AOL File Library: 2,301 to 2,400/aol-file-protocol-4400-2301-to-2400.zip/AOLDLs/Special Ed Library/Archive Auditory Processing/CAP01.txt

Text File | 2014-09-22 | 334KB | 6,586 lines

Archive of the Special Education Message Board Folder:
Central Auditory Processing Disorder
March 4, 1995 - November 28, 1997
FILE NAME:  cap01.txt
360 messages - 116 Pages

SUBJECT:  C.A.P. & high school/college  Date:  95-03-04 14:52:34 EST
From:  BlueA92

Does anyone know of any programs in the Atlanta,GA area for this particular
problem?  Also does anyone suggest any college in SE that would be good with
LD/CAP child?  Daughter is good student....excells in art.  Thanks for any
help.

SUBJECT:  Re:C.A.P. & high school/college  Date:  95-03-04 21:07:32 EST
From:  Wagster2

You might want to take a look in the disABILITIES forum.  There's a folder on
learning disabilities, discussions about CAP, and several discussions on
colleges that do well with people with learning disabilities.

SUBJECT:  Re:C.A.P.  Date:  95-03-12 13:32:35 EST
From:  Bre5

I'm still trying to get more information about this topic. My 7 y.o. son has
a severe CAP disorder, including poor short term auditory memory, and he also
has ADHD (and seems to be doing well on the Ritalin that he started 2 weeks
ago).
It was suggested that I get him tutoring over the summer, especially in
phonics, because he has such a difficult time with sounding out words,
rhyming, etc. I'm not sure exactly what method of tutoring would be best. I
don't want to waste our money. I also want to improve his short term auditory
memory.
I was looking through some books and I have seen auditory problems
categorized as a form of dyslexia. I wonder if this helps to know in choosing
a tutoring program.

SUBJECT:  Re:C.A.P.  Date:  95-03-12 17:46:03 EST
From:  PwrRang500

orton-gillingham is a multisensory approach.  My sons have same condition.
Poor writing , poor reading difficulty in processing information almost as if
it was a foreign language that requires constant interpretation.  We have
used orton-gillingham with the SRA reading program.  A combination.
Unfortunately, sometimes a child does well in a program for a short time and
hits the wall.  In that case, your child may need to try another multisensory
approach.  Call Orton-Dysexia society.

SUBJECT:  Re:C.A.P.us too!  Date:  95-03-17 21:10:13 EST
From:  KLEMAL

My son is 9y.o. with similar problems.  I taught him how to read by having
him watch me closely.   I would also touch the parts of his mouth that were
needed to make the sounds.  We also used hand signals for certain sounds as a
clue-giver.  I wonder why educators have not thought of using sign language
to teach the children with processing difficulties.  I guess it has never
been done before, so it must be wrong.  My son learned his colors by using
sign language.  It was as if a door of communication was opened-Helen Keller
style.  If it works, use it.  What ever it takes to get the idea across use
it.  My son is doing much better academically.  However, his social skills
are a big problem.  He is developing two years behind.
We are in the Alanta area.

SUBJECT:  Florida Special Ed Funding Cuts  Date:  95-03-29 01:12:15 EST
From:  ALStark

Florida Special Education Funding Cuts

    The LEARNING DISABILITIES ASSOCIATION of FLORIDA has received information
regarding a proposed means of reducing education dollars by limiting the
funds available to the three largest categorical programs in the State's
Special Education program:  SPECIFIC LEARNING DISABILITIES, GIFTED, AND
EMOTIONALLY HANDICAPPED.  The smaller and thereby less costly categories will
not be affected.  This discriminatory proposal is expected to be finalized
before the beginning of next week by the Education Appropriations
Subcommittee of the House Appropriations Committee of the Florida
Legislature.  The comparable Subcommittee of the Florida Senate is expected
to produce its own version of the same proposal, but details are not as yet
known.
    The House Subcommittee's proposal would set a cap for the monies available
to these three categorical programs irrespective of the numbers of children
who are eligible for placement in these categorical programs.  (Federal
funding, a small percentage of the cost of these programs, is determined by
an annual official child count.)  This cap would be determined by averaging
the costs of these programs, and allocating no more than this average to any
one school district.  Of course, a district would be allocated less than this
average, if its needs were less than average.  In a state whose numbrs of
students eligible for, and in need of, SLD, EH, and gifted special education
show significant annual increases (due to an increase in population and the
coming of school age by many crack babies), this funding cap will leave many
children in need of services (especially in the highly populated districts)
either stifling in the heat, or out in the cold.  There will be 2 ways of
dealing with the lack of sufficient funds:  pack children into special ed
classes of 40 or more students, or leave most of them in the regular ed
classroom with no services at all!  Neither of these scenarios is
appropriate, although they would still be free.  Forget the notion of
maximizing potential.
    If this proposal seems as discriminatory to you as it does to those of us in
LDAF, if you are the parent or guardian of an SLD, EH, or gifted/talented
child (ADD/ADHD children will also be affected), or, if you just care about
kids getting the best education possible, call your State Representative and
express your concerns.  Also call members of the Education Appropriations
Subcommittee.  These include Representatives Arnold from Fort Myers, Garcia
from Miami, Davis from Tampa, and Constantine from Altamonte Springs.
CALL NOW!!!


SUBJECT:  AUDITORY PROCESSING DISABILITY  Date:  95-03-29 01:18:29 EST
From:  PTHLGCLWVR

MY SON WHO IS NOW 5 YEARS OLD, HAS BEEN IN A SPECIAL EDUCATION PRESCHOOL HERE
IN IRVINE, CALIFORNIA. I WOULD APPRECIATE SOME INFORMATION REGARDING THIS IE,
WHAT ARE THE LONG TERM CHALLENGES. HE HAS COME A LONG WAY FROM BEING MUTE FOR
15 MONTHS FROM 11 MO TO 26 MONTHS & IS NOW AT A 2 1/2 YR OLD LEVEL OF
LANGUAGE. HE HAS NO ADD. IN THIS SCHOOL THEY EMPLOY THE USE OF SIGN LANGUAGE
ALONG WITH AUDITORY LANGUAGE. ANYONE WITH ANY IDEAS OF HOW I CAN HELP HIM
FURTHER, I WOULD REALLY APPRECIATE IT.
THANKS JANIS (PTHLGCLWVR)

SUBJECT:  Re:AUDITORY PROCESSING DISABILIT  Date:  95-03-29 09:04:25 EST
From:  JCKOESTER

JANIS
PTHLGCLWVR
THERE ARE SEVERAL PROGRAMS THAT ADDRESS AUDITORY PROCESSING.  A GOOD ONE IS
THE TOMATIS METHOD THAT USES SOPHISTICATED LISTENING EQUIPMENT TO TRAIN THE
EAR. RESULTS INCLUDE IMPROVED SPEECH,BALANCE, COORDINATION AND SELF
AWARENESS.  THERE IS A NEWSLETTER FOR PARENTS OF DISABLED CHILDREN THAT
FEATURES THE TOMATIS METHOD THIS MONTH AS WELL AS A VISIT TO A TOMATIS
CENTER. IT IS BREAKTHROUGH  P.O. BOX 1302 READING, PA 19603-1302  WRITE THEM
FOR MORE INFO.  GOOD LUCK.  JUDY

SUBJECT:  Re:AUDITORY PROCESSING DISABILIT  Date:  95-03-29 20:33:45 EST
From:  Bre5

Janis, I just got some information from a very helpful person here on AOL.
I'll see if I can paste some of it in here as soon as I can, or send you the
file.

 My son also has auditory processing disorder. He is 7 and has serious speech
problems, too. He is learning to read OK but this is because he can memorize
the short words because of his good visual memory. He is not able to use
phonics skills to decode a word, and he has a lot of trouble picking out two
rhyming words, or following and remembering what the teacher is saying.

You might want to consider phonics training soon. I was advised to put him in
an intensive speech and phonics program this summer, and continue year round
because as the words get harder he will not be able to "sound them out". The
special ed teacher said everything taught in the classroom will have to be
visual to go along with the verbal lesson because he cannot follow anything
verbal without getting behind and lost almost right away. Also check your
child's short term auditory memory, such as following 2 or 3 verbal
directions, because this is usually one of the handicaps of this disorder.


SUBJECT:  How to help at home?  Date:  95-04-19 14:31:46 EST
From:  JROSIE2

I have just learned that my 6 year old daughter's testing results included an
auditory processing problem.  She has an extemely high IQ and also dyslexia
problems.  The school offers no help until the Fall!!  What can I do at home
to help her with reading over the summer?  she loves books and can't wait to
read better.  I don't know how to help her, because eventhough she knows and
uses phonics, she becomes terribly frustrated with this only tool (and now I
know why!).  Any suggestions?  NW Florida area.

SUBJECT:  Re:How to help at home?  Date:  95-04-22 21:51:07 EST
From:  Mntaineer

Does your school district offer Extended Year Services during the summer?  I
would also be interested in knowing why they can't provide help until the
fall?

SUBJECT:  Re:How to help at home?  Date:  95-04-23 16:40:02 EST
From:  SusanS29

     You don't say what age she is, or what your life is like.
      If she's young, you may be able to find some of her favorite books (or
others she will come to love) already on tape. Let her listen to the tape and
look along with it. Then she can enjoy the story, and read what she can read.
Don't count on this to improve her reading dramatically, but she will likely
enjoy this.
       If she's older, and her interest levels are above these books on tape,
*and* you have the time, you could tape some of her favorite books. You
should include a little bell or something so she knows to turn the page, and
every once in a while say the page number and pause so she can make sure
she's on the page. Don't read too fast, and be sure to read with expression.
       You may have other family members who would be willing to make a book
tape for her.
        I would also suggest that if you don't do it already, you read to her
every single night. Children's listening comprehension should be *above*
their reading ability, and this helps them as their reading progresses. She
needs to have the sound of all sorts of sentences and words "in her ear," and
with auditory processing difficulties she'll develop that kind of memory more
slowly.
      You can help by reading to her every night.
      I do *not* recommend that you attempt to teach her to read on her own,
and when you read with her, don't have her sound out unknown words -- just
tell her the word. You need to make sure she *enjoys* reading at home.
       Next year, if she's reading for fun and doesn't know a word, or if
she's reading a textbook -- *just tell her the word.*
       If the assignment is spelling or phonics, help her sound it out.
        The goal of reading stories is to get the story; the goal of reading
the textbook is to get the information. Repeated, labored, other-directed
attempts at phonics on multiple words will shut down comprehension and
retention of information.

SUBJECT:  Re:How to help at home?  Date:  95-04-28 10:58:54 EST
From:  Bre5

Susan I'm a little confused about your advice to have books on tape for a
child with auditory processing difficulties. Wouldn't  this be using a
weakness rather than a strength?

 My son (7) has severe auditory processing disorder and ADHD (and I'm still
confused on how to differentiate one from the other). He loves books and is
*surprisingly* learning to read fine so far. I think this is only because
printed words are learned with his visual strengths. Once he sees something
he can remember it. But he could *never* follow a tape, even with the book to
look at. He gets lost very fast. The same goes for TV and videos. Most of
what he gets from TV and videos is whatever he sees (and his hearing is
fine). He interprets what's going on a lot from the action and occasional
words and phrases that he catches. I have found him many times watching
something that he seems to be really enjoying with the sound so low I can't
make out the words. It doesn't bother him because he must sense that he won't
be able to follow it anyway.

We read together every day and as long as I read slowly and with expression
he seems to have comprehension. We do a lot of stopping and predicting what
will happen next, so I can see if he is following. We also take turns reading
the dialogue (of easy reader books) and using different voices (which is good
practice for a child with speech/language problems like he has). If I turned
on an audio tape for the book the tape wouldn't do any of this (speaking
slowly and stopping to check) and he would be lost by the end of the first
page.

I have his IEP meeting coming up soon and I'm still not sure what I can ask
for. (Right now his IEP is only for his severe speech/language disorder, i.e.
speech therapy). The recommendation from testing is that all his learning
should have a visual component. Although his teachers know informally of
this, since I shared his extensive testing results, I don't see anything much
happening, and wonder if an IEP will really change that. They say he's doing
fine in reading, spelling, and math, (when it's visual and on paper, and he
takes his Ritalin), but he is very poor in science and social studies, which
are mostly a verbal discussion in a group, and verbal question and answer
formats, followed by worksheets he can't do because he was lost in the verbal
lesson. (When I re-teach it at home he is fine). How should accomodations be
made for him? Should there be an Aide assigned to modify instructional
materials so that there are many visual components for him, or should he have
separate one-on-one lessons given at a rate of speech he can follow, and/or
should they be required to give me the lesson plans in writing so that I can
pre-teach and re-teach at home?

Thanks Susan, or anyone else with advice!
 Eileen

SUBJECT:  Re:How to help at home?  Date:  95-04-28 15:36:25 EST
From:  SusanS29

" My son (7) has severe auditory processing disorder and ADHD (and I'm still
confused on how to differentiate one from the other)."

They're *entirely* separate.

ADHD means the child has trouble selectively focusing and sustaining his
attention. Instead of being in charge of his attention, his attention (which
often -- but not always -- jumps from thing to thing to thing) -- is in
charge of him. This makes it difficult for the child to *choose* to pay
attention to a lesson or activity.

