Treatment of children with (Central) Auditory Processing Disorder (APD) fall into the scope of practice of speech-language pathologists. A speech-language pathologist working in the public school system may have students diagnosed with APD on their caseload and will have to assist in evaluation of APD and provide services. Thus, all speech-language pathologists must be aware of intervention approaches for APD. Similar to other communication disorders, there is no one cure-all method of treating APD. Instead, intervention should include a combination of multiple approaches and should be based on the needs of the child. Intervention approaches for APD include environmental modifications, compensatory strategies and central resources training, and direct skills remediation (ASHA, 2005a). This paper will provide information for the school-based speech-language pathologist regarding each therapy approach and provide suggestions for how they can be used Environmental modifications serve as one type of intervention for APD (Bellis, 2003). These modifications are “intended to improve the individual’s access to auditory information by enhancing the clarity of the acoustic signal and facilitating listening and learning in the academic, home, work, or social environment” (ASHA, 2005a). Examples of environmental modifications include preferential seating, use of visual aids, use of assistive listening systems, architectural intervention to “reduce reverberation and improve the signal-to-noise ratio” (ASHA, 2005a). When serving clients in the school system, the speech language pathologist should ensure that all students with APD have a personal FM system to “amplify and transmit the teacher’s voice at intensity levels well above the envir... ... middle of paper ... ...-language pathologist should be knowledgeable of both informal and formal AT intervention approaches and employ a mix of strategies when treating students with APD (Miller et al., 2005). In conclusion, speech-language pathologists have a responsibility to be knowledgeable regarding to intervention approaches for auditory-processing disorders. Intervention should incorporate “comprehensive programming, incorporating bottom up (e.g. acoustic signal enhancement, auditory training) and top-down (i.e. cognitive, metacognitive, and language strategies) approaches” (ASHA, 2005a). The school-based speech-language pathologist should employ aspects of informal and/or formal auditory training, environmental modifications, and compensatory strategies and central resources training to create an individualized intervention approach for the students with APD on their caseload.
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
Jeddi, Z., Jafari, Z., Zarandy, M. M., Kassani, A. (2014). Aural Rehabilitation in Children with
Specific Purpose: To help people to understand what Audism is and that the lack of an ability to hear does not mean they are incapable of performing tasks.
Everyday people are diagnosed with a learning disability. Out of those people, 41% of them are children. Out of those children 5% of them are diagnosed with Central Auditory Processing Disorder (CAPD). Central Auditory Processing Disorder is a deficiency in the mental interpretation of auditory signals, which means it takes time for the brain to process on what a person hears. It’s like having a conversation with someone on the phone who keeps loosing signal so you’re only grabbing some words on what the other person is saying.
In conclusion, this document provided by ASHA is interesting and an important part of being a speech-language pathologist. In order to maintain high professional standards, it is vital for this field of study to also be aiming for excellence. The points provided in this listing have obviously been developed over years of trial and error and a thorough understanding of this line of work, and I believe that they are a concise overview of the ethical standards of this profession.
