

CENTRAL AUDITORY PROCESSING: WHAT IS IT?
Parents' Educational Resource Center, Parent Journal
http://www.ldonline.org/ld_indepth/process_deficit/capd_perc.html
Central auditory processing and how it relates to learning differences is an issue of increasing concern among parents who contact our Center. To better understand this subject, PERC asked professionals in the field to respond to some key questions. Janet Gennai-Rizzi, M.A., CCC-Sp, has been a speech and language therapist in private practice since 1984. She is a member of the Child Development Center of the North Bay. Phyllis Burt, M.A., CCC-A, is a state licensed and professional certified clinical audiologist. She has been specializing in central auditory processing since 1983. She is currently the director of audiology at Park Place Hearing Center in Petaluma.

CAPD (Central Auditory Processing Disorder)
http://www.autistics.org/library/capd.html
I have been diagnosed with CAPD (Central Auditory Processing Disorder), which is a receptive language disorder which makes it difficult to process sounds, particularly speech sounds. Some forms of CAPD are referred to as "auditory dyslexia".

Central auditory processing disorder
http://mimi.essortment.com/centralauditory_rjrj.htm
Central auditory processing disorder (CAPD) is an impaired ability to recognize and comprehend auditory information. People with this disorder may have problems following directions and processing or comprehending information they hear. Environments with acoustic problems or background noise may exacerbate the problem.

LIVING AND WORKING WITH A CENTRAL AUDITORY PROCESSING DISORDER (CAPD)
Judith W. Paton, M. A., Audiologist
http://www.ldonline.org/ld_indepth/process_deficit/living_working.html
The easiest, quickest way to communicate is simply to say something and then deal with the other person's reply, right? Right, unless your listener has a CAPD (Central Auditory Processing Disorder), then your remark might come through with certain words drowned out by other noises, or with some words sounding like different words or as meaningless strings of verbiage. You might begin to suspect this when the other person's expression doesn't register understanding, or if he,"answers the wrong question," or he asks you for additional information which most people would have been able to infer from what you just said.

Auditory Processing Disorder in Children: What Does It Mean?
National Institute on Deafness and Other Communication Disorders
http://www.nidcd.nih.gov/health/voice/auditory.asp
Children with APD often do not recognize subtle differences between sounds in words, even though the sounds themselves are loud and clear. For example, the request "Tell me how a chair and a couch are alike" may sound to a child with APD like "Tell me how a couch and a chair are alike." It can even be understood by the child as "Tell me how a cow and a hair are alike." These kinds of problems are more likely to occur when a person with APD is in a noisy environment or when he or she is listening to complex information.

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Education & Classroom Accommodations

Educational Strategies and Accommodations for Auditory Processing Difficulties
Consider the following:

Room Arrangement
o Minimize auditory distractions
o Isolate in separate part of room
o Give preferential seating

Lesson Presentation
o Use "pretuner" words such as "listen, read, begin"
o Ask student to repeat directions
o Use a visual approach to correct spelling errors
o Use flash cards for vocabulary and spelling words
o Use a high degree of visual cues and examples along with auditory information
o Keep directions brief
o Explain the meaning of vocabulary, check for understanding
o Use visual maps
o Highlight important information using colored highlighters
o Present only one or two tasks or directions at one time
o Use semantic story organizers and story maps
o Provide an overview of the "big picture."
o Use manipulatives whenever possible
o Demonstrate learning through projects, skits, discussions
o Act things out, create physical representations or make models
o Present vocabulary after concrete presentation/example
o Give short breaks from listening
o Allow study buddy to interpret directions
o Use small groups to facilitate acquisition of knowledge
o Allow to doodle in order to listen
o Consider using a microphone/amplification system
o Give "alert" cues when you are about to deliver input instructions
o Strengthen sight vocabulary
o Ask short questions
o Give visual cues/aids whenever possible
o Have student paraphrase directions
o Increase length of orally presented material as student demonstrates readiness
o Accept yes, no, maybe responses and increase length of response expected
o Teach vocabulary, idioms, sarcasm, etc.
o Teach paraphrasing, questioning, summarizing
o Select a peer scribe
o Vary pitch, tone, speed to help students listen closely
o Use overhead projector