ADHD sometimes *appears* to be an "auditory problem," because if the child
doesn't attend to what he hears his response won't be what others would
expect.

Ellen, since he does better one-on-one (virtually all children with ADD do)
you could try going over the material with him ahead of time. Pay particular
attention to new vocabulary since he has the auditory problem combined with
the ADD. If he's already heard the words ahead of time he'll have an easier
time tuning in to them.

I would ask for worksheets ahead of time so you and he (or a tutor, or an
older sibling or someone) can look them over with him. If he knows what to
listen for he'll have an easier time of it.

Lots of times kids like the one you're describing have a lot of trouble
acquiring the new vocabulary that science and social studies bring. I had a
kid once who started staring out the window intently during math in the
middle of an explanation about long division. the teacher said, "Johhny,
you'd do better in math if you paid more attention."

Johnny thought he *was* paying attention. When the teacher said "quotient,"
he thought she said "crow shin" and looked out the third story window for
that crow. He didn't know crows had shins, and wanted to take a look.

It didn't surprise him that she lept -- in mid-sentence -- from division to
bird anatomy, because his mind hopped around all the time.

I only knew what really happened because I was observing Johnny at the time
as part of his evaluation, and I asked him afterwards what was going on. He
said, "I was looking for the crow!" as if I were a total idiot.  :)

SUBJECT:
Re:How to help at home?  Date:  95-04-28 15:36:37 EST
From:  SusanS29

"Susan I'm a little confused about your advice to have books on tape for a
child with auditory processing difficulties. Wouldn't  this be using a
weakness rather than a strength?"

You said your child doesn't read well yet, but likes books. There are only
two channels in -- visual (which requires reading) and listening.

"Auditory processing" isn't any one thing; it's a highly complex cluster of
skills. The child may have to listen, but since there are all sorts of other
clues (the story line, the pictures, previous familiarity with the story)
they will probably overcome any auditory problem.

I really do think it's worth a try; strengths and weaknesses aren't as
cut-and-dry as we sometimes think they are.

SUBJECT:  Re:AUDITORY PROCESSING
Thanks  Date:  95-05-03 21:59:37 EST
From:  LTroudy

If you are looking for a good program that works on phonology ( phonics ) as
as tool to access reading, I have been thoroughly impressed with "Project
Read ".  I use it in my special education program and have had tremendous
success.  I do not think phonics will work with all students, especially if
they have discrimination problems or they having difficulty with part to
whole realationships.  This program works on the framework known as VAKT.
Visual/ Auditory?Kinesthetic? Tactile all integrated into phonology in a
systemic direct instruction program.  If you would like more on this program
let me know.  They also have "Project Comprehension" and" Project Write."  I
use all of them and really like the integrated approach to instruction for
most of my kids.  I do however have one group that need strictly visual
instruction as there auditory skils are so weak or they have difficulty with
sensory motor integration and this is to sensory stimulating.   Thnaks Laurie
in Diamond Bar

SUBJECT:  Re:Aud. Process and ADD  Date:  95-05-03 22:05:05 EST
From:  LTroudy

I too have a child who has learning disabilities, ADD and allergies.  He has
had therapy since he was 3 and is now 10 and we have made huge gains.
Trying to get others to see how life looks through his eyes is really hard,
especially for me some days.  I not only have the joy of being his mother but
I also happen to be the RSP teacher ( in a job share position) at his school,
so I am his teacher mentor, advocate and mother.  Some days it is
overwhelming.  I have had great support and have tried many different things.
If I can be of any help  just ask.  Thanks. Laurie in Diamond Bar

SUBJECT:
Re:Aud. Process and ADD  Date:  95-05-04 22:46:28 EST
From:  Socadream

I can't say this often enough, my daughter (12yrs old) has been in speech for
9 yrs., RSP for 4 and was still illiterate at the end of fifth grade.
(backwards in her letters, unable to decode etc..) Then a miracle happened,
she was in a pilot program (19 kids) using the lindamood-bell system called
ADD (not attention deficet disorder) and surprise---she was tested before and
after the six-week summer program--she came up 3.5 grade levels in reading
and is still reading and LIKES it.  She will be going back for six more weeks
this summer to address the spelling.  Give them a call at 1-800-233-1819 for
info.(They'll send you brochures and a cassette tape that explains it.  I
HIGHLY recommend it.  Our school district has now expanded the Reading Clinic
to two schools and hope to go even further.  This was through the Long Beach
Unified School District in Long Beach, CA.  The principals name is Bob Hedges
at Buffams Elementary. He is also the parent of an LD child.
Good Luck--Socadream

SUBJECT:  Re:Aud. Process and ADD  Date:  95-05-05 11:32:50 EST
From:  LTroudy

Thanks for the information.   I have heard of the system, though I have not
used it in my classroom, I would like to look into it and see how one would
get trained.  I know the "author" of the program does quite a bit of work in
the speech area and our preschool speech teachers use their programs.  My son
does read, and reads fairly well actually.  He understands and comprehends
fairly well.  His delay is primarily in the area of taking in inofrmation
that he hears and digesting it, and problem solving skills.  His visual
scores are superior and his auditory scores are very delayed.   He has
minimal auditory recall, especially if there is anything else going on.  I
will contact Long Beach and see whats available for training and see how that
may incorporate with our programs.   I am also looking into medication for my
son.  I have put it off, so to say, for a long time as we have tried to work
within the home and school.  He is a really well behaved good boy who works
so hard to hold it together
( the teachers don't really see all the problems I do ) and then he comes
home and uncorks his pent up anxiety and stress.  I can't cope for him
anymore.  I am hoping to have him evaluated with the TOVA test and see what
those results are and then compare it with medication.  My frustration is
also compounded by working through a HMO.  We'll see how this all comes
together.

SUBJECT:  Re:Aud. Process and ADD  Date:  95-05-05 19:58:52 EST
From:  Bre5

LTroudy, my son seems to have the same strengths and weaknesses as yours. Let
us know if you find out anything and I will, too.

SUBJECT:  Re:Aud. Process and
ADD Bre 5   Date:  95-05-06 10:42:23 EST
From:  LTroudy

What age is your child ? What are his current services?  What has he been
officially diagnosed with and who determined that ? What do the teachers see
?  Does it match with what you see ?  I have a notebook full of IEPs and
resources, and to date have been very pleased with the services.  I am just
now becoming fearfully of the future as I have some "preadolescent"
behaviores compounding the situation and will no long have 1 teacher for him
all day that has been hand picked.  In 6th grade ( 1 year away ) he will have
6 teachers.... so I want to be prepared.    Let me know about your case I
would love to share ideas.

SUBJECT:  Aud proc and ADHD  Date:  95-05-08 12:22:22 EST
From:  Mesnolep

I have a 9 year old son in special ed & speech, he also mainstreemed part of
the day in 3rd grade. I'm teaching him American Sign Lang. both because I'm
loosing my hearing and because he seems to remember instructions better in
Sign than verbally. I myself am severly dislexic, went to special schools,
etc. I'm haveing trouble helping my son beyond our Signing together - I can't
read or spell well so helping with school work is hard. Also the speech
teacher won't work with me - she thinks I'm STUPID! Any help, support or what
ever would be greatly appreciated. I'm new to AOL my on-line name is
Mesnolep. Thanks.

SUBJECT:  Re:AUDITORY PROCESSING DISABILIT  Date:  95-05-08 21:31:50 EST
From:  PTHLGCLWVR

DEAR JUDY: THANK YOU SO MUCH FOR THE INFORMATION. IWILL WRITE TO THEM ASAP.
YOU FEEL ALOT OF THE TIME LIKE YOU'RE SWIMMING ALONE WITH THIS PROBLEM. I
REALLY APPRECIATE IT.
JANIS

SUBJECT:  Re:AUDITORY PROCESSING DISABILIT  Date:  95-05-08 21:34:14 EST
From:  PTHLGCLWVR

DEAR BRE5:
WHERE WOULD YOU FIND AN INTENSIVE PHONICS PROGRAM? MY SON IS 5 AND HAS SHORT
TERM AUDITORY PROCESSING AS WELL. PLEASE LET ME KNOW. WE LIVE IN SOUTHERN
CALIFORNIA.
THANKS SO MUCH
JANIS AKA PTHLGCLWVR

SUBJECT:  Re:How to help at home?  Date:  95-05-08 21:38:46 EST
From:  PTHLGCLWVR

YOU DON'T SAY WHETHEROR NOT HE'S MAINSTREAMED OR IN SPECIAL DAY CLASSES. IF
HE WAS IN SPECIAL DAY CLASSES THEY WOULD BE GEARED FOR HIS SPECIAL NEEDS. IF
HE'S MAINSTREAMED, THEN THERE SHOULD BE RESOURCE PERSONNEL AVAILABLETO HIM
DURING THE CLASS PERIOD. YOU MAY WANT TOCONSULT WITH A CHILD ADVOCATE &/OR
SPECIAL EDUCATION ATTORNEY TO BE FULLY APPRISED OF YOUR RIGHTS UNDER FAP LAW.
GOOD LUCK!

SUBJECT:  Re:AUDITORY PROCESSING DISABILIT  Date:  95-05-09 16:02:18 EST
From:  Bre5

To  PTHLGCLWVR: The university (in NY state) where my son was tested (a
speech and hearing center where graduate students are trained) suggested in
the written report of his testing that he have "auditory processing
training". The commercial programs that they recommended  in this report were
the "Auditory Discrimination in Depth" program by DLM (?) or the "Phonemic
Synthesis Program" by Precision Acoustics. His speech teacher at school
decided to use the second program and has started with him. The university
wants him to go to their summer program, 2 hrs. every morning with a group,
but I need to talk to them further because I'm not sure what he would be
doing there.

SUBJECT:  Re:Aud. Process and ADD  Date:  95-05-09 16:09:12 EST
From:  Bre5

To LTroudy: My son is only in 1st grade so i don't have some of the problems
you have yet. We had him diagnosed on our own after his teacher suggested
ADD. We went to a neuro-psychologist and to a speech and hearing center at a
university. The neuro-psychologist, audiologist, and speech pathologist all
discussed their findings together to make the diagnosis of ADHD, speech
disorder,  and severe auditory processing disorder. (he has been in full time
speech therapy since he was 3). I am finally meeting with his teacher, spec.
ed. teacher, and speech therapist tommorrow to decide what kind of help he
needs at school. His annual IEP review is in 2 weeks.

SUBJECT:  Posting on-line  Date:  95-05-09 22:38:16 EST
From:  SusanS29

 PTHLGCLWVR, please use both upper and lower-case when posting, unless your
computer doesn't have that capability.

Thanks!

SusanS29-Host

SUBJECT:  Re:Aud. Process and ADD Bre5  Date:  95-05-10 19:46:08 EST
From:  LTroudy

Keep me posted after his IEP.  I know things such as having him  sit in the
front of the classrrom have helped trmendously.  He seems to do so much
better when he visuall watches a person talk.  I also have the teacher ask
him specific questions regarding understanding:  Kevin tell me what your
homework is, and she frequently writes down the directions he is to follow if
they are at all different.  Things such as doing the odd problems don't often
mean much.  We use a tape recorder at home for written assignments.  He tells
his stroy first so he doesn't have to rely on memory.  By the time he gets to
the third detail on his story he can't remember the beginning.   I often let
him dictate his work.  This shows him how much he does know and he really
feels proud of his content, not his jumbled up product that he would have
produce.  First comes speaking, then reading then writing.    Having a 5th or
6th grade student come in each afternoon for review on dificult activities
has helped a lot.   Our speech and language teacher has worked in the
classroom along side Kevin to help structure lessons and activities too, this
has really been great.  Try and get the regular class teacher to be one of
the service providers.  See what you can get her to agree to do for him on a
daily basis.  Even if it's just writing down his assignments.

SUBJECT:
Re:Phonics   Date:  95-05-10 19:56:55 EST
From:  LTroudy

I work with a phonology program called "Project Read".  It is a system
designed  with integrated  instruction called VAKT.  Visual/
Auditory/Kinesthetic/ Tactile.   Irvine School Districy uses it extensive in
their schools.  It is a remedial program using direct systematic instruction.
I have several groups currently working in the program.   One group is
finishing their second year and it has been highly succesful.   I love
teaching it.  It gives immediate feedback to the child and if the child can
work in the progam it is very successful, if you find after the first month
that it is frustrating the child, it is not the approach to use. If they have
poor auditory discrim. it won't work.  If their visual skills are very
strong, I would use this to support, but not as a  primary tool.  Some groups
I have do this for 50 minutes, others for 30.  I have several students with
auditory processing disorders that can handle it and several others that
can't.   If you would like more information on this program, let me know.
The instructor does have to be trained.  I can put you in touch with a
trainer or share more with you myself.   I use it with my LD son also.  He
has improved in spelling by several years.  You can actually read what he
writes.  There are two other components to the program as well.  Project
Write and Project Comprehension.  I am currently using it with a CP child and
though slow, it works.

SUBJECT:  Re:Phonics   Date:  95-05-11 10:54:51 EST
From:  Lew Witz

Is project read and the integrated curriculum availabe for
homeschoolers?????? pleas e-mail me  Lew Witz    (really Lynda.)  The schools
won't help my girl because she is an ESL child and they blame everything on
her language differences....But MOM knows better!

