~ Develop use of consistent attention getting devices before giving an assignment
~ Use word processor with spell checker
~ Use books on tape when reading
~ Use note taker in class; tape lectures, write notes later
~ Provide written directions
~ Write assignments down for student (peer or teacher)
~ Have students underline words they believe are misspelled
~ Check calendars before student leaves class
~ Have student write directions and teacher or peer checks for accuracy
(I strongly disagree with peers 'checking' - it sets up a negative scenario in terms of self-esteem, authority/balance, and student maturity/training. This proved to be a nightmare for us.)
~ Use highlighter during reading assignments
Organization/Study Skills
~ Use data/information cards (e.g., for job applications)
~ Teach SQ3R approach (skim reading, skim questions, read, recite, review)
~ Use daily assignment calendar
~ Teach how to develop and maintain an organized notebook to aide in memory
~ Teach outlining techniques and cognitive mapping
~ Practice cumulative reviewing
~ Practice sequencing dates, parts of essay, steps in math problems, etc.
~ Use flash cards to study~ Have student write when memorizing
~ Write directions given orally, teacher checks
~ Use "pretuner" words such as "listen, read, begin"
~ Ask student to repeat directions
~ Use a visual approach to correct spelling errors
~ Use flash cards for vocabulary and spelling words
~ Use a high degree of visual cues and examples along with auditory information
~ Keep directions brief
~ Explain the meaning of vocabulary, check for understanding
~ Use visual maps
~ Highlight important information using colored highlighters
~ Present only one or two tasks or directions at one time
~ Use semantic story organizers and story maps
~ Provide an overview of the "big picture."
~ Use manipulatives whenever possible
~ Demonstrate learning through projects, skits, discussions
~ Act things out, create physical representations or make models
~ Present vocabulary after concrete presentation/example
~ Give short breaks from listening
~ Allow study buddy to interpret directions
~ Allow to doodle in order to listen
~ Give "alert" cues when you are about to deliver input instructions
~ Strengthen sight vocabulary
~ Ask short questions
~ Give visual cues/aids whenever possible
~ Have student paraphrase directions
~ Increase length of orally presented material as student demonstrates readiness
~ Accept yes, no, maybe responses and increase length of response expected
~ Teach vocabulary, idioms, sarcasm, etc.
~ Teach paraphrasing, questioning, summarizing
~ Vary pitch, tone, speed to help students listen closely
~ Use overhead projector
Behavior/Training Programs
~ Teach differences between extraneous noises and what needs to be the focus of attention
~ Use frequent and tangible reinforcers
~ Use ADD (Auditory Discrimination in Depth) program
~ Teach visualizing and Verbalizing program
~ Teach sound-symbol relationships
~ Check for understanding in conversations
~ Develop an individualized communication system (such as a private signal) for use when the student is frustrated or needs assistance
~ 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.
~ Teach ability to describe disability, how to ask for accommodations
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.
Provide assistance with note taking.
Education of teachers and other school personnel about teaching strategies, modification of environment, and recognizing at-risk children
Preferential seating so the child can see the teacher as he or she speaks, see the board easily, and have some distance from distracting noises
Documentation and, when possible, reduction of classroom noise levels and echoes
Reduction of noise, when possible, by use of acoustic ceiling tile, soft furniture, wall panels, and so on.
Interesting FYI Side Note: In pretty much every article and/or book, glare free lighting was repeatedly recommended... I found this very interesting, as my daughter constantly, and consistently, turns off the lights... especially when doing homework. She insists on, and functions better in, a dimly lit work area. (Even outside of schoolwork, she requests that the lights be dimmed stating that they are ‘too bright.’ ex: playing games, watching a movie, playing piano, reading, etc.) My feeling is that, although this is not auditory stimulation, it is still input... and when she is in the 'throws' of overload, that excess sensory stimulant is just that... too much.
*****
What else helps
Noise canceling headphones and/or comfortable earplugs.
Invest in a good sound machine. {Every night... Northland Woods and earplugs for me.}
Sounds of Nature works wonders...
White Noise - great for reading, writing, studying, and anything else that requires focus.
Pink Noise - great for melting away stress while keeping you alert and energized. The airy pulse creates a therapeutic environment that relaxes your mind and body. {My daughter takes a MP3 - loaded with Pink Noise - to school... Works wonders during tests, reading, and other focus requiring activities. She does not use or need it all the time, but it is a great tool to have available. I also use Pink Noise over White, as the octave is more soothing.}
Brown Noise - excellent for aiding sleep, pacifying children and pets, and even masking Tinnitus. It's also great for breaking in audio equipment and soothing migraines.
Declutter! Organize! Clean!
Having surroundings in order helps! There is so much going on with one sense... It is a struggle to sort the magnitude of input on another.
Any means in which overload can be subdued, will only help to maintain and/or stay in overall balance.
(And vice versa... I find when my house is a mess, the noise issues are worse.)
Educate!
I do what I can to inform and educate... mostly to quell the personal 'attack' approach by uninformed and frustrated-to-have-to-alter-their-volume people. Unfortunately, education only goes so far. After all, if one is hard of hearing and refuses to make concessions - let's say by donning a set of headphones - then there is an unavoidable impass. {The education then becomes truely personal... Ex: I have personally learned my limitations and have many times graciously removed myself...}
*****
Disclaimer: I am not a doctor. I'm just offering information collected from our journey ~ what worked for us. Every individual should do their own research. There is nothing set in stone regarding what meets a 'need' - every individual is unique. Please use this for information only. Double check and adjust for your own uniqueness.
I have listed resources below, though I did not keep track of every detail and exact location. I apologize, but at the time the focus was on our dire situation. This information page came about after receiving several inquiries regarding CAPD...well past the personal 'research' phase. What I remember, or did keep track of, I have disclosed, giving credit where credit is due. Should I have crossed any copyright lines, please contact me and I will gladly, and immediately, correct.
*****
Resource List
1035 Park Blvd. - Suite 2B
Awesome website! LOADED with information!
CAPDUS - Auditory Processing Disorder - Awareness & Advocacy in the U.S.A.
Yet another website LOADED with pertinent information..
by Maxine L. Young, M.S., CCC-A/SLP, FAAA
An Introduction to Auditory Processing Disorders in Children,
Edited by Teralandur K. Parthasarathy
Kids in the Syndrome Mix of ADHD, LD, Aspergers’s, Tourette’s, and More!
by Martin L. Kutscher, MD (Chapter 13)
by Larry B. Silver, ME Clinical professor of psychiatry,
Georgetown University Medical Center
by Hyne Sandas, MA LP, Christine Siegel, MA LP
and Deborah D. White, Ph.D. LP
