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You can’t see
You look at me
but you can't see
I have this thing
inside of me
I have my fingers
and all my toes
I look just fine
So no one knows
Because of what
you cannot see
you think there's nothing
wrong with me
So when my temper
starts to flare
and things start
lying everywhere
You think I’m mean
You think I’m bad
Cause you can’t see
What makes me sad
Please take the time
to understand
What you can’t see
Hurts just as bad
-author unknown
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Central Auditory Disorder
Central Auditory
Processing Disorder
I told him 1000 times. I know he heard
me! This kid is making me crazy?
What could be going on?
Definition: Central Auditory
Processing Disorder (CAPD) is defined as a deficit in information
processing of audible signals not attributed to impaired hearing
sensitivity or intellectual impairment (Roeser & Downs, 1995, p.101).
Prevalence data for CAPD is sparse, especially for children, but in
Chermak, Hall & Musiek (1999) they cited Chermak and Musiek (1997) as
saying it is estimated that CAPD occurs in 2-3 percent of children, with a
2:1 ratio of boys and girls (p.290).
Central Auditory Processing
Disorder
Common Symptoms:
-
Easily distracted by background
noise.
-
Doesn't follow oral directions well,
especially if they are complex and have to be carried out some time
later.
-
Has problems recalling names, dates,
times, and other information.
-
Has poor memory for numbers,
letters, words, and other information that is heard.
-
Has difficulty with directions,
especially if they are complex, lengthy, presented in a noisy background
or to be carried out some time later.
-
Asks for statements to be repeated.
-
Is slow to respond to questions or
directions.
-
Gives inappropriate answers to
simple questions.
-
Has difficulty interpreting abstract
information.
-
Has poor musical abilities.
-
Is slow to respond to questions or
directions.
-
Has difficulty with verbal math
problems.
-
Shows unusual reaction to sudden or
loud sounds.
-
Has difficulty identifying the
source or location of a sound.
-
Is easily distracted by noises.
-
Performs better in one-to-one
settings (Kelly, D.A., 1995).
Things That Can Be Done in the Home
for Children with CAPD
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At mealtime, include your child in
family conversation by encouraging your child to talk about what
happened in school and listen as family members talk about their
experiences. Cue your child to look at the speaker's face. Eliminate as
much background noise as possible. If your child has difficulty
following or adding to a conversation appropriately, recap by speaking
in short sentences with expression.
-
Play games that require the players
to use logic, strategies, and problem-solving. Spelling and vocabulary
games are good. Games in which no one "loses" are best.
-
Encourage the habit of making lists
for a variety of purposes such as groceries, chores, and homework
assignments. This helps to develop planning and organizational skills.
-
Encourage your child to plan what to
wear for the next day. Help the child to select clothes that are
appropriate. Explain why some combinations may not match, and show your
child other combinations that go well together. Let your child help
select new clothes.
-
Play the telephone game. One child
whispers a secret to the next child, who whispers the secret to the next
child, and so on.
-
Watch good television programs that
involve characterizations and plot development with your child. At the
end of the program, discuss with your child opinions, solutions to
problems, sequence of events, character flaws, poor choices made by
characters, and alternative endings.
-
Play games in the car that involve
identification, for example finding license plates from particular
states or with particular letters or numbers. Ask riddles and sing silly
songs.
-
Talk to the child about listening
for words that give order clues, words such as ‘now,’ ‘later,’ ‘after,’
and ‘before.’
-
When reading stories, ask the child
to recap what was heard, after a page or two. At the end of the story,
ask the child to summarize the entire story (Kelly, D.A., 1995).
Modifications for the Classroom
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Present directions at a slower rate,
with more expression in your voice.
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Use simpler, shorter sentences.
-
Earplugs or muffs can be worn during
study time.
-
Ask the child to repeat the
direction over and over in a low voice (or silently) until the task is
finished.
-
Have the child visualize the task
before doing it.
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Brainstorm with the child for ideas
that will help her remember directions. Some children write notes to
themselves, wear clothing items or markers of some kind like stickers on
a belt.
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Present directions in short,
concrete segments, with visual cues.
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Be sure the child is making eye
contact when you speak.
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Have the student seated up in the
front of the classroom or very nearest the place of instruction where
there is a good view of the chalkboard and other visual means of
instruction.
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Provide "quiet" areas in the
classroom where concentration may be easier to maintain.
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Have the student eliminate excess
movement during instruction, chewing gum, talking to a neighbor, etc.
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When working on projects, allow
children to work in small groups as opposed to large ones.
(Kelly, D.A., 1995)
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