Assignments/Worksheets
o Develop use of consistent attention getting devices before giving an assignment
o Use word processor with spell checker
o Use books on tape when reading
o Use note taker in class; tape lectures, write notes later
o Provide written directions
o Keep directions brief
o Write assignments down for student (peer or teacher)
o Have students underline words they believe are misspelled
o Check calendars before student leaves class
o Have student write directions and teacher or peer checks for accuracy
o Use highlighter during reading assignments

Test Taking
o Read test directions, circle key words

Organization/Study Skills
o Use data/information cards (e.g., for job applications)
o Teach SQ3R approach (skim reading, skim questions, read, recite, review)
o Use daily assignment calendar
o Teach how to develop and maintain an organized notebook to aide in memory
o Teach outlining techniques and cognitive mapping
o Practice cumulative reviewing
o Practice sequencing dates, parts of essay, steps in math problems, etc.
o Use flash cards to study
o Have student write when memorizing
o Write directions given orally, teacher checks

Behavior/Training Programs
o Teach differences between extraneous noises and what needs to be the focus of attention
o Use frequent and tangible reinforcers
o Use ADD (Auditory Discrimination in Depth) program
o Teach visualizing and Verbalizing program
o Teach sound-symbol relationships
o Check for understanding in conversations
o Develop an individualized communication system (such as a private signal) for use when the student is frustrated or needs assistance
o Teach the use of key words and phrases such as who, what, where, when, why, and how much, therefore, in addition, consequently, next, finally, in conclusion, etc.
o Teach ability to describe disability, how to ask for accommodations

Other
o Avoid foreign languages

AUDITORY PROCESSING
Auditory Processing involves the ability to segment, analyze, and synthesize speech sounds. This type of processing deficit is often present in students who have spelling difficulties, as spelling requires phonemic segmentation (the ability to attend to the detailed sequence of sounds in words). Also, students with poor phonemic awareness are slow to develop word identification skill in reading. In addition to affecting the acquisition of reading decoding and spelling skill, severe auditory processing deficits may cause difficulty in interpreting lectures, understanding oral directions, and perceiving speech under distracting conditions.
Intervention strategies appropriate for a deficit in this area include:

Referral to the Speech/Language Clinician for a more comprehensive language assessment.

Depending upon age, language, and reading achievement level, the student may benefit from specific training in phonemic segmentation and sound blending.

For young students, encourage the use of games that manipulate the phonological structure of words, such as rhyming games and nursery rhymes.

Develop skill in phonological awareness through counting activities that progress from counting the number of words in a simple sentence, to the number of syllables in a word, to the number of sounds within a word.

If the auditory processing deficits are not remediable, recommend a nonphonic reading approach.

In severe cases, the student may need to be excused from foreign language study in elementary school and, if possible, be waived from the foreign language requirement at the secondary level.

Provide visual outlines and graphic organizers for tasks involving listening.

Give clear, direct instructions for all tasks, limited in length and complexity.

Do not penalize the student for difficulties in reading decoding or spelling.

Allow extra time for reading and writing activities.

Emphasize sound/symbol associations in teaching decoding and spelling.

Provide study guides for listening activities.

