FWD: [IEP_guide] Pay Attention!]

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Subject: [iEP_guide] Pay Attention!

Date: Mon, 11 Mar 2002 15:30:18 -0000

From: " asearchers " <asearchers@...>

IEP_guide

Pay Attention!

Coping With Central Auditory Processing Disorder

, 9, seems to pay attention when the teacher works with her

one-on-one. But when there are group discussions, she spends most of

her time looking out the window. The teacher is complaining she

doesn't participate in class, and is giving lower grades as

a result.

, 12, was supposed to be home in time for his dentist's

appointment at 3:30. But when he finally walked in the house at five

o'clock, he was surprised to hear about the appointment and that his

mother had reminded him about it that morning.

Normal kids? Or is something else going on?

Paying Attention

Life is complicated these days, for children as much as adults. There

is a lot to remember and a lot to do. But sometimes a child may seem

to be more than simply distracted by a complex life. If you think

there may be a problem with your child, answer these questions:

* Is your child easily distracted or unusually bothered by loud or

sudden noises?

* Are noisy environments upsetting?

* Does behavior and performance improve in quieter settings?

* Does your child have difficulty following directions, whether

simple or complicated ones?

* Does your child have reading, spelling, writing or other speech-

language difficulties?

* Is abstract information difficult to interpret?

* Are verbal (word) math problems difficult?

* Is your child disorganized and forgetful?

* Are conversations hard for your child to follow?

These, as well as other behaviors, may be signs of a central auditory

processing disorder (CAPD), an often misunderstood problem. CAPD is

misunderstood because many of the behaviors noted above may also

appear in other conditions such as learning disability (LD) and

attention deficit hyperactivity disorder(ADHD) and even depression.

CAPD can exist by itself or be part of a larger problem such as a

learning disability (LD) or attention deficit - hyperactivity

disorder (ADHD). Symptoms of CAPD can range from mild to severe, and

can take many different forms. Trained professionals, such as speech-

language pathologists and audiologists who specialize in CAPD, can

determine if your child has a central auditory processing disorder.

What is it?

Central auditory processing disorder occurs when the ear and the

brain do not coordinate fully. Assuming your child's hearing is good

(and this should be verified by an audiologist), auditory information

breaks down somewhere beyond the ear. The causes of CAPD are varied

and can include head trauma, lead poisoning, possibly chronic ear

infections - and unknown reasons. Because there are many different

possibilities - even combinations of causes - each child has to be

assessed on an individual basis.

Problem Areas

Here are the five main problem areas that can affect both home and

school activities in children with CAPD:

1. Auditory Figure-Ground Problems: This is when the child cannot pay

attention when there is noise in the background. Noisy, low-

structured classrooms could be very frustrating to this child.

2. Auditory Memory Problems: This is when the child has difficulty

remembering information such as directions, lists or study

materials. It can exist on an immediate basis ( " I can't remember it

now " ) and/or a deferred basis ( " I can't remember it when I need it

for later " ).

3. Auditory Discrimination Problems: This is when the child has

difficulty hearing the difference between sounds or words that are

similar (COAT/BOAT or CH/SH). This problem can affect following

directions, reading, spelling, and writing skills, among others.

4. Auditory Attention Problems: This is when the child cannot

maintain focus for listening long enough to complete a task or

requirement (listening to a lecture in school). Although health,

motivation and attitude may also affect attention, among other

factors, the CAPD child CANNOT (not WILL NOT) maintain attention.

5. Auditory Cohesion Problems: This is when higher level listening

tasks are difficult. Auditory cohesion skills - drawing inferences

from conversations, interpreting abstract information, understanding

riddles or comprehending verbal math problems - require heightened

auditory processing and language levels. They develop best when all

the other skills (levels one through four above) are intact.

Trouble concentrating If your child has CAPD, there are strategies

that can be used at home to alleviate some of the problem behaviors.

Never Follows Directions Difficulty with following directions is

possibly the single most common complaint. Reducing background

noise, having your child look at you when you are speaking, and using

simple, expressive sentences usually help significantly. Speaking at

a slightly slower rate and at a mildly increased volume may also

help. Ask your child to repeat the directions back to you aloud and

to keep repeating them aloud (or to himself) until the directions are

completed. Make certain the child understands the directions and

isn't just parroting your words. You can be more certain of this if

the child is able to rephrase the directions. " Take the garbage to

the side of the house, " may be restated, " You want me to take the

garbage, not to the front, but to the side of the house. "

For directions that are to be completed at a later time, writing

notes, wearing a watch and maintaining a predicable routine in the

household also help. General organization and scheduling appear

beneficial to many CAPD children.

Making your child responsible and actively involved in his or her own

success is important. The child can be encouraged to notice noisy

environments, for example, and move to quieter places when listening

is necessary.

The child should realize that she has a responsibility to use the

strategies taught in speech-language therapy, and to do so on a

continuing basis. When she chooses to do so, success at home and in

school is more likely.

Other home strategies are helpful. Providing the child with a quiet

study place (not the kitchen table), maintaining a peaceful,

organized lifestyle, encouraging good eating and sleeping habits,

assigning regular and realistic chores including keeping a neat room

and desk and building your child's self-esteem are all very important

goals. Your model of these behaviors goes far toward encouraging

them in your child.

As a parent, keep in regular contact with school personnel regarding

your child's progress. Provide your child with whatever aids may

help in class, such as an assignment pad or a tape recorder. Discuss

seating plans with the classroom teacher (the CAPD child should sit

toward the front of the room with his back to the windows), as well

as specific plans for problem academic areas.

One of the most important things that both a parent and teacher

should do is to realize that CAPD is real. Symptoms and behaviors

are not within the child's control. What is within the child's

control is the recognition of these problems and the application of

the strategies learned in therapy.

A positive, realistic attitude and healthy self-esteem in the CAPD

child can work wonders.

Mike Savory

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