National Institute on Deafness and Other Communication Disorders. (November 2002). Retrieved October 17, 2004, from http://www.nidcd.nih.gov/health/hearing/coch.asp
National Institute of Health. (2011). National Institute on Deafness and other communication disorders: Improving the lives of people who have communication disorders. National Institute on
Concurrent Treatment is different than traditional therapy for a speech sound disorder or articulation disorder. Instead of targeting speech sounds in order of complexity from syllable to word to phrase to sentence and so on, Concurrent Treatment bypasses the need for these steps and targets speech sounds with all of these things in a random order every session. In previous studies, Skelton (2004),
The role of a speech-language pathologist (SLP) is a challenging but imperative role to society. When there is pathology present in an individual’s communication, either language-based or speech-based, serious adverse effects can impact the quality and functionality of their lives. This is why I am perusing a career as an SLP. The ever-changing profession as an SLP allures me to the field because the learning never ends. As an academic, I am always prepared to absorb new information, and SLP’s must stay updated on the most current research, to ensure that they are providing the most appropriate services for their clients. Also, because every client is unique with diverse
This journal paper presents a study to evaluate the effectiveness of three intervention programs that target on improving phonological awareness for students who have reading deficits. The three programs were Fast ForWord(FFW), Earobics (2) and Lindamood Phonetic Sequencing Program (LiPS). These interventions have been chosen for two main reasons. First, they all particularly focus on phonological awareness, a core element of reading acquisition. Second, their publishers claim about the dramatic improvements in language and reading ability by using those programs. The FFW and Earobics are auditory-based interventions which incorporate interactive games while the LiPS, formally called the ADD program (Auditory Discrimination in Depth), is not based on interactive games and incorporates an articulatory approach. Sixty children with reading difficulties (with the average age of 9 years old) recruited from a local school were randomly assigned into 1-3 interventions. Participants received three 1 hour daily training session for 20 days. In
Age is also a common cause of hearing loss, Over time the hair cells in the cochlea gradually gets damaged, hence hearing deteriorates.Hearing loss occurs in old people as by this time most of the hair cells are damaged.
Auditory processing is the process of taking in sound through the ear and having it travel to the language portion of the brain to be interpreted. In simpler terms, “What the brain does with what the ear hears”(Katz and Wilde, 1994). Problems with auditory processing can affect a student’s ability to develop language skills and communicate effectively. “If the sounds of speech are not delivered to the language system accurately and quickly, then surely the language ability would be compromised” (Miller, 2011). There are many skills involved in auditory processing which are required for basic listening and communication processes. These include, sensation, discrimination, localization, auditory attention, auditory figure-ground, auditory discrimination, auditory closure, auditory synthesis, auditory analysis, auditory association, and auditory memory. (Florida Department of Education, 2001) A person can undergo a variety of problems if there is damage in auditory processing . An auditory decoding deficit is when the language dominant hemisphere does not function properly, which affects speech sound encoding. (ACENTA,2003) Some indicators of a person struggling with an auditory decoding deficit would be weakness in semantics, difficulty with reading and spelling, and frequently mishearing information. Another problem associated with auditory processing is binaural integration/separation deficit. This occurs in the corpus callosum and is a result of poor communication between the two hemispheres of the brain. (ACENTA,2003) A person with this will have difficulty performing tasks that require intersensory and/or multi-sensory communication. They may have trouble with reading, spelling, writi...
The cause of visual and auditory processing disorders is multi-faceted. A combination of genetics, environmental stressors, trauma and neurochemical imbalance are likely the reasons why these children suffer. If the cause is multi-faceted, so too should be the care of these children. A program designed to balance body chemistry with quality nutrition, environment stress with a safe surrounding and traumatic brain issues with the proper medical evaluation and treatment. Teachers and psychology professionals need to work together to implement and modify learning strategies as needed on a one-on-one basis with each child. This may not be cost effective or easy, but it is the right thing to do to release the full potential of these young people.
The purpose of this paper is to analyze the scenario of Michael, a five year old male who was just diagnosed with a hearing loss and a speech disorder, by answering questions pertaining to his situation. The first section describes Michael’s hearing disorder and the competency based individualized strategies for supporting him in a school setting using the definition laid out in the Individuals with Disabilities Education Act (IDEA). The second section summarizes why it is felt he is unable to make friends and how his disabilities interfere with his social development. The third section explains how hearing impairment can be considered a cultural difference for Michael. The fourth section discusses how Michael can be helped in order to bridge the social and cultural gap to be able to interact more with his peers. The fifth section offers some suggestions for how to evaluate his monthly social progress.
...even with these threats to the internal and external validity of this case study, the researcher believes that the Total Communication approach would benefit any hearing impaired student mainstreamed in a regular classroom.