Simplify the multiple aspects of remediating central auditory processing disorders with this expansive hierarchy of ready-to-use exercises.
- Improve auditory-visual memory; auditory-sequential memory; auditory discrimination, closure, and synthesis; and auditory figure-ground, cohesion, and binaural integration skills
This three-book program targets central auditory processing disorders with a bottom-up approach. Discrete skills are developed at levels of increasing complexity. The lesson formats vary according to the targeted skill. Most of the lessons are ready-to-use. Copy the student activity pages or print them from the FREE CD.
- Visual-auditory memory—visualize and pay attention to details; includes full-color cards for use in barrier activities
- Auditory-sequential memory—immediate vs. delayed recall, following directions, matching rhythms
- Auditory discrimination—discriminate sounds in words and sentences, voiced/voiceless sounds in words, and the position of sounds in words
- Auditory closure exercises in four areas—identify missing words, missing syllables, and missing phonemes; use context to derive word meaning
- Auditory synthesis exercises—identify the number of syllables and initial sounds in words, combine sounds segments into words, build speech-to-print associations
- Auditory figure-ground exercises—follow directions, complete seatwork, maintain conversations, and follow lectures in varying levels of noise
- Auditory cohesion exercises—identify key words in messages
- Auditory binaural integration exercises—sing familiar songs, draw to directions, and work with opposites
- Maximize gains with compensatory strategies and environmental management
Copyright © 1999
- Children create mental representations of semantic information, forming complex association networks among different bits of knowledge. Children with difficulty in processing form fewer associations than peers (Gillam, Hoffman, Marler, & Wynn-Dancy, 2002).
- Intervention for processing needs to emphasize connecting new information with previously learned knowledge (Gillam, Hoffman, Marler, & Wynn-Dancy, 2002).
- Children with auditory processing difficulty typically have normal hearing and intelligence, but they are observed to have difficulty attending to and remembering auditory information, have problems following multi-step directions, have poor listening skills, and have low academic performance in multiple subject areas (NIDCD, 2001).
- Auditory processing pertains to listening for information and comprehending along with using for specific purposes. The following research highlights the importance of listening and processing auditory information. Effective listening strategies include (NCLRC, 2004):
- listening for details and main ideas
- recognizing cognates
- drawing inferences
- recognizing word-order patterns
The Central Auditory Processing Kit incorporates these principles and is also based on expert professional practice.
Gillam, R., Hoffman, L., Marler, J., & Wynn-Dancy, M. (2002). Sensitivity to increased demands: Contributions from data-driven and conceptually driven information processing deficits. Topics in Language Disorders, 22(3), 30-48.
National Capital Language Resource Center (NCLRC). (2004). Strategies for developing listening skills. Retrieved December 15, 2009, from www.nclrc.org/essentials/listening/stratlisten.htm
National Institute on Deafness and Other Communication Disorders (NIDCD). (2001). Auditory processing disorder in children: What does it mean? Retrieved December 15, 2009, from www.nidcd.nih.gov/staticresources/health/healthyhearing/tools/pdf/AudiProcDis.pdf