Provide assistance with note taking.

~~~~~~~~~~~~~~~~~~~~~~~

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Michigan Resources, Support Groups, Listservs & Websites

Berard Auditory Integration Training Systems (Berard AIT)
http://www.berard-ait.com/
Years of professional experience -- personalized care -- programs to fit your needs and schedule.
 

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National Resources & Websites

CAPD Message Board
http://messageboards.ivillage.com/n/main.asp?webtag=iv-pscapd&nav=start

 

Auditory Processing Disorder in the United Kingdom (APDUK)
http://www.apduk.org/
Mission: To Promote a greater understanding about Auditory Processing Disorder, and other related Invisible Disabilities amongst both the General Public and the relavent Education and Health and Supportive Agencies.

AuditoryProcessing Yahoo Group
http://groups.yahoo.com/group/AuditoryProcessing/
This list welcomes questions, comments, and the sharing of information about APD and related concerns.
 

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Articles Related to this Disability
Auditory Processing Disorder: He Can Hear You, But it Makes No Sense
http://www.education.com/magazine/article/Auditory_Processing_Disorder/
Ben was a happy, playful baby—a delight to his whole family. But by the time he turned three, they could see that something was wrong. He couldn’t seem to make sense of people’s sentences; and in turn, he barely spoke words at all. And yet medical tests showed that his hearing was normal!
Medical Information

Central Auditory Processing Disorders
http://www.earaces.com/CAPD.htm
CAPDs are often characterized by a child having difficulty understanding speech or instructions in the presence of normal hearing sensitivity. They usually are noticed when the child is in an atmosphere of sensory overload. Too much is happening around the child and so the child cannot "process" the same information that other children process. This also can occur when the "redundancy" of the auditory information is reduced: when speakers cannot be seen, when the normal frequency content of speech is reduced, or especially when an ear infection produces a mild and temporary hearing loss.

(QUIZ) Does Your Child Have CAPD?
http://www.familyeducation.com/quiz/0,1399,23-25797,00.html
Is your child struggling in school? Does he have poor listening skills and difficulty following directions or understanding speech? Is he inattentive? Perhaps he has a central auditory processing disorder. Answer these questions to determine if you should have him evaluated. But remember, kids naturally exhibit many of these characteristics some of the time. It's when they consistently exhibit these signs that you need to take action.

What iS the Difference Between CAPD and AD/HD?
by Keri Spielvogle, M.C.D., CCC-SLP
http://www.superduperinc.com/newsletters/42_capAdHd.pdf
Recently, there have been a lot of questions regarding the difference between two commonly diagnosed childhood disorders, CAPD (Central Auditory Processing Disorder) and AD/HD (Attention Deficit/Hyperactivity Disorder). When should the child receive speech therapy? How can I help this child? What exactly are the symptoms of each? Am I doing the right thing?
 

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Books & Videos

"Words Fail Me": How Language Works and What Happens When It Doesn't
by Priscilla L. Vail
http://www.amazon.com/exec/obidos/ISBN%3D1567620620/ldonlinelearningA/002-1450893-7312823
Midwest Book Review: Parents, educators and general-interest readers will relish a fine book which surveys how language develops in kids. Why isn't language developing for so many? This explores links between reading, writing, listening and speaking, revealing how these are learned and what happens in the process breaks down at various stages.

When the Brain Can't Hear : Unraveling the Mystery of Auditory Processing Disorder
by Teri James Bellis (Author)
http://www.amazon.com/exec/obidos/ASIN/0743428633/qid=1059057986/sr=2-1/ref=sr_2_1/002-1450893-7312823
APD has been called the auditory equivalent of dyslexia, and its debilitatiting effects cross all ages, genders, and races. APD can cause children to fail in school and adults to suffer socially and in their careers, but until now, there has been little information available.
Written by Dr. Teri James Bellis, one of the world's foremost authorities on APD, this is the first book on the subject that is completely accessible to the public. Through helpful checklists and case studies, you'll finally discover the answers you need, as well as proven strategies for living with APD. Comprehensive and powerfully prescriptive, this book contains vital information for anyone who suffers from this serious disorder.

Central Auditory Processing Disorders: Mostly Management
by M. Gay Masters, G. Master, Nancy A. Stecker, Jack Katz
http://www.amazon.com/exec/obidos/tg/detail/-/0205273610/ref=ase_ldonlinelearningA/002-1450893-7312823?v=glance&s=books
Professionals in audiology, speech-language pathology, and psychology offer the latest information available on a variety of compatible approaches to the management of central auditory processing disorders (CAPD). They give a neuroscience view of auditory training/stimulation as it relates to CAPD.