SUBJECT:  Re:Lew Witz re
Phonics   Date:  95-05-11 18:22:02 EST
From:  LTroudy

Project read is exclusively a phonology program developed to support reading.
Josie Javens is the trainer locate in the Irvine Unified School District.  I
do not have the  exact phone number and additional data here at home but can
get it to you.   The training course is one day long, the materials are hand
made and it operates out of a training manual.  Once you lnow how to work the
program, learn the terminology and all the hand signals etc. you can easily
do it at home.  I use individually and in group.   Where do you live and I
will see if I can find someone local to your area that can help you access
the information.  The manual costs 40 $ and the one day training course is
130 ish.  I have made many sets  of the program materials and could provide
you with some things once you were trained.   Keep in touch and I will see
what I can do to help.

SUBJECT:  Re:Lew Witz re Phonics   Date:  95-05-13 21:27:45 EST
From:  Lew Witz

Thanks!  I live in Albuquerque NM.

SUBJECT:  Re:C.A.P.us too!  Date:  95-05-30 11:38:55 EST
From:  Patti4grad

My son is 7 and has difficulty in processing auditorily.  He has been in a
self contained class since nursery school, and We are having him repeat first
grade in a general ed class in Sept.  We are very apprehensive.  He's a sweet
kid, with some Pdd-isms, but this year was such a problem for him because of
the high activity level of the 11 other kids with behavior problems.  He will
be having 2 hours of resource room a day, plus speech 3x a week.  He is
paving the way here, and we are so worried.  Any comments? Support?
Suggestions? Thanks!

SUBJECT:  Re:Aud. Process and ADD  Date:  95-06-27 10:24:49 EST
From:  JAndrewsNV

Chiropractic is supposed to help ADD; the nervous system controls the
chemical system; and adjustments strengthen the nervous system.

SUBJECT:  Re:Aud.
Process and ADD  Date:  95-06-27 13:32:00 EST
From:  SusanS29

Studies of this I have seen made the most outrageous claims. One in
particular claimed that manipulating the bones of the head would improve ADD
and learning disabilities.

The bones of the head don't move.

SUBJECT:  Re:Aud. Process and ADD  Date:  95-06-28 15:42:37 EST
From:  Boulevard

Were you referring to "Rolfing," Susan?  When I was working at an early
intervention program for infants-kindergarten age children with disabilities,
one of the parents was having her child(diagnosed microcephalic) rolfed.  She
reported that the "therapist" (and I have no idea what their credentials
were) claimed rolfing would prevent the sutures between the plates of the
brain from hardening, thus allowing the brain to continue growing...To me it
was a bizarre variation of the chicken & the egg theory, but I've never seen
anything that would indicate 1) that rolfing was effective in keeping the
sutures pliable or 2) that the brain size is only limited by the cranial
cavity size....
...but of course, I'm sure you know that...Anyway, it was just one of the
theories being "suggested" to vulnerable parents.  (The other biggie at the
time was fetal embryonic therapy.)  Needless to say, the staff of
professionals were not proponents of any of these "nontraditional"
treatments.

SUBJECT:  Re:Aud. Process and ADD  Date:  95-06-28 21:09:28 EST
From:  SusanS29

"Were you referring to "Rolfing," Susan?"

No, I wasn't. Some chiropractors claim that they can manipulate the bones of
the head to relieve either LD, ADD or both.

"claimed rolfing would prevent the sutures between the plates of the brain
from hardening, thus allowing the brain to continue growing..."

I find that quite scary... manipulating the bones before they've knitted? Oh
dear! But in addition, the brain encourages the cranium to continue to grow.
It isn't that the bones cause the microencephaly. If so, then microencephaly
could be prevented or at least relieved to some degree by cranial
surgery.

SUBJECT:  Re:Aud. Process and ADD  Date:  95-06-28 21:19:58 EST
From:  Astro1949

I am an audiologist & have done quite a bit of CAP testing.  My doctoral
dissertation related to brainstem and central auditory neurophysiology.  I've
also been interested in brainstem & middle latency tests as potential tools
with ADD patients. I am not aware of data in refereed journals which
demonstrate a relationship (positive or negative)  between central auditory
processing and chiropractic.  Please note:  I don't want to get anything
started, my late grandfather was saw a chiropracter regularly for decades and
was always satisfied.  I'm just saying that I am not aware of any proven
benefit of chiropractic with respect to central auditory processing.

SUBJECT:
Searching for Answers  Date:  95-07-03 01:53:09 EST
From:  RAldridge1

The school district has no information or training on appropriate ways to
handle problems relating to students with Central Auditory Processing/A.D.D.
deficits, except for that which I have provided to them.  My son has been
diagnosed with CAP/ADD through a SCAN test and an Auditory Brainstem Response
(ABR).  The ABR was supposedly sent to Judith Lauter, PhD.  Does anyone know
who she is and where I can find her?  Is there anyone who has experience with
this in their district who can offer specific techniques/resources to assist
children with this?  I am wondering what other schools do with these
children?

SUBJECT:  Re:Searching for Answers  Date:  95-07-03 07:49:10 EST
From:  SusanS29

" My son has been diagnosed with CAP/ADD through a SCAN test and an Auditory
Brainstem Response (ABR).  "

This is a marketed program, and not one with a long track record of
independent research (at least when I asked for some they weren't able to
send any). They may well get results, I don't know... but their program is
expensive and you can't expect your school district to invest in it based on
the statements of the people making the profit from it.

I'm not saying profit is *bad* or that it taints anything -- but most schools
would want their claims to be verifiable in some way and I haven't found any
way to do that.

In addition it isn't a good idea to jump to any diagnositic conclusions based
solely on those two tests. Children with learning problems should be given a
*full* workup to determine *all* areas of strengths and weaknesses, because
other problems can mimic auditory processing difficulties. ADD is at the top
of that list followed by emotional problems (which would be obvious if they
were severe enough to mimic this difficulty) and (usually not obvious) severe
and/or extended abuse at home.

SUBJECT:  Re:diagnosing CAP  Date:  95-07-07 15:44:31 EST
From:  Schaos

Hi -- I have a 2.6 yr old son who has just had a *normal* brain stem response
test and the ent mentioned the possibility of CAP.  How is a diagnosis made,
and is there any connection with the autism spectrum?  My elder son (5) has
just been diagnosed with Asperger's Syndrome -- thats why I wonder about the
connection.  I would appreciate any answers here or email to Schaos.  Thanks
very much.

SUBJECT:  Re:Searching for Answers  Date:  95-07-09 18:26:52 EST
From:  Arden1946

Based on experience with my son, Public school has been disaster.  We live in
one of the best school districts in a middle Atlantic  State and they were
not only not able to help him but how they tried to " help" led to his
sinking into depression as a Teen.  If you can afford it, look for a private
school.  Most Public schools seem to have neither the patience nor the
resources to help.

SUBJECT:  New Dyslexia Resource Org.  Date:  95-07-27 00:26:19 EST
From:  AbilityWP

Announcing the Formation of
Davis Dyslexia Association International

The goal of DDAI is to increase worldwide awareness of:
what dyslexia and related learning styles are
the perceptual gifts, talents, or potential for genius that accompany
dyslexia
how to correct the learning disability aspects

DDAI will do this through:
membership-sponsored newsletters
publications and books
book reviews and notification of current research
professional and parent workshops
seminars, conferences and symposiums
professional certifications in the Davis procedures
a forum for networking and sharing information
collaboration with educators, authors and researchers
You are invited to join us. Basic Membership includes subscription to The
Dyslexic Reader and 10% discount on books, materials and workshops.
Introductory dues are $50/year or $80/2 years.

For more information, send e-mail to AbilityWP on AOL or call
1-800-729-8990

SUBJECT:  Re:New Dyslexia Resource Org.  Date:  95-07-27 22:13:53 EST
From:  SusanS29

We are happy to announce that this organization will soon have an informative
article available for downloading in the Special Education library.

SusanS29-Host
Ratatat-Assistant Host

SUBJECT:  Dyslexia/Auditory Process-H.S.  Date:  95-08-24 16:58:29 EST
From:  DODAH

Central auditory processing and short-term memory retreival deficits often go
hand and hand..  Don't have time to go into the whole story now, but Sam, my
17 year old. was unable to learn to read with the "visual" memorization &
context clues method used by our "superior" elementary & middle schools.
Since he was never a behavior problem and well liked, he was passed on and on
despite my doing the flaminco on conference room tables at least once a
month.  We were always told he was doing "just fine".  By his sophomore year,
he had begun getting into trouble because of his frustration level.  He could
make "B's" by taking tests orally, but was unable to read the text books,
read the test questions, or write the answers to them.  We had resorted to
books on tape and his recording lectures in class and then he could absorb
the material at a slower speed.  The primary problem was never having learned
to read.  The highschool could offer him nothing in remedial reading or
written language.   We went outside and found a school called "The Cove
School"--one of only 12 in the country that specialized in LD's.  Cove is in
Winnetka, IL if you wish to contact them.  Finally, the end--in only a year
and a half at Cove for less than half a day (split between his regular HS),
he learned to read and write and made up 8 academic grade levels!  Just
received a pamphlet from Cove entitled "College and the High School Student
with Learning Disabilities".  It can be obtained from Dr. Carol Wren, Project
Learning Strategies, DePaul University, SAC220, 2323 N. Seminary, Chicago, IL
60614.  It also has further resources, directories and publications that are
very helpful.  Good luck!

SUBJECT:  Re:New Dyslexia Resource Org.  Date:  95-08-28 09:33:25 EST
From:  DODAH

What a delight having all this info would have been 11 years ago.  Could have
spared Sam, rest of the family and me from countless heartbreaks.  Now that
things seem to be on a smooth course, Due Process over (which we lost despite
10 years of back-up), and I've quit breaking into tears everytime I talk
about it, what would ya'll (plural of you) sau to a series of articles "from
a parent's perspective" so as to avoid legal liability.  This community has
no idea how it is being duped--that 26% of elementary and middle school
students are labeled "LD" (and therefore not factored into "school report
cards").   It is truly criminal!  And we are supposedly one of the top ten
school districts in the country!  Would love some input--emotionally,
academically and legally!

SUBJECT:  CAP & GED  Date:  95-09-17 21:08:24 EST
From:  Arden1946

My son was terribly damaged by the public school he has spent his 10 years
in.  First they refused to believe he had a learning problem.  Then when we
had him tested privately, they did us a "favor" and put him in special ed
classes with truly "retarded" children.  He became so depressed that he
required treatment by a psychiatrist and eventually refused to go to school
at all.  We may have to go to home schooling (with tutors) just to get him
through high school and to get some of his self confidence back.  This all
happened at one of the most highly rated school systems in NJ.  Unfortunately
ratings are based on the number of Merit Scholars they produce not the number
of children with CAP or LD in general that they help.  Does anyone have any
info on how to get in touch with home schooling specifically for GED and if
possible sensitive to CAP or dyslexia in Central NJ (Princeton-Trenton area)?


SUBJECT:  Re: CAP and GED  Date:  95-09-20 20:05:22 EST
From:  CIrwin9984

I am also the mother of a special-education student in New Jersey. The
definitions for classification are clear. If your child is not in an
appropriate placement you have specific rights that you must exercise. I
highly recommend that you contact the Education Law Center in Newark. They
have a wonderful publication entitled "Special Rights for Special Children".
I also recommend that you enlist the help of an independent LDTC. It's worth
every penny.

SUBJECT:  Preschool CAP  Date:  95-10-12 20:09:23 EST
From:  Doc Fay

Can anyone offer me any advice on working with the system for my almost 4
year old son.  He is in a full-time speech and language based program but I
feel he needs additional help in AP and discrimination.

Please e-mail me as I don't get to the boards as often as I'd like.  Also,
anyone in FL that is familiar with the system here, please get in touch with
me.
Thanks.

Fay

SUBJECT:  Re:AUDITORY PROCESSING DISABILIT  Date:  95-10-14 12:58:57 EST
From:  Trudrich

Lindamood-Bell Method out of San Opiscpo, California works with the
underlying problem. It has lots of research data as to benefits in listening,
speaking, reading and writing.  Good assessment provides a great basis for
individualized needs to be addressed and so it benefits the individual
student.  Project Assist in Wilmington,DE & Applied Learning KC MO also. See
Orton-Gillingham material, anything on auditory discrim.


SUBJECT:  Re:Aud. Process and ADD  Date:  95-10-17 00:48:08 EST
From:  N505caGA

Although I am a new teacher (3years) I have spent time in regular ed rooms as
well as have been an rsp and special day class teacher. I have worked in
grades k-8. I am currently doing research for my master's at csufresno in the
area of bilingual special ed. I've discovered that most children who fail to
acquire English and reading skills all have a cep disorder in common. I've
also discovered after speaking with a former teacher and now
neuropsychologist, that research shows that the medical community doesn't
differentiate between a cap disorder and add. Both conditions show
improvement in test scores when treated with medication. This medication
allows the cap disordered student  time to "catch" each sound presented so
that it may be processed properly. Also, I've discovered that neither phonics
nor whole language programs address the disorder specifically. Special ed
teachers are not spcifically trained to remediate these language skills as
are speech specialists. I am writing a hanbook for monolingual teachers on
remediating these cap deficits. While it is clear that both phonics and
literature-based programs are necessary, it is also necessary to strengthen
the listening skills. We must always look at the whole child, not just 1
facet. Children must be taught to read, write, speak and listen.  I'm
interested on any thoughts or research available on this topic.
lisa, fresno unified

SUBJECT:  Re:Aud. Process and ADD  Date:  95-10-18 00:00:14 EST
From:  SusanS29

" I've also discovered after speaking with a former teacher and now
neuropsychologist, that research shows that the medical community doesn't
differentiate between a cap disorder and add."

