Auditory Processing/Listening Therapy to Improve Listening in the Classroom

Transcription

1 Auditory Processing/Listening Therapy to Improve Listening in the Classroom Lois Kam Heymann M.A., CCC-SLP Rebecca F Kooper Au.D., CCC-A Rebecca.Kooper@gmail.com ASHA- November, 2012 Center for Hearing and Communication 50 Broadway, New York, NY (917)

2 Disclosure Statement financial Lois Heymann is employed by the Center for Hearing and Communication Lois Heymann is the author of The Sound of Hope Recognizing, Treating and Coping with Your Child s Auditory Processing Disorder Lois Heymann is the creator of listening/language apps for PocketSLP

3 The Problem George, has difficulty following directions and oral instruction in the classroom. He says huh and what often at home and at school. He needs to have directions repeated more than once. His teacher (neuropsychologist, speech language pathologist, pediatrician and great aunt) says he probably has an auditory processing disorder. Is this true? Do you REALLY know? If true, what are we going to do about it?

4 George passes the APD tests Now what??? Do nothing- tell them he passed. Recommend preferential seating (and what happens when everyone in the class needs preferential seating???). Recommend evaluation for attention issues. THIS IS NOT HELPING GEORGE. How can we help him?

5 Differential diagnosis Where is the breakdown?

6 Listening in and out of the classroom Need to identify all components of listening. Can only be done by speech language pathologists and audiologists working together. SLP Audiologist

7 SLPs Need to understand how auditory skills impact the development of language skills

8 Auditory vs. Language Processing Processing the auditory signal Processing the information imparted in that signal

9 Building Blocks of Listening Oral Cohesion Following oral directions Answering oral questions Identifying main idea Phonological Segmentation Phonological Blending Auditory Memory Auditory Sequential Memory Auditory Figure- Ground Auditory Phoneme Discrimination Supra- Segmentals (temporal) Auditory Closure Binaural Integration Separation (dichotic) Auditory Attention Source: Lois Kam Heymann, M.A., CCC-SLP Director, Auditory Processing Center 50 Broadway, New York, NY Center for Hearing and Communication (917)

10 Checklists Gives us information from parent teacher Fisher s Auditory Problems Checklist CHAPPS

11 Putting it all together Auditory processing SLP Look for consistent patterns together. Review qualitative and quantitative results Qualitative Delays in response, off topic, inattentive, sensory defensive vs. sensory seeking, what strategies does child use (quiet rehearsal)

12 An example of an integrated treatment plan Narration discrimination Auditory comprehension of paragraphs Auditory memory vocabulary

13 Conrad 6 years of age Complaint: Poor conversational skills, asks for repetition of auditory directions, can only follow one step directions. History of middle ear infections.

14 Evaluation Too young for comprehensive auditory processing evaluation Hearing WNL Administered screening portion of SCAN 3 to determine if he may be at risk for auditory processing disorder. Figure ground- just below age expected norms. Competing Words-WNL

15 Listening/Language Evaluation Attention- questionable Auditory memory (recalling sentences)- poor Auditory sequential memory-poor Auditory content memory- poor Receptive and Expressive Vocabulary- low average

16 Recommendations Preferential seating Auditory figure ground training Auditory memory Following directions Auditory comprehension Word knowledge Consider full APD evaluation at age 7 if progress is not seen with therapy.

17 Building Blocks of Listening Oral Cohesion Following oral directions Answering oral questions Identifying main idea Phonological Segmentation Phonological Blending Auditory Memory Auditory Sequential Memory Auditory Figure- Ground Auditory Phoneme Discrimination Supra- Segmentals (temporal) Auditory Closure Binaural Integration Separation (dichotic) Auditory Attention Source: Lois Kam Heymann, M.A., CCC-SLP Director, Auditory Processing Center 50 Broadway, New York, NY Center for Hearing and Communication (917)

18 SLP helping teachers integrate listening skills in the classroom Evaluate classroom acoustics Use of sound field/personal FM systems when appropriate Strategic/preferential seating Preview/review Reducing visual input when targeting listening skills Check for comprehension

19 General classroom suggestions Importance of listening skills Rhythm bands Nursery rhymes Singing for phonological segmentation

20 Listening skills in the classroom Intensity of sound- what is the signal/ what is the ground Does the teacher Indicate who is speaking Repeat and rephrase Do communication checks Use visuals appropriately Write assignments on the board Ask- What are you going to do?

21 Differential diagnosis, targeted therapy, coordination with the classroom teacher are the keys to listening success