A Language Yardstick: Understanding & Assessment
by Priscilla L. Vail
http://www.amazon.com/exec/obidos/tg/detail/-/1567620841/ref=ase_ldonlinelearningA/002-1450893-7312823?v=glance&s=books

Assessment and Management of Central Auditory Processing Disorders in the Educational Setting: From Science to Practice
by Teri James Bellis
http://www.amazon.com/exec/obidos/tg/detail/-/1565936280/ref=ase_ldonlinelearningA/002-1450893-7312823?v=glance&s=books
Provides the reader with an interpretation of central auditory processing disorders that is both scientific and clinical. The information is presented in an easy to read and understand format. This book is ideal for practicing clinicians who are looking for a review of this complex subject. The text is clearly presented to aid the learning process, with learning objectives set out at the beginning of each chapter, and the inclusion of lots of tables, key notes boxes and highlighted sentences.

Like Sound Through Water : A Mother's Journey Through Auditory Processing Disorder
by Karen Foli (Author)
http://www.amazon.com/exec/obidos/tg/detail/-/0743421981/qid=

1059026648/sr=1-2/ref=sr_1_2/002-1450893-7312823?v=glance&s=books
Ben was a bright, happy little boy. Yet he was easily distracted, he wouldn't make eye contact, and he couldn't comprehend the simplest things said to him. At age three he still hadn't started talking. Finally, Karen Foli knew she had to act, and she took her son to a speech and hearing clinic. What the clinicians reported chilled her: Ben's speech and language were delayed by one to two years. Testing results and speech therapists suggested problems that included the words "probably retarded and perhaps autistic." But Karen, trusting her mother's intuition, knew that Ben was intelligent and that he was frustrated by his inability to communicate, so she continued to try to help her son. She discovered that he possessed the hallmarks of auditory processing disorder, the aural equivalent of dyslexia. Like Sound Through Water is the story of Karen's struggle to get Ben the help he needed to learn the most basic skill of all: to communicate with the world. She ran the gauntlet of medical disbelievers and pediatric therapists who refused to understand the very new Žndings of auditory processing disorder. Even her husband, a psychiatrist specializing in children's afžictions, had never heard of APD. Despite this, he kept a steadfast faith in his son. Now, after years of intensive treatment for APD, Ben is an academically successful, hardworking little boy with a bright future to look forward to. Like Sound Through Water is a testament to a mother's love and her devotion to her son's care; it is also an instructive journey for those who are discovering the world of APD and a guidebook to negotiating the land mines of its treatment. Above all, it is a beautifully written tale of hope and optimism. –

Central Auditory Processing Disorders: New Perspectives
by Gail D. Chermak, Frank E. Musiek, Chie Higuchi Craig
http://www.amazon.com/exec/obidos/tg/detail/-/1565936973/qid=1059058136/sr=1-4/

ref=sr_1_4/002-1450893-7312823?v=glance&s=books
Washington State Univ., Pullman. Text linking the neurobiology of central auditory processing with language and cognitive systems. For professionals. Softcover.

Handbook of Central Auditory Processing Disorders in Children
by Jack Willeford
http://www.amazon.com/exec/obidos/tg/detail/-/0205101739/qid=1059058136/sr=1-9/ref=sr_1_9/002-1450893-7312823?v=glance&s=books

Software: SoundSmart®
by Joseph A. Sandford Ph.D. & Ann Turner, M.D.
http://www.mindfitness.com/smart/sndsmart.htm
SoundSmart was designed by a clinical psychologist and a psychiatrist to help improve phonemic awareness, listening skills, working memory, mental processing speed, and self-control. These game-like brain-training exercises speak to the user in a realistic human voice, making the individual feel as if they are playing a real person who encourages, praises, and challenges them to do their best.

The Listening Program TM
http://rmlearning.com/auditoryprocessing.htm
The Listening ProgramTM is a sound stimulation auditory therapy program consisting of eight specially developed Compact Discs (CDs) conveniently bound together with the 9-part Instructional Guidebook and Listening Journal. Each CD contains four progressive segments that are 15 minutes each. Re-arranged, specially engineered classical music and nature sounds comprise the listening content. The arrangements are treated with "filtering" and "gating" at gradually increasing levels through the course of the eight CD series. These techniques are the basis for the therapy process. The basic listening schedule calls for two 15-minute segments of headphone listening per day, 5 days a week, for a period of 8 weeks. It can be completed at home, at school, or in the office. In addition, the set includes one additional CD called "THE SAMPLER," which introduces the benefits and beauty of the psychoacoustically-refined music of Arcangelos in 14 selections culled from THE SOUND HEALTH SERIES TM .
 

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