This isn't true. *Lots* of physicians see these two things as distinctly
different -- which they are. When CAP responds to meds and treatment for ADD,
it's likely the problem really is ADD -- which will respond to this
treatment.

SUBJECT:  Re:Aud. Process and ADD  Date:  95-10-19 11:15:21 EST
From:  N505caGA

dear susan,
Let me find my research articles, and I'll show you. I've read more than one
article on this subject, although your argument sounds logical. I've yet to
find any hard research on cap disorders and the steps to overcome them. As
with phonics programs like zoophonics, the sounds as given are too short for
the cap disordered child to effectively process them. Other programs such as
corrective reading and reading mastery are somewhat better at isolating
individual sounds, although they do nothing to solve the immediate problem of
listening to normal speech. I'm looking for any program that is specifically
designed for strengthening listening processing skills. Or, if you have any
good articles, give me title and author, or ERIC designation so I can locate.
Thanks,
lisa,fresno unified

SUBJECT:  Re:Aud. Process and ADD  Date:  95-10-19 14:22:33 EST
From:  PattiMcHam

There are many, many good research articles as well as books on central
auditory processing disorders. In terms of treatment, there are various
approaches depending on the *type* of central auditory processing problem.
The approach is determined by the person's performance and errors on the
various tests which are used to make this diagnosis. An audiologist, and only
and audiologist makes the diagnosis.

Quickly, here are some that are well-known references in the field:
Books:
"Handbook of Central Auditory Processing Disorders in Children, By J.
Willeford and Joan Burleigh, Grune and Stratton, NY 1985.

"Central Auditory and Language Disorders in Children"
by R.W. Keith, College Hill Press, San Diego, 1981.

"Central Auditory Processing Disorders" by E. Lasky and Jack Katz, University
Park Press, Baltimore, 1983.

"Treating Auditory Processing Difficulties in Children", by Christine Sloan,
College Hill Press, San Diego, 1986.

Commercial Programs:
1)Auditory Discrimination in Depth (ADD)
By: Lindamood Teaching Resources Corp
100 Boylston, St., Boston MA  02116

2) Auditory Figure Ground
By: DLM, One DLM PArk, Allen, Texas 75007

3) Katz Phonemic Synthesis Program
DLM (above)

4) Treating Auditory Processing Difficulties in Children
By: College Hill Press, 4284 41st St., San Diego, CA 92105

Hope this helps.
Patti McHam

SUBJECT:  Re:Aud. Process and ADD  Date:  95-10-19 14:50:50 EST
From:  Sdc tchr

Dear Patti,
Thanks so much for the resources!! I am somewhat familiar with Christine
Sloan's book. I have taken the summer off from researching, and am due with
my third baby any day now, but am trying to gear up to finishing this project
by next spring so that I can go through the ceremony. Here in Fresno, CA, we
have a big problem with limited-bilingual special ed. children, and with 3-6
languages spoken in any single classroom at a time, we monolingual teachers
are having a difficult time coping with teaching these students to speak
English competantly and to read, so I am trying to write a handbook. All of
my research keeps comming back to auditory processing, yet I find I am not
sufficiently trained to handle the direct mediating of a cap disorder. It's a
big project, but I hope it will make life a lot easier for monolingual sped
teachers. Thanks again for your imput-anything else you find let me know. I
especially appreciate the information on commercial programs. I look forward
to reading them!

Lisa, Fresno Unified


SUBJECT:  Re:Aud. Process and ADD  Date:  95-10-20 16:10:00 EST
From:  Bre5

I did post some questions on differentiating between CAPD and ADHD in the
ADD/ADHD Diagnosis/ Treatment Folder.  I hope anyone with knowledge or
articles about CAP will read the questions in that folder. I am searching for
information and answers.

SUBJECT:  Re:Aud. Process Disorder  Date:  95-10-23 12:35:40 EST
From:  Sundance65

Dear Susan,
My 12 year old son was diagnosed 2 years ago having an auditory proc.
problem.  He has had a tough time in school since the first grade.  I thank
God for his fifth grade teacher who went above and beyond and helped us.  He
was in remedial reading since the first grade.  I wish that his problem was
diagnosed much sooner, for he has a good deal of catching up to do.  He is
currently in the resource room one period a day in the middle school.  I can
see a slight improvement in his work but I feel he needs more one on one.
Most resource room teachers are not specially trained to help children with
an aud. proc. disorder, and my conferences with her confirm my worries.  She
still wonders why he is stubborn and cannot break down the barrier he builds
when unsure of himself.  My question is how can I find a tutor who is
specifically trained and can teach him how to work through his problem?  He
has a superior I.Q. and his aud. proc. disorder is not related to ADD.  We
have had numerous evaluations to confirm his learning disorder.  He is
finally starting to believe in himself as a student who is capable.  His self
confidence is building and I want him to continue to feel good about himself.
Any information you can give me would be appreciated. Thanks, Lisa , Long
Island,NY.

SUBJECT:  Re:Aud. Process Disorder  Date:  95-10-24 21:48:48 EST
From:  SusanS29

Lisa, you need Patti Hamaguchi's book. She's "PattiMcHam" here on AOL. I'm at
home, and I have her *wonderful* books at work. E-mail her, and tell her I
sent you, and ask for the names and ISBN numbers of her books.

One book explains speech and language problems (including auditory processing
problems) clearly for parents. The other is a teaching method for listening
skills. You might want to buy the second one for your son's school.

SUBJECT:
Auditory processing  Date:  95-10-27 08:37:49 EST
From:  Four2Many

I suspect my daughter has this problem.  She has passed her hearing test, but
has trouble distinguishing sounds in words.  She is in 2nd grade and is
reading below 1st grade level.  Where can I take her for tests to see if she
has this problem.  Would an audiologist be able to determine if this is
present?

SUBJECT:  Re:Auditory processing  Date:  95-10-27 21:22:55 EST
From:  PattiMcHam

There are many reasons a child has difficulty reading. Without having more
information, it would be difficult to say if an audiologist would be the most
appropriate place to *start*. Generally, a learning disabilities consultant
(also known as a special education teacher), reading specialist, and/or
speech-language pathologist in your child's school would be the most
appropriate people to speak to first if the difficulty with sound
discrimination/reading is the primary concern. These specialists would, based
on information you provide and testing, perhaps recommend a central auditory
processing battery. But usually that is done after other learning problems
have been ruled out or identified. The actual diagnosis for a central
auditory processing disorder is made by an audiologist. If the school team
refers your child for this evaluation, they pay for it too.

SUBJECT:  CAP & ADD:
Nov. 10 1995  Date:  95-11-02 23:07:22 EST
From:  MaxLYoung

November 10 and 11, 1995 is the annual conference of LDA (formerly ACLD) of
PA.  On November 10, evening session (6:30 to 9:00) a presentation is being
given on central auditory problems in ADD children, how to identify, how to
manage in the classroom, and state-of-the-art information about
brain-behavior relationships that contribute to CAP problems.  Speaker is
audiologist/speech-language pathologist who has background in special
education.  For more information, contact LDA headquarters in Pittsburgh, PA
[phone].

SUBJECT:  Self Esteem   Date:  95-11-21 22:21:54 EST
From:  Shasta2

My four year old daughter has transitioned wonderfully into an Early
Childhood program and I have seen quite a bit of growth in the three months
she's been attending.  However, her teachers are concerned about her self
esteem and the effect it may be having on her interactions in the classrooms.
She tends to be a loner and has a six year old brother that dotes on her.
We've tried to offer her praise and encourage her to be more independent.
Can anyone recommend any literature on raising self esteem levels in Special
Needs children?

Thanks
Sue

SUBJECT:  Re:Self Esteem   Date:  95-11-22 09:53:11 EST
From:  SusanS29

Sue, the thing that raises self-esteem in children is successful experiences.

At her age this is easy to engineer, and you are *so* smart to be looking at
the issue now rather than later!

Just expose her to lots and lots of experiences. Make sure the activity has
hands-on results.

Cooking comes to mind immediately. It's not that hard to bake an apple pie.
You could cut the apples the night before, and use prepared pie crust, and
measure the ingredients. Then it would be easy for your daughter to combine
the ingredients, even sprinkle sugar on the crust if she has decent motor
control (from a sifter works well), which will make the crust look beautiful
when baked.

Then the whole family enjoys the apple pie she made. You can photograph it,
frame it, hang it on the wall of the family room with a label: "Carol's apple
pie" and the date.

Then -- if you *really* want to boost it -- help her bake another one, and
send that one to school to be shared. I bet the other four year olds haven't
baked an apple pie!

Bake two and send one to the teacher's lounge. I guarantee other teachers
will stop your child in the hall, compliment her, ask her how she did it,
etc.

Depending on her level of understanding, explain what she's doing: when you
add sugar to fruit, it draws the juices out and makes the pie all juicy, etc.

If she has good coordination, put her in a dance class. Photograph her in
class, in her leotard, dancing. Frame it.

Let her explore her strengths, and when you find one, capitalize on it, then
celebrate it (photos, scrap books out for all to see, etc.)

SUBJECT:  CAP
organization  Date:  95-11-25 17:26:57 EST
From:  Black Chow

My nephew is currently being tested and has "failed" all the auditory
processing test to date. We have been told it is probably Central Auditory
Processing and would like to know if there is an organization or books that
will help us help him.  He is 11 and has been retained in 2 nd grade and
still struggles with reading.  Would appreciate any information on the
subject.  Best to E-mail Black Chow because I don't always check this board.
Thanks

SUBJECT:  4yr old with AP  Date:  95-11-27 20:49:38 EST
From:  KTaylor790

My child has been diagnosed as having a 19m delay in auditory processing. She
has a two year history of acute chronic otitis media, none-responsive to
anti-biotics and is about to receive her second set of tubes, as well as have
her adenoids removed. I have been told that her speech falls within low but
normal ranges. She is difficult to understand. I have also been told her
history does not cause the delay, that it is independant of her medical
condition. Help! Is this really true? Common sense says it's all related I
would love to find some currant research concerning this matter, maybe even
present to some of her specialists. Thanks, Keep Smiling.

SUBJECT:
CAP-Speech/Language Role???  Date:  95-11-29 23:59:29 EST
From:  AHayes1170

I am A speech language pathologist in public schools.  I am unclear as to
what I should be doing to help a child with CAP.  Certainly I can identify
the problem and make suggestions but what else???  My program is set up so
that I do very little pullout, but even if I did pull a child with CAP, I
don't feel any of the traditional AP activities are truly beneficial.  Since
I have limited time with each of my students (1/2hr-1 hr/week)  I can't
provide the academic support/quiet setting that the child may need.  Also,
isn't CAP something that people either grow out of or learn to compensate
for?  Why pull them out of the very setting they need to learn how to cope
in?  Please tell me what you may do as a SLP in schools.  I hesitate to even
put a kid in speech because I'm not sure I can help!!   Thanks!   AHayes

SUBJECT:
Re:CAP-Speech/Language Role?  Date:  95-11-30 18:33:00 EST
From:  Boulevard

I'm also a SLP, so maybe can give you some ideas from my perspective.  I do
initially do some pull-out, to work on strategies that empower the child -
such as asking for repetitions, self-talk, note-taking or visualization,
etc...  Then I go into the classroom and work with the teacher on
modifications - seating, the way new information is presented, wait time,
using proximity, checking for understanding, etc...  I also present lessons
in listening skills that give the teacher an opportunity to sit back and
observe the student - something their hectic schedules have never allowed
from the day the child walked into the room.  They appreciate the chance to
be the watcher and not the presenter, and they need the opportunity to
reflect on strategies that they can incorporate into  their teaching style.
Your role on an IEP may be that of consultant.  You are empowering the child,
and assisting the teacher in modifications at the same time you are giving
her/him the opportunity to do some of their own evaluation.  -Nancy

SUBJECT:
Re:4yr old with AP  Date:  95-12-02 09:47:50 EST
From:  PattiMcHam

A 19 month delay in auditory processing for a 4 year old is certainly a
significant gap. Without knowing the specifics of your child's test scores
and other issues (sensory integration, cognitive level, motor skills, etc.)
it is difficult to say whether or not it is soley related to the middle ear
fluid. I've done quite a bit of research on this topic and the problem is,
much of the research (and common sense) points to a "relationship" between
ongoing middle ear fluid/infections, but it is not a 1:1 correspondence. That
is, many children have recurrent fluid and infections and never have any
speech, language, or listening problems. Others do, and seem to improve
immediately as soon as the tubes are put in or medication kicks in. Why? We
just don't know. There is a book you may want to read, "Language Learning and
Otitis Media" by Suzanne Hasenstab. The ISBN # is 0-316-34998-4 (College Hill
Press, 1987). It discusses some of the research. Also, my book may be of help
to you too. It is "Childhood Speech, Language and Listening Problems: What
Every Parent Should Know" (John Wiley & Sons, 1995) I am Patricia Hamaguchi
and I'm a speech-language pathologist. Hope this helps. Good luck!

SUBJECT:
Re:CAP-Speech/Language Role?  Date:  95-12-02 09:58:43 EST
From:  PattiMcHam

I second Boulevard's suggestions for integrating listening skills into the
classroom. Also, make sure the classroom is "acoustically friendly". That is,
it should have carpeting and the teacher should be very conscious of noise
control-closing the doors and windows when giving direct instruction. A child
with CAPD has a great deal of difficulty hearing with background noise. An FM
system should also be explored. In terms of direction CAPD therapy, the
audiologist who makes the diagnosis should be giving you very *specific*
information as to the type of problem it is. There is quite a bit of
intervention that should take place in addition to the classroom
modifications and coping strategies. For example, there is a program called
"Phonemic Synthesis" (by Jack Katz (DLM) that helps children learn to hear
and segment individual phonemes. Christine Sloan has a great book and program
"Treating
Central Auditory Processing  Difficulties in Children" (College Hill Press,
1986).  Lingui-Systems has an activity book called "Sounds Abound" which has
alot of good activities that are appropriate for a CAPD child. There are too
many to go into on the message board, but if you need more, e-mail me
directly. (I'll be away Dec.2-11) P.S. A program I wrote "It's Time to
Listen" (Communication Skill Builders 1995) would also be helpful in the
classroom.

SUBJECT:  Re:4yr old with AP continued  Date:  95-12-06 10:44:15 EST
From:  KTaylor790

Thank you Patti for the information and for reaching out, I'm on my way to
the book store!
My daughter just under went surgery for larger tubes and removal of the
adenoids. They found excessively heavy mucous in both ears as well as
abnormally large adenoids with no sign of infection. The wait and see method
is now in gear for her medically. She is to be retested later this month for
speech and processing. Any suggestions/advice? The surgery went well,but she
had post-anathesia reaction with bleeding and dehydration problems. She is
reluctant to speak and drink now. Any thoughts would be greatly appreciated,
as well as the sharing.

SUBJECT:  Re:4yr old with AP continued  Date:  95-12-12 11:20:24 EST
From:  PattiMcHam

I hope your daughter is feeling better by the time you get this! The change
in her auditory processing and speech may or may not be obvious in one
month's time since the problem has been longstanding. Let us know how she
does.

SUBJECT:  Testing  Date:  95-12-14 01:31:50 EST
From:  SKeane100

Hi everyone!  I have a 6 year old daughter (Kelly) with Down Syndrome.  She
has no functional speech at this time.  Her speech therapist attended a
conference with Temple Grandin as the speaker.  She spoke with Temple about
Kelly and Temple is convinced Kelly has an auditory processing problem that
is making speech impossible.  She has alot of autistic tendencies (like
stemming, need absolute structure and routine) but she cannot be labelled as
autistic due to her social skills.  I haven't a clue where to go - what kind
of doctor do I need?  Who would do the testing?  My pediatrician isn't alot
of help - he says all her "problems" are Downs related - i.e. mental
retardation.  I'm feeling very frustrated as I don't know where to start. I
would appreciate ANY information anyone can share.  I'm also getting nervous
as Kelly's speech therapist said it is difficult for kids to learn language
after the age of 7 so I feel as if I have a fast approaching deadline here.
Please email me at SKEANE100 with any info.  Thanks a million and have a
great holiday!
Sandy

SUBJECT:  Re:4yr old with AP continued  Date:  95-12-15 21:04:58 EST
From:  KTaylor790

Dear Patti    So far she is doing okay. There is some symptoms of respiratory
problems. She will be tested next Friday by both a Speech Therapist and an
Audiologist. Hopefully I'll have a good report from both. Time will tell. In
the mean time, I am busy reading your book. It has helped me study for a
final exam in one of my inclusion courses. Thanks!  I'll post ya'all
soon.

SUBJECT:  Re:KTaylor790   Date:  95-12-17 00:45:39 EST
From:  LTroudy

I have a 10 year old son who underwent the same surgery at age 4.  He had
just been diagnosed with CAP.  He had pneumonia several times in addition to
chronic respitory problems.  At the close of first grade he was still not
reading and we were seeing " school anxiety " increasing.  His teacher
selection each year - hand picked- made more impact than anything.  He has
been paired up with a safe friend to go from grade to grade with him.  He
frequently has to call because his interp. of homework directions was quite
unique.  He has in the last year undergone allergy testing ( which we were
always fairly sure of ) and Bing right on there.  He also had the
mirror/light down the throat and Bing - nodules on his vocal chords.   You
name it he has been through it or had it diagnosed.   He is doing well thanks
to years (7 now) of speech therapy and we moved him - my choice - into the
RSP program.  He has difficulty organizing his thoughts in speech and this
translates into chaotic writing.   The RSP teacher mainly supports with test
taking as he was always graded down for fragmented sentences/ run on
sentences and spelling, though the content was excellant.  They have been my
life line.  I can't encourage you enough to hang in there and build a great
team of support in the schools, your parent friends, and the dr.s   Oh we
just recently had him start on Cylert, and this has really made the biggest
difference of all. He is a great kid, loved by many as they truly know him
inside and out.

SUBJECT:  Re:KTaylor790 4yr old AP con  Date:  95-12-20 19:03:25 EST
From:  KTaylor790

Dear LTroudy and everyone
   Thanks for the insight, things are alittle low right now. She's filling up
with fluid again. So soon after surgery is a scare. All testing concerning
hearing and AP has been suspended.
Tis the season to be jolly, right?
May you all have a safe and wonderful holiday season, I know I'm really glad
you are there.
                    Peace be with you.

SUBJECT:  Auditory Processing  Date:  96-01-01 19:20:19 EST
From:  SUE637

My son just turned 13 and is in th 7th grade.  I have always thought there
was something wrong and now after educating myself, I feel it is CAP.  I have
had him tested over the years at school and they always say the same thing,
he is a poor test taker, he tests low but the most frustrating of all is
"he's such a nice boy, he'll get by."  Now I am going to have him tested on
my on at a University Auditory Clinic.  Even if nothing shows up I need to
know that I did everything I could to help him.  He's at a hard age now and I
wish I would have been more agressive years ago.  He is afraid that they will
put him in a "special class".  I would like any info or letters of parents in
the same situation.  He is not ADD, just FYI , I am a nurse and work for a
peditrician and also have worked in the school system and know how it works.
Thanks for letting me vent!

SUBJECT:  Re:Auditory Processing  Date:  96-01-03 10:37:21 EST
From:  PattiMcHam

Will you let us know what the results are? Thanks!

SUBJECT:  4yr 0ld with AP  Date:  96-01-06 19:29:50 EST
From:  KTaylor790

Hello everyone!
 Hope the new year finds you all very well. Patti, Susan, Dee, LTroudy,
thanks for your input and interest in 95, I look forward to your expertise in
1996. Good news! My daughter just was cleared by both her surgeon and
audiologist. She is free of fluid and hearing normally for the first time in
two years! Soon our local intermediate unit is going to retest her AP level
to confirm their first diagnosis without hearing loss interference. I'll post
more soon.  KTaylor

SUBJECT:  Re:4yr 0ld with AP  Date:  96-01-10 13:39:12 EST
From:  SusanS29

"Good news! My daughter just was cleared by both her surgeon and audiologist.
She is free of fluid and hearing normally for the first time in two years!"

Oh congratulations! Keep us posted. :)

SUBJECT:  7year old with AuditoryProc.  Date:  96-01-19 21:10:58 EST
From:  FSpada

My son is 7 years old and has been diagnosed with Aud. Processing Expressive
and Receptive language problems with ADD symptoms. He is currently on
clonidine half a pill  once a day taken at bedtime. He is having more
problems lately at school with other children. His social skills are behind.
Plus we adopted him from Chile at age 3 so developmentally he was behind and
he only knew spanish. Any ideas on what help I can give him at home. He is so
wiped out from school I hate to push more on him at home but he is really
having trouble. He is being reevaluated at school to give him more services.
Right now he gets speech therapy once a week and the school adjustment
counselor is working with him on keeping a friend. He does see a child
pyschologist once a month. I was wondering about any phonics games would
help. Any info would be great even just a friendly and understanding chat
would be great. My son needs so much structure and the rest of our family
doesn't understand. He also has been told he can't have sugar and its rough
when other kids have it. He is such a great kid I just would like to make it
a little easier for him.

SUBJECT:  Re:Aud. Process and Reading  Date:  96-01-21 22:56:46 EST
From:  WillisFrog

I have had the priviledge of working the  Lindamood-Bell ADD reading program
for over 7 years.  I think that it is amazing and has truly made a
significant difference in the lives of the children who have been fortunate
enough to receive tutoring.  It is a very intensive program and it took me
almost two years before I truly felt I knew I was doing it correctly.  If it
is available in your area it is more than worth it.  I have personally
watched this program change lives.  Good luck, WillisFrog


SUBJECT:  Re:Aud. Process and Reading  Date:  96-01-22 18:17:11 EST
From:  FSpada

thank you for the info. I will see what I can find out in my area.

SUBJECT:
Tutoring children with CAP   Date:  96-01-23 23:19:18 EST
From:  SLEWY

If you live in or near Toronto,Ontario I am aware of a centre that
specializes in tutoring children with CAD. The founder of the centre has
published a handbook for parents and teachers that is very informative and I
know first hand that they are achieving tremendous success by combining
academic tutoring with the teaching of listening strategies/skills and
learning skills and strategies. Anyone wanting info just E-Mail me.

SUBJECT:
Re:7year old with AuditoryPr  Date:  96-01-25 08:15:03 EST
From:  Ratatat

<<My son is 7 years old and has been diagnosed with Aud. Processing
Expressive and Receptive language problems with ADD symptoms. He is currently
on clonidine half a pill  once a day taken at bedtime. He is having more
problems lately at school with other children. His social skills are behind.
>>

Just a question.  When he was evaluated how were his English language skills?
Did the tester have a working knowledge of Spanish?  I could imagine that
this might have an impact.

<< He also has been told he can't have sugar and its rough when other kids
have it.>>

Always curious here.  Why has he been told that he can't have sugar?  And who
made this recommendation?  This is curious to me, as sugar has shown NOT to
have an effect on a child's behavior, but rather the environment at the times
when children ingest sugar tends to be very stimulating, ie, birthday
parties, halloween, other celebrations, etc...

There is a file on current research on this sugar and behavior discussion in
the Special education library which you could download and review.

SUBJECT:
Re:Tutoring children with CA  Date:  96-01-27 10:44:06 EST
From:  Roe594

I would really like more information about the program in canada.  Especially
the handbook for parents.  Thank you.
Rose

SUBJECT:  remediation techniques?  Date:  96-02-02 20:46:20 EST
From:  SandyHolt

As a speech language pathologist, I'm getting more and more children with
CAP.  I'm familiar with adaptations & modifications to use with these
children.  Back when I was in school, the research indicated that CAP was not
remediable.  Looking for any therapy techniques that might help my students.
I work in a public school so something like Linamood or similar programs are
not feasible.  Any suggestions or sources? Sandy

SUBJECT:  Re:7year old with
AuditoryPr  Date:  96-02-04 21:01:09 EST
From:  FSpada

My son's nuerologist told me to keep him away from sugar. I had not noticed
it being  a problem until I stopped and then gave him some. He was very
irritable every time I did this.

He was not tested in Spanish. He has been in this country now 4 years and has
lost all Spanish. I know they think that part of his problem may stem from
not fully developing his 1st language and then being forced to learn a new
one. Some one else told me about Rimmlin and B6 and Magnesium and also
Feingold diet. Anyone have any comments on this?

SUBJECT:  Re:remediation
techniques?  Date:  96-02-04 22:17:09 EST
From:  PattiMcHam

"Looking for any therapy techniques that might help my students."

Are you working with elementary age children? If so, do you have to work in
their classrooms or can you pull them? Do you have parental support at home?

I have an excellent manual of activities to do that was given to me by an
audiologist who specializes in central auditory processing disorders. In
addition, I've been doing work in this for several years. But realistically
speaking, I think it would be next to impossible to provide CAP therapy
unless you can take the child out of the classroom. Also, I think it would be
difficult (although not impossible) to do this in a group. This is true
particularly if you are going to individualize the program and tailor it to
the specific *type* of central auditory processing problem that is detailed
in the audiologist's report. As you know, the treatment for each problem is
somewhat different, depending on the test results.


SUBJECT:  Re:remediation techniques?  Date:  96-02-05 19:59:20 EST
From:  Roe594

Sandy,
Look at the HELP series by Linguisystems.  It's great for the school
clinician.


Rose

SUBJECT:  Re:remediation techniques?  Date:  96-02-06 20:18:27 EST
From:  SandyHolt

I've fought hard to maintain some pull-out programming.  I'm in the
classrooms some, but my belief is that some things must be done in a pull out
model.  Unfortunately, I don't have time in my schedule to 1:1 but I could
regroup some kids to get them together.  Is this manual published or
available?  Sandy (SLP in MO)

SUBJECT:  Re:remediation techniques  Date:  96-02-06 20:19:28 EST
From:  SandyHolt

Gosh, I forgot...yes I'm in an elementary school and parental support varies.
Sandy

SUBJECT:  Re:remediation techniques?  Date:  96-02-06 20:20:41 EST
From:  SandyHolt

Rose, I have that series as  probably most of us do, but I don't feel that
there's really much remediation/instruction involved.  Maybe I don't know how
to use it properly...Sandy

SUBJECT:  CAP  Date:  96-02-08 07:03:19 EST
From:  Bjl 141

I am new to this system but have enjoyed reading all the messages posted in
here about CAP.  My daughter has been diagnosed with this finally.  I noticed
a problem since she was about three and she was diagnosed at 7.  She is now 8
and receives speech in school.  I fought long and hard to get her where she
is at now but I seem to be the only one pushing.  Her teacher this year, I
must admit is just wonderfuly for her, as she gives her the time she needs to
complete her work.  She also has worked with students of this type before and
demonstrates her experience.  I am trying to gather as much info as I can on
the subject to share with the speech teacher and classroom teacher as well as
anyone else in my area.  I read something about Project Read, the Tomatis
Center in Reading, and the lindamood-bell system.  If  anyone can help by
sending me information, please do.  Thanks!

SUBJECT:  Re:remediation techniques?  Date:  96-02-11 19:05:05 EST
From:  TLVAIL

As a public school clinician, I would look at how the CAP is affecting the
students ability to deal with the requirements of his regular classroom
placement for the best ideas re: goals and objectives.  What types of "real
life" difficulties does this student have and what can you do for him to make
it easier to function in the classroom?  For example, I have a student with
short term memory difficulties that make it difficult for her to follow
directions.  We have taped the teachers directions and used them to practice
pulling out important words.  We use "touch finger" cueing to help retain
important words.  We've worked with the teacher to use some cueing in class-
Forget the programs and look at the kiddo-

SUBJECT:  Remeidation techniques  Date:  96-02-11 19:09:38 EST
From:  TLVAIL

SLP's-  I think CAP is an important area to get out of the clinic and into
the classroom.  If you are working in a public school I think you main job is
to figure out how the processing problem is affecting the students ability to
funtion in their regular classroom.  Spend some time talking with the teacher
and observing the student and then develope you goals around the difficulties
you see and hear about.  I've used many CAP "programs" and have found that
they offer very litte in hte way of remediation-  Make your remediation based
on the experiences of the child.

SUBJECT:  Re:remediation techniques?  Date:  96-02-13 22:01:29 EST
From:  PattiMcHam

Sandy, unfortunately the manual I mentioned is not published. It is a
collection of information an audiologist gave to me. Sorry it has taken me so
long to revisit this issue of CAP intervention. I've been traveling a bit
over the last month as well as buying and selling a house so forgive my
sporadic replies!

Before I get into the nuts and bolts of my reply, please bear in mind that
there are many perspectives on this CAP issue and I am simply offering one
(mine). I think we all (including me) have a lot more to learn about it and I
am always welcome to new ideas.

In terms of CAP intervention, remember there is a difference between a
central auditory processing disorder and a *language* processing disorder.
The symptoms may appear to be the same, but the causes and different and
thus, so is the treatment. With a language processing disorder, we focus on
the linguistic components. For example, does the child understand the
vocabulary used? Does the child understand the passive voice structure ("The
ball was given to her by Bob")? Does the child understand idioms ("I'm under
the weather")? Can the child chunk information?

With a CAP child, the linguistic components are not at the core of the issue.
The problem is the way the child perceives and processes *sound* (phonemes,
not music or noise). So depending on the environmental condition, (noisy,
listening to a live voice versus over a loudspeaker or microphone) the child
may perform differently. The problem is in the auditory channel not in the
linguistic part of the brain. So the child needs to be taught/trained to
perceive and process sound (=words & language) in a different way. These
children have significant problems learning to spell and read (decode) as a
result. Since the CAP is certainly interfering with the child's "academic
performance" I think it is critical that the school SLP provide a treatment
program for it. Anything else is really a band-aid approach in my humble
opinion. I know this is tough to hear, given the outrageous caseloads most of
you (and me until I left my school job a year ago) have. Not to mention that
most of us got little or no training in this stuff in college.

Certainly compensatory strategies for both of these overlap, such as
preferential seating, improving attending skills, use of visual cues,
speaking slowly, etc. Encouraging both of these groups to ask for
clarification, ask to have information repeated, written on the board; and
teaching the use of visual imagery, chunking, and semantic webbing can help
both also.
A number of these are covered in the program I wrote for Communication Skill
Builders/Psychological Corporation called "It's Time to Listen".

But for the child with CAP, my experience is that individual therapy is
needed in *addition* to our in-class assistance/consultation/team-teaching,
etc. By looking at the audiologist's report you should be able to determine
what the nature of the problem is. Some subtests to check would be the
Staggered Spondaic Word Test, the Filtered Speech test, the Compressed Speech
Test, and a Binaural Separation Test-Competing Sentences. Intervention for
these types of problems vary, depending on which area the child has
difficulty. But here are some widely-accepted treatment strategies/skills
typically appropriate for these children:
(go to the next post- it ran out of room!)

SUBJECT:  remediation techniques cont'  Date:  96-02-13 22:13:05 EST
From:  PattiMcHam

Sorry-this is the second part of the post. It was too long for one post. I
was discussing remediation techniques for CAP:

Auditory sequencing (blending sounds together)- Start with two sounds ("p-ie"
= pie) combined and work up to more. Can the child identify the word when
heard with his/her eyes closed? (no lip reading for assist!) Can the child
choose m-a-p vs. m-o-p from a set of two pictures? Kids with CAP tend to have
specific sounds that are problematic for them, so you would want to focus on
the individual's area of difficulty (vowels? high frequency sounds?) A good
program for this is called "Phonemic Synthesis" which was carried by DLM I
believe. It has a test and 15 sequenced lessons.

Auditory segmenting/awareness- Taking multi-syllabic words and identifying
smaller words inside. Can the child "hear" that "pencil" is in Pennsylvania?
Or "pen"? Help the child count the syllables and beat the rhythm.

Auditory sound placement- Hearing where sounds are in a word (beginning,
middle, end). Can the child make the first sound heard in a word (not
identify the letter, the *sound*)? The last? Linguisti-Systems has a manual
called "Sounds Abound" which is good for this too.

Auditory figure-ground- Begin with very little noise in a small quiet room
with simple auditory directions and work up to the child attending in
gradually more and more demanding environmental conditions. I used a talk
radio station, and the child and I would keep track of how loud we could make
it with the child still attending to the directions. Then we even opened the
door too. The key is eventually getting the child to attend under difficult
listening conditions in the classroom. But you need to work up to that and
that is why individual therapy is so important.

Christine Sloan has an excellent book and program that I have found to be
very helpful too. This new computer program being discussed ("Glasses for the
Ears" - Paula Tallal's research) sounds very promising for CAP children. I
can't wait until it is mass-produced.

Again, the program has to be individualized. If you have to group some kids
together, I think it can be done, although it is challenging. You need a
quiet place to do it, which is why I asked about the availability of
pull-out. I have found that parental support and practice at home is
essential, as with most of the stuff we do.

Hope this information is helpful. Wish I had lots of time and space to get
into it with greater detail...

Patti Hamaguchi

SUBJECT:  Re:remediation techniques?  Date:  96-02-23 17:24:24 EST
From:  Roe594

Have you read Hugh Catts articles?  To me, the HELP series is almost ready
made material that follows Catts' framework for remediation.  Especially the
first book.

Rose

SUBJECT:  Re:remediation techniques co  Date:  96-02-23 17:30:03 EST
From:  Roe594

Patti,
What a wonderful explanation concerning remediation for CAP.  Now I am going
to check out your book!

Rose

SUBJECT:  Re:AUDITORY PROCESSING DISAB  Date:  96-02-25 19:54:39 EST
From:  RMccreaste

My daughter Jennifer, who just turn 10, has a mild case of short term memory
processing, and I would like to know how it relates to problems with
spelling.  What is the best way to correct it.

SUBJECT:  Re:C.A.P./SIGN LANGUAGE  Date:  96-02-26 14:57:13 EST
From:  PCaputo

My 5yo learned to sign in nursery school in Vermont.  It was s.o.p. for that
whole pre-school...2 yo kids knew a whole vocabulary in sign....During this
time we learned that Aaron had "intermittant" auditory processing disorder
and possibly was ADHD.  I still use signing to "reach" him when he can't
focus/get my words.  Just the gestures for "stop!", "wait", and "patience"
have been invaluable.
Now that we're in kindergarten in NJ and the teacher is suggesting that he is
merely immature, we are battling to get an IEP and Core study done so he may
have the special ed he needs.  Why is this such a hard process??  Time seems
to drag ... the rest of the class is 'reading' and Aaron asks me every day
why can't he read.

SUBJECT:  Re:C.A.P./SIGN LANGUAGE  Date:  96-02-27 09:14:49 EST
From:  Ratatat

<<Now that we're in kindergarten in NJ and the teacher is suggesting that he
is merely immature, we are battling to get an IEP and Core study done so he
may have the special ed he needs.  Why is this such a hard process??  Time
seems to drag ... the rest of the class is 'reading' and Aaron asks me every
day why can't he read.    >>

I continue to hear stories on non-compliance coming out of NJ.  There are
some things you can do to "goose" them along.  Mainly, let them know that you
know your rights as provided by federal laws:  the IDEA (Individuals with
Disabilities Education Act), and section 504 of the Rehabilitation Act of
1973, as well as the ADA (Americans with Disabilities Act).

Here are some resources for you to begin:

CHADD
305-587-3700
800-233-4050 (voice mail)
    See if you can find a local chapter.  If you cannot, you should join
anyway through this national office.  They have a large body of information
available on ADHD and the classrooms, home, etc.


CASAT ASSOC.
Distributor for CHADD Educator's Manual
800-545-5583
This Manual is soooooo important.  I think the very best thing to do is to
buy two (they are about $12).  Read one, mark it up, highlight it -
whatever...but know it well.  It is an excellent outline of everything that
the schools should know and be doing.  It is the parents' responsibility to
know what the schools' obligations are.  After you really know this material,
give the other to the school so that you know that you are both reading off
the same page.  There is a very good section on the laws that cover children
with ADHD.

HAWTHORNE EDUCATIONAL SERVICES
800-542-1673
Hawthorne has a great catalog with wonderful materials in it for parents,
professionals and schools.  I recommend that you order this catalog and pay
particular attention to the "Guides".  The guides have easy to use lists of
things that can be done to address specific behaviors.  Makes it easy for the
school to see and understand.

NAT'L ASSOC. OF
   PROTECTION & ADVOCACY SYSTEMS
202-408-9514
This agency exists with offices in each state for the sole purpose of
helping, educating and supporting people to "get what is theirs" under the
law.  Call and ask for the number for your state's office.

NICHCY
National Information Center for Children and Youth with Disabilities
800-695-0285
This is a great place to get a large packet of information.  This
clearinghouse has wonderful files to access and will send materials to
anyone, on any disability topic - free of charge.  They have good materials
on ADHD and on the laws.

ADD WAREHOUSE CATALOG
800-233-9273
This is the catalog of books and materials on ADHD that is operating by
CHADD.  There is so much good information in here, it is hard to pick and
choose a few things.  The people who operate the phones at the ADD Warehouse
are very helpful in helping make some selections.


SUBJECT:  Re:Auditory figure ground  Date:  96-02-29 21:01:34 EST
From:  SUE637

hi, I wrote to you in Jan. about my 13 yr old son. He was tested for CAP and
was found not to have it, but does have Auditory figure-ground. I haven't
seen much about it, but as I understand it is a problem with back ground
noise.He also had skills testing done at school and he did very poorly. I
have now learned the instructions for the testing was given over the PA
system, which could eplain his low grades. These low tests scores just made
my case to the school even better. Now they are doing even more testing(766).
I feel now someone hears me. The audiologist has made several minor
modifcation recommendations, some have been done, like move his seat to the
front of class, away from doors and windows. Other ones the school won't do
until all testing is complete and we have an Ed plan in writing. I feel these
are minor changes and I am just asking teachers to teach. I wrote to each
teacher (he has 5) and to date only one has called me as I requested. I am
still educating myself in the laws and our rights. But I am learning I have
to speak for my son (sometimes loudly) to get things done. I am concerned
about his self-esteem now, being 13 is hard enough, now he says he's
"stupid". He has already made some improvements and my husband and I will
continue to work with him. He now uses earplugs when he reads or studies.(he
wont at school). He will suceed, we just have to find the right ways to help
him.
thanks,
     frustrated but loving MOM

SUBJECT:  HELP - AUDITORY PROCESSING  Date:  96-03-05 17:53:42 EST
From:  StacyRBJ

I NEED HELP FROM ANYONE WHO HAS ADMINISTERED THE SCAN (A SCREENING TEST FOR
AUDITORY PROCESSING DICORDERS) - PLEASE ANSWER THE FOLLOWING QUESTIONS:
1.  DID YOU LIKE THE TEST WHY/WHY NOT
2.  DO YOU REGULARY ADMINSTER THE TEST WHY/WHY NOT
3.  WHAT IN PARTICULAR IF ANYHTING DID YOU LIKE ABOUT THE TEST
4.  JOB TITLE / POSITION

SUBJECT:  Be careful!  Date:  96-03-10 21:10:47 EST
From:  LDABEL

To parents and teachers: Please be careful when diagnosing or getting an
evaluation of C.A.P. In the area of the country where I live, this seems to
be the new "afliction". I have taught sp. ed. for 15 years and have seen a
lot of ideas become popular and fade away quickly. Make sure that you have
ruled out other causes (poor hearing, ADHD, behavior problems, etc.) before
labeling a child with C.A.P. Thanks.

SUBJECT:  Re:Tutoring children with CA  Date:  96-03-10 22:17:48 EST
From:  RDB  ins 1

SLEWY had a handbook for CAP. I would like to know how I could get one. I
also have a child with ADD and short term memory  problems.  She sounds very
much like a child with CAP however never been tested.  Much trouble with
school and teachers.  She is a good kid does not give them any problems, just
doesn't learn as the teachers would like.  She is 15 and I have
been fighting the schools for 10 years.  At this point I am really tired and
very concerned for
her.

SUBJECT:  Re:  Be careful  Date:  96-03-10 23:38:16 EST
From:  CherylN102

My daughter was diagnosed with ADD and an auditory processing LD at 15 1/2.
The auditory processing improved with Ritalin.  She is not as sensitive to
other sounds such as echoes in gyms, humming lights and the scratching of
pencils.  Ritalin also helps some autistics that are overly sensitive to
sounds.  Maybe CA is just a new name for a sensory integration problem.

SUBJECT:
Re:  CAP etc.   Date:  96-03-12 22:59:54 EST
From:  LTroudy

Many of the old texts respond to the complicated diagnosis of CAP.  It does
seem, as has been the case with my son, that is is tied to several parts  of
the brain and though not a requirement are often found to overlap with
several disorders.   We started with a language delay and then found
auditory figure ground problems, then allegies, then  ADD and now voice
therapy, as he has nodules due to incorrect use of voice ( always trying to
speak over the exsisitng sounds in the room ) and post nasal drip.  Try and
get that all on page one of a qualifying statement.   Which came first the
chicken or the egg.  I don't try to figure that out now as much as loook at
the effect the environmnet, teachers, friends, and family  have on all this.
I have learned to prioritize and let go of my stress, which in turn has
allowed him to do the smae.   A quiet structured nutring environment, with
progrmas such as Project Read, Power Writing and some help from an aide (
organizational and language ) in the class room ... and by golly we are
getting there.  It takes a team effort. the parents, school,
doctors(medication) , and friends to do this.  Eac step was slow and long but
I can say we are finally seeing the light at the end of the tunnel..... why-
because he sees it.   I can look all I want but have learned that it has to
be his vision and his choice to reach or he will not ever own it.  I can
organize his backpack until I am blue in the face, He has to wnat  it and see
how taking the time pays off.  Thanks to the support of a few - hand picked
teachers we are getting there.  Hang in there parents.   Take it from someone
who knows  -   mom  Laurie

SUBJECT:  Re:remediation techniques co  Date:  96-03-13 10:03:58 EST
From:  TLVAIL

I remember the days when we used to give the ITPA to kiddos experiencing the
same type of difficulties that CAP kids are showing now.  I worked for hours
in therapy on sound blending, descrimination etc. and never really saw the
difference in educational performance in the classroom.  After 15 years in
the schools, my focus has shifted to more educationally relevent therapy
techniques.  I no longer pick a program but work with a team to see what the
Functional results of the disorder is and we split the needed remediation
among those best suited to deal with the problems.  Our therapy materials are
classroom based to be sure they're relevent.
   For example, if a reading problem exists, we evaluate the type an origin
of reading problem- a CAP eval may or may not be part of this as I sometimes
have difficulty translating the AUD. report into funtional school-related
difficulties.  In addition, it appears that CAP testing is the "current rage"
and it's difficult and expensive to get an eval done.  EValuating the
specific weaknesses of the child's performance allows the LD specialists,
remedial reading specialist and myself to determine what goals need to be
attained.  If a child need work on sound/symbol, discrimination,
sound-blending etc.  this is performed with their reading or spelling words
in the classroom.  I think it's also important to consider that children with
CAP may never be phonetic readers-  IF you see the remediation techniques
showing little improvement, I think it's important to move to other ways of
teaching reading or spelling.  Again, the important thing to me is looking at
the child and not relying on an eval result to dictate remediation.  In the
schools especially, I think we need to look at the requirement that child
faces rather than cookbook therapy programs to determine remediation
techniques.

SUBJECT:  Re:CAP dangers  Date:  96-03-20 21:01:04 EST
From:  KTaylor790

get this,my daughters CAP diagonosis was just reversed because the school
district has a new policy that states CAP is not diagonosible under the age
of 5! after two + years of battle with labels from CAP to autistic-like
tendencies...we're now on language and speech therapy only.
talk about ride the wave?!?! fortunately,daughter is doing great,health
greatly improved,surgery did wonders and her development is in leaps and
bounds,she seems to respond to the therapy,no matter what it's labeled...i
don't care she's happy and growing, i label her ...the best!

SUBJECT:  Re:  Be
careful  Date:  96-03-24 09:43:12 EST
From:  FSpada

regarding the use of ritalin with CAP kids. I was told from my neurologist
that ritalin doesn't work as well for kids with cap. My son has been on
Clonidine and they just switched him to Tenex. Both of these drugs are from
the same family. So far its working great. The only side effect is it makes
him sleepy which is a plus for us because he has always had trouble sleeping
now he is sleeping better at night.

SUBJECT:  Re:  Be careful  Date:  96-03-24 14:34:23 EST
From:  SusanS29

"I was told from my neurologist that ritalin doesn't work as well for kids
with cap."

If the child truly has ADD or ADHD, then Ritalin or some other stimulant
medication might be very appropriate, if it helps. That's because it will
make the child more available for the remediation of the CAP problem.

However, Ritalin does not work directly on CAP problems. Perhaps that's what
the neurologist meant.

SUBJECT:  Re:  CAP etc.   Date:  96-04-05 19:18:43 EST
From:  SUE637

LTROUDY:

a light went on in my head when i read your post re: your son and his
auditory figure-ground and allergies.  My son also has both of these, and now
just discovering an attention problem.  More testing is now being done and we
have a team meeting next week.  I never connected the AFG with allergies, but
thanks to you we will look into that. He is 13 in 7th grade.

thanks
always repeating myself MOM

SUBJECT:  Re:HELP - AUDITORY PROCESSIN  Date:  96-04-15 20:37:11 EST
From:  Svbear4

 Regarding SCAN test. I'm an SLP on Ohio. Just began using the SCAN for my
Jr. high students. I like the test except for the fact that it took a while
to get the right headphones and tape recorder  in order to properly
administer the test. If a student really blows this one I always refer out to
an audiologist to do follow-up testing for CAP. Also. to all teachers out
there. Is anyone using FM sound field systems in their classrooms? These
systems have gone a long way toward making a noticible improvement in the
behavior and academics of children with ADD andCap.  SvBear4

SUBJECT:  Finding
right tests?  Date:  96-04-16 10:24:10 EST
From:  Lynbit

My almost-11 yr old daughter has Tourette Syndrome,  OCD, Add.  Her hearing
is perfect...but I KNOW she does not process well.  Where do I take her for
testing/treatment?  What do I ask for?  I homeschool, so we do not have
access to the school system testing...but we did do an IEP and processing was
not a big part of the test.  We do have good insurance.  help!

SUBJECT:
Re:Finding right tests?  Date:  96-04-19 01:43:11 EST
From:  PeterCB55

You might consider making an effort to locate a pediatric neuropsychologist.
Given the numerous complexities of your child's situation, You might benefit
by working with someone who has the skills to assess the range of
difficulties you mentioned. You might start by contacting the local
children's hospital to see if they have any referral sources for you.

Good luck.
PeterCB55


SUBJECT:  Re:Finding right tests?  Date:  96-05-03 20:04:11 EST
From:  TLVAIL

A speech/language pathologist can do a language evaluation to determine if
your child has difficulty comprehending spoken language and help determine
where a breakdown occurs.  An audiologist can do the central auditory
processing evaluation.  Both eval. together should give you a good idea of
what's going on.

SUBJECT:  Hyperacusis and CAPD  Date:  96-05-15 19:08:12 EST
From:  SpchRAM

I am a speech language pathologist who has a son with what I suspect is a
CAPD of the Tolerance Fading Memory type.  Since he is just turning 5, I am
unsure of what tests are definitive at this point.  We are also having
problems with hyperacusis.  This is interesting in that he seems to build a
tolerance to repeat exposure of a particular noise but has difficulty with
novel noises. would like to hear from others about what they know about this
or your experiences> tHANKS.......spch Ram

SUBJECT:  Can Someone INTERPRET for me  Date:  96-05-20 22:21:49 EST
From:  JJForbes

I'm new to all this, but I've read everything in this CAPD folder.  The
stats:
Daughter:  Age 7, grade 2, residence: N.C.
10/4/95:  Went for my first teacher conference.  Child's teacher immediately
began to speak of a
              possible auditory processing deficiency.  Also stated daughter
may have to be retained.
11/95:     Daughter given PPVT-R test with a standard score of 104, 60
percentile, Average range
11/10/95: Given WJ-R Test, results as follows:
               BROAD READING:  SS118, 88%, above average; BROAD MATH:  SS118,
89%, above
               average; BROAD WRITTEN LANGUAGE: SS114, 83%, above average;
LETTER-
               WORD IDENTIFICATION:  SS116, 86%, above average; PASSAGE
COMPREHEN-
               SION: SS119, 89%, above average; CALCULATION: SS113, 81%,
above average;
               APPLIED PROBLEMS: SS124, 95%, significantly above average;
DICTATION: SS109,
               73%, average; WRITING SAMPLES:  SS113, 81%, above average.
12/95:      Battery of language tests given by school speech pathologists.
Don't have names of
                tests, but her scores were "well within her age range" and
she did not qualify for
               speech therapy.
1/30/96:   Central Auditory Processing Testing given by public school system,
which included
               WORD RECOGNITION, QUIET & NOISE--o.k.; STAGGERED SPONDAIC WORD
               TEST, 32 errors with a norm of 24--age equivalent 6 yrs. (C.A.
7-4)--areas of           weakness is
               sequencing, perception; PHONEMIC SYNTHESIS TEST, 14/25 correct
with a
               norm of 16 correct--grade equivalent=end of 1st grade--areas
of weakness was
               perception.  SUMMARY:  Weaknesses included auditory percpetion
(decoding and
               phonological processing), Sequencing auditory information, and
Immediate auditory
               recall (short term auditory memory).  Strengths included
Hearing acuity, word
              recognition quite & noise, auditory figure ground, processing
filtered words, visual
              sequential recall.
I'm told by my daughter's teacher that my daughter works SO HARD to complete
her daily
assignments.  As a result of the tests, in our state (North Carolina) CAPD is
not considered a
learning disability (ludicrous; it affects so much of her life) and she
doesn't qualify for anything,
other than strategies in the classroom, such as moving her up front, away
from noisy areas, etc.
She has passed to the 3rd grade, but her teacher says I will have to work
with her night and day to get her through 3rd grade, 4th grade, etc.  I want
to do all I can to help, but I'm financially unable to quit my job in order
to do the work I think is necessary.

All these years I thought my daughter knew what was going on around her, but
she hid it well.  She has developed quite convincing defense mechanisms,
which I attributed to both stubborness and shyness.  Now I know better.

I might add that I've sat in on some of her classes, and her teacher sounds
like a college professor!  She recommended that I put my daughter in the one
self-contained classroom in the 3rd grade, but I don't know what that means.

My daughter's school is a "gifted & talented" magnet school--one of the best
in this county.  But, somehow, I felt I was being "nudged" to move her
elsewhere.

She also took a test at the end of OCT95 called the Otis-Lennon test, which
the school made a big deal out of.  In fact, when I went for that first
conference, the teacher said they'd worked so hard to "prepare" the students
for this test.  I later found out it was basically an IQ test, so I was upset
that the first two months of school were devoted to preparation for taking an
IQ test.  How does one prepare for that?

As a result of all the tests my daughter took this year, she began to realize
that there was something "different" about her and she really has struggled
with a self-esteem problem. How can I help my lovely child feel better about
her abilities?

SUBJECT:  Re:Can Someone INTERPRET for m  Date:  96-05-21 08:21:53 EST
From:  SusanS29

"She also took a test at the end of OCT95 called the Otis-Lennon test, which
the school made a big deal out of.  In fact, when I went for that first
conference, the teacher said they'd worked so hard to "prepare" the students
for this test.  I later found out it was basically an IQ test, so I was upset
that the first two months of school were devoted to preparation for taking an
IQ test.  How does one prepare for that?"

I'm sure they didn't spend two months preparing for the test. In fact, there
is no way to prepare for it. I am quite familiar with that test, by the way.

It's a complete waste of time, and in my opinion should not be used (and I
used to work for its publisher). A "group IQ test" is a ludicrous concept
whose time is long gone.

It is *particularly* useless when a child has some known difficulty with
learning style, as your child does. If I were you I would *insist* that these
scores be expunged from her record.

Further I would put it in writing that she is never to be given *any* group
measure of potential, ever again. The directions are given to a group,
orally, which sets your child up for an invalid measure of whatever abilities
are supposed to be measured by the test. If they can't take the time to do it
invidividually, don't let your daughter take it.

As for helping her feel better, find something she can do individually where
she can excell. It could be music (her auditory difficulties may have nothing
to do with music), or sports (individual is often good, such as karate), or
art... she may have highly-developed visual skills as part of her coping
mechanisms.

