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Auditory Processing Disorders (CAPD)
TYPE
1: Difficulty understanding accented
or inarticulate speech (Word
Recognition)
TYPE
2: Difficulty understanding speech
in background noise (Figure/Ground)
TYPE
3: Difficulty understanding speech
at the rate it is spoken (Speed of
Processing)
TYPE
4: Difficulty attending to
one conversation and ignoring others
(Auditory Attention)
Auditory
processing disorders have nothing
to do with hearing;
individuals with CAPD can be
functionally deaf to language in
spite of normal hearing.
Auditory
processing disorders can be caused
by damage to auditory
pathways during pregnancy or
infancy due to blocked
Eustachian tubes, toxins, heavy
metals, viruses, infection, head
trauma, billirubin (jaundice at
birth), or maternal diabetes.
Auditory
processing disorders are treatable
but may not be completely
reversible.
CAPD
often occurs together with
vestibular disorders.
INDIVIDUALS
WITH CAPD
Frequently misunderstand
what was said or seem to ignore
conversations
Seem inattentive
or easily distracted
Seem lethargic or
hyperactive
Have difficulty
learning to read or spell
Have difficulty
writing (dysgraphia)
Have difficulty
understanding satire, jokes, and
social cues
Seems to frequently avoid
eye gaze
VESTIBULAR
PROCESSING DISORDERS
The vestibular
system integrates all sensory input and
coordinates survival. It is responsible
for:
adjusting
alertness and arousal
states (anxiety or calm)
tracking
moving objects
processing
spatial relationships·
chewing
and swallowing
monitoring
and controlling the limbs and
head
maintaining
balance
adjusting
muscle tone, breathing, and heart
rate
defacation
(renal nerve)
producing
certain types of immune
molecules
INDIVIDUALS
WITH VESTIBULAR DYSFUNCTION MAY:
Have difficulty
sitting still or may prefer
to stand rather than to sit
Seem unusually
clumsy
Have difficulty
reading or copying from
the board
Seem inattentive
or move around frequently
Seem to become angry
with little frustration and
may have difficulty
calming down
May kick, bite,
or hit for sensory pleasure
(young children)
Use self-stimulation
behaviors (e.g. swinging
feet, chewing, flapping hands,
flicking fingers, shaking fingers
in front of the eyes, rolling the
eyes, shrugging, tapping or
rubbing chin or lips, lip
smacking, toe walking, shaking
head, tapping fingers on palms,
hitting or clapping hands,
rocking back and forth, swaying,
etc.)
Had or still have poor
muscle tone (e.g. lies on the
desk or slouches in the chair)
VISUAL
PROCESSING DISORDERS
Visual
processing disorders impair the ability
to focus, track movement, read, etc. and
are often the result of vitamin A
deficiency, sleep apnea,
diabetes,arthritis, high blood pressure,
elevated LDL cholesterol, thyroid
disease, demyelinating diseases, stress,
brain injury, certain drugs, or abnormal
vision in infancy.
SYMPTOMS
OF VISUAL PROCESSING DISORDERS
looking
down when walking
visual
self-stimulation behaviors
slow
or difficult reading
(skipping lines or words) or poor
reading comprehension
eyestrain
or headache, double vision or
blurred vision
words
seem to move when reading
putting
head down, rubbing or covering
eyes frequentyl when working
looking
at objects out of the corner of
the eyes or bringing objects
to the eyes
SCHOOL SURVIVAL STRATEGIES
Give assignments
in writing and limit
homework and reading
assignments
Provide an aide
or peer mentor to help
explain instructions
Face the child
when you speak so that they can
monitor your movements
NEVER ask the
child look at you when you
are talking
Always use 3-D
objects or visuals to explain
new ideas or vocabulary
Emphasize computer
programs, videos, manipulatives,
and hands-on activities
Emphasize
purpose, meaning and
relationships
Provide novelty
and variety
Allow the child
to stand, pace, or rock in
the chair when listening or
working
Provide frequent,
brief breaks to prevent
cognitive fatigue
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