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Ask
Dr. Debby... |
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How does Central
Auditory Processing Deficit affect learning?
In normal development, a child learns to interpret language through imitating
sounds they hear, beginning with single sounds through to combinations
of sounds into words, and ultimately into complex sentences. This ability
requires AUDITORY PROCESSING.
If there is some delay
in the development of this auditory pathway to the brain in a child with
normal hearing and intelligence, this could be caused by a Central Auditory
Processing Deficit or Dysfunction (CAPD).
In other words, when
auditory processing abilities are disrupted for any reason, a series of
consequences are likely to occur. First, the child may not have the neurological
and sensory potential necessary to develop and organize a linguistic system.
The more links that are unformed, the slower the development and organization
of a linguistic system. The more severe the auditory processing abnormalities,
the greater the effect on language, and thus the greater the potential
effect on reading.
At risk: some presenting
features of Central Auditory Processing Deficit are:
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1. |
says
“huh” or “what” frequently |
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2. |
gives
inconsistent responses to questions |
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3. |
often
misunderstands what is said |
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4. |
is
easily distracted |
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5. |
has
reading, spelling and other academic problems |
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6. |
has
poor attention and misses incidental information |
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7. |
has
difficulty following oral instructions (listening) |
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8. |
has
difficulty listening in the presence of background noise |
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9. |
has
poor receptive and expressive language |
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10. |
gives
slow or delayed responses to verbal instructions |
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11. |
exhibits
behaviour problems |
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12. |
speech
and language problems, for example reversing the internal sounds of words,
like “bizgetti” for spaghetti, or not speaking clearly beyond
the age when this should have rectified itself. |
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The process of learning
to read, even in normal development, is much more difficult than learning
to speak. This is due to the fact that the mastery of the sounds learned
in early childhood now have to match the combination of letters that make
up our language, i.e. the internal phonological structure of syllables
and the mapping of the sound(s) onto the letter symbols.
For an individual with Central Auditory Processing Deficit, this process
is even more difficult.
Initially developed
to teach reading, it was discovered that abc dEcode™ has been highly
successful in helping the student with a Central Auditory Processing Deficit.
In its systematic, progressive method, it helps connect the missing links
bit by bit in the auditory pathways so that the student cannot only learn
to read, but improve their intake of general information. Through several
years of pre/post test studies utilizing validated normed testing, we have
found that individuals have improved significantly over a four to eight
month period of time on tests of auditory processing skills. The implication
is that their intake of instruction and language development will improve
as well.
One of the beneficial
features of abc dEcode™ is that it requires only 10 to 15 minutes
per day, 4 to 5 times per week.
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