Help her find her strengths, and then honor them. If she takes up an
instrument, have a formal portrait taken with her holding her instrument and
send it out at the holidays. Frame her art work when it's good.

If it's something of an impermanent nature (some kids build the most amazing
things with Legos, for instance) always keep the Polaroid camera loaded, and
photograph her creations before they're taken apart. Put them in a scrapbook
or photo album reserved just for that.

SUBJECT:  Thank You, SusanS29  Date:  96-05-21 21:04:29 EST
From:  JJForbes

Thank you for your insights on my daughter.  I will take your advice and
request that the school system remove the scores for the Otis-Lennon test
from my daughter's records.  And, I will also put in writing that I don't
want these kinds of tests given to her unless the tests can be
individualized.  I know that my daughter's school has decided that 2nd grade
is "too early" to give the Otis-Lennon test--and they plan to start giving it
in 3rd grade instead.

My daughter is very good at physical things.  She even asked to take karate,
which I plan to sign her up for this summer.  She seems to really *need* the
recognition that she can do something better than the next kid.  I see this
in her all the time.  We do take pictures of all extra curricular activities
(like her violin concerts at school), and she *is* quite an artist!  Visit my
child's gallery in my office anytime for a few visual delights!

After reading all the posts here and in other areas on AOL (and doing some
private reading from anything I could glean on the subject) I have done quite
a bit of soul-searching.  I need to calm down about all of this and work
towards one goal and one goal only--to raise a happy, healthy child.  Not
every child will grow up to be a "rocket scientist."  I think that's what
I've been fighting all along.  When I first looked at that little one in the
labor room, I wondered if she would be president, scientist, or other great
person.  Those were my dreams.  Now it's time for me to step back and let her
build her own dreams...

I will continue to be my child's advocate, no doubt about that.  But, I'm
gonna take that little hand, guide her, and let go when the time is right.
*No one* is the expert in understanding all the nuances of brain function.
There have been people out there who have overcome far greater obstacles than
this.  I think it really boils down to what *she* wants.  That's the most
important thing.

Thanks for your help.  It made a difference...

SUBJECT:  Montessori School for
CAPD?  Date:  96-05-22 18:24:22 EST
From:  JJForbes

Any research/stats or thoughts on whether a Montessori school would be a good
learning environment for CAPD kids?

SUBJECT:  Re:Montessori School for CAP  Date:  96-05-23 16:42:21 EST
From:  LDABEL

Just a note about testing. In my state (TN) it is okay to give group tests
without parental permission, but an individual must have parental perm.
before giving a single child any type of test. It sounds as though your
daughter has learned to compensate for her processing difficulties quite
well. I certainly agree with others that you should focus on her other great
abilities. What you do for her and with her will be a lot more important than
what you say or the school says.

SUBJECT:  Re:Thank You, SusanS29  Date:  96-05-24 14:37:59 EST
From:  SusanS29

"nd, I will also put in writing that I don't want these kinds of tests given
to her unless the tests can be individualized."

If I were you I wouldn't allow any kind of group IQ test even if they're
willing to give it individually (which would invalidate it anyway). They're
an extremely poor choice for anyone with any kind of learning or attentional
problem.

SUBJECT:  Re:Montessori School for CAP  Date:  96-05-24 14:39:50 EST
From:  SusanS29

"Just a note about testing. In my state (TN) it is okay to give group tests
without parental permission, but an individual must have parental perm.
before giving a single child any type of test."

Sure it is. But when the child has an identified difficulty likely to
interfere with the reliability of the test for that child, and the parent
requests in writing that it not be given ... it's then a whole different
kettle of fish if the school doesn't honor that request. That's why I told
the parent to put it in writing.

SUBJECT:  Re:Thank You, SusanS29  Date:  96-05-25 07:04:49 EST
From:  JJForbes

Yes, I thought of that after I posted the message.  I disagree with those,
anyway.  When I was in 6th grade, my school was given IQ tests.  My brother
made the highest score on that test in the history of that old school.
Everyone went crazy...and there I was, thinking I must've been stupid or
something.  No one said anything to me...

I worked in the guidance office and managed to sneak a peek at my file
(couldn't stand it).  I wasn't nearly in his range, but in retrospect, it
wasn't bad.  Took me 15 years to get over it and decide that I really wasn't
stupid at all--just had different interests than my brother.

It put a lot of pressure on me, all through my school life, though.  He and I
are 11 months apart and I would *invariably* get his teachers the next year.
Every one of them would *always* start out their introduction to me with, "I
hope your grades are just as good as your brother's..."



SUBJECT:  Amazon Books, CAPD  Date:  96-05-26 11:55:50 EST
From:  JJForbes

FYI:
I did a Web Crawler search on "Amazon Books" and went to their site.  Then I
did a search on "auditory processing" and got a list of the books they have
on this subject.  You can order your selections online.

I also added my e-mail address to their notification list.  They'll send
e-mail to me when they receive new books on auditory processing.

Not all the wonderful books listed in this folder through everyone's comments
are there--but it's a start!

SUBJECT:  Re:Montessori School for CAPD?  Date:  96-05-26 22:59:34 EST
From:  PattiMcHam

"I need to calm down about all of this and work towards one goal and one goal
only--to raise a happy, healthy child. "

Bravo! It is so easy to get caught up in "fixing" a child, isn't it?

Regarding the choice of a preschool for a child with an auditory processing
weakness, (as a speech-language pathlogist who specializes in auditory
processing) I would look for a school that has as low a teacher:student ratio
as you can find. Secondly, the acoustics in the school are very, very
imporant regardless of class size. If the floors are wood or tile and the
ceilings are high, your child will have a very difficult time staying focused
on the teacher's voice. Likewise, that all-important social communication
with the other children would be difficult because the noise level and
reverberation will making processing even more challenging. Look for
carpeting or offer to supply a large enough remnant for the class (which you
can move to other classes in later years).

Another important point: your child's teacher MUST be one who can (and does)
project his or her voice well. A quiet and whispery-voiced mousy teacher will
drive your child nuts...!

As for a Montessori school, as a rule I would advise against it for a child
with an auditory processing weakness. These schools tend to have a
wonderfully unstructured, creative but noisy environment. Of course each
school is different so it may be that the one near you is not. I would look
for a structured, quiet, and predictable routine in a classroom. Montessori
schools tend to have less direct teacher instruction which, although would be
*easier* for your child, I think does little to help develop or practice
these skills either. Good luck!

SUBJECT:  Patti - Love your book!  Date:  96-05-27 19:05:27 EST
From:  Boulevard

Patti, I'm really enjoying your book - I had ordered it to "preview" for
several of my students' parents who wanted some information from the parent
perspective, not the professional.  It's very easy to read & has great
information(both for parents AND for SLPs who may need more information).
Thanks for outlining what a CAP disorder is and what treatment entails in
layman's terms!  Nancy, SLP

SUBJECT:  Re:Patti - Love your book!  Date:  96-05-31 00:29:16 EST
From:  PattiMcHam


"It's very easy to read & has great information"
Nancy, you made my day! Thanks so much.

Patti Hamaguchi

SUBJECT:  Re:Patti - Love your book!  Date:  96-06-01 13:50:52 EST
From:  SusanS29

" It's very easy to read & has great information(both for parents AND for
SLPs who may need more information).  Thanks for outlining what a CAP
disorder is and what treatment entails in layman's terms! "

Nancy, I *absolutely agree with you.* I can't say too much about Patti's
book.

Patti, since this is a formal request -- and because others brought it up --
you would not be "advertising" if you posted the name of your book.

Or, anyone who wants details about this *outstanding* book on speech and
language could e-mail PattiMcHam. I think this book should be on every
teacher's shelf as well as *every single parent* of a child with any kind of
speech or language problem.

SUBJECT:  Re:Patti - Love your book!  Date:  96-06-02 06:33:36 EST
From:  JJForbes

I have ordered it, too, and really look forward to reading it!

SusanS29:  I ordered mine online.  Am I allowed to indicate here the location
of the company from which I ordered Patti's book?  I've had trouble finding
some of the books referenced in a lot of these posts...

SUBJECT:  Re:Patti - Love
your book!  Date:  96-06-08 01:33:56 EST
From:  PattiMcHam

"
Patti, since this is a formal request -- and because others brought it up --
you would not be "advertising" if you posted the name of your book."

Sure, thanks for asking. It is called "Childhood Speech, Language & Listening
Problems: What Every Child Should Know" (John Wiley & Sons, 1995). Most major
bookstores carry it or can order it.

SUBJECT:  Re:Patti - Love your book!  Date:  96-06-08 10:42:34 EST
From:  SusanS29

JJF if *you* post it, it's not an ad.

IF *Patti* posts it, it is.

So YOU can post the source for this excellent book here on-line, and everyone
will be grateful (including, undoubtedly, Patti... smile)

SUBJECT:  Order CAPD
Books On-line  Date:  96-06-09 06:57:36 EST
From:  JJForbes

I have had difficulty finding books on CAPD (referenced in all the posts
here) through my local library, and through the local bookstores such as
Barnes & Noble, Bookstar, etc.

I used a WebCrawler search and discovered an on-line bookstore that does have
some titles dealing with CAPD.  The URL for this bookstore is:

 http://www.amazon.com

Some of the orders take only 2-3 days; Some take 4-6 weeks.

If you have an interest in a particular subject area, you can also ask to be
put on a list to be notified, via e-mail, when a new book arrives in that
subject area.

It's worth checking out if you can't find the book you want anywhere else.


SUBJECT:  CAPD listserv  Date:  96-06-09 08:15:25 EST
From:  JJForbes

I found, by accident (I find everything that way!), a listserv on CAPD.  To
subscribe, send the following message to    [e-mail]

              subscribe capd firstname lastname

Some of the discussions are too technical for me; Some seem to ramble.
However, a few days ago a 49-year old man wrote a very long discussion on
living with CAPD.  I'm reading lots of things on CAPD, but that first-hand
account was far more of an eye-opener than anything I've read.  It was so
good, I saved it in a Microsoft word file.  If anyone would like a copy, I
think I can attach it to an e-mail, if you'd like.  Just send me your
address.  (I'm not very good at this cyberstuff--yet.)

Also, if any of you do decide to subscribe to the listserv, you'll get a
confirming e-mail, along with instructions for listserv protocol for
responding to a listserv.  I accidentally deleted those instructions, but
would like to have a copy.  If you subscribe, would you send me a copy of
those instructions to [e-mail]

Thanks!

SUBJECT:  Re: Patti McHam's book...  Date:  96-06-13 12:10:46 EST
From:  JJForbes

I read it in one day.  It's great!  I especially liked the in-depth detail of
CAPD, and the relevant case studies--not to mention the layman's terms...

I plan to present a copy to my daughter's 3rd grade teacher when school
starts!

SUBJECT:  Re:CAPD listserv  Date:  96-06-13 14:03:18 EST
From:  Socadream

JJForbes, I would like to have a copy of that, however, I have a MAC and I
use ClarisWorks, can I still read it?  I am very active in my district and
community and would like to share it with others as well.  I am married to a
very smart man with CAPD and have a very bright 13 yr old daughter with it,
so I could realy use the info.  Thanks.

SUBJECT:  newly diagnosed 4 year-old  Date:  96-07-07 20:50:57 EST
From:  LysMcN

We ar the parents of a 4 y/o bright little boy who has been diagnosed with
CAPD recently.  Therapy will start at a later date and in the mean time we
are looking for any kind of information on the subject and some moral
support.  No need to say what a challange it has been for us.

SUBJECT:  First
CPSC meeting  Date:  96-07-10 21:26:10 EST
From:  LysMcN

My husband and I are getting ready for our first CPSC meeting with the school
district for our 4 y/o son who was diagnosed with CAPD at the beginning of
the summer.  We are doing our best to get educated on the subject until then
and we are wondering if there are specific things we should ask or we should
know about before the meeting?  We know that they will recommand 3 1/2 hr of
speech therapy a week for 10 month.  The rehabilitation center where the
evaluation was done did not provide any information on the subject.  The only
thing we have received from them a copy of the evaluation results.  Is that
standard procedure?  We ahve been gathering info from different teachers that
we know and we have contacted different organization.  Thank you for any info
you can give me.

Lysandre

SUBJECT:  Re:First CPSC meeting  Date:  96-07-11 15:54:17 EST
From:  PattiMcHam

"My husband and I are getting ready for our first CPSC meeting with the
school district for our 4 y/o son who was diagnosed with CAPD at the
beginning of the summer.  "

Just out of curiosity, who arrived at this diagnosis? It should be made by an
audiologist. Regardless, in my opinion, age 4 is really too young to get a
reliable or valid CAPD diagnosis.  Children with ADD or ADHD (as well as LD)
are sometimes misdiagnosed as CAPD because they too have difficulty
performing CAPD tests. I would be very wary of a CAPD diagnosis at the age of
4. It generally is not considered reliable until age 7.

That said, the treatment for CAPD may be helpful for your child anyhow as
long as any other underlying issues are also addressed. But until
*everything* else has been tested and eliminated, and a few years go by, I
would not have confidence in a CAPD diagnosis just yet.

P.S. I am a speech-language pathologist who has done quite a bit of research
in auditory processing and has published in this area as well. ("It's Time to
Listen", Psychological Corp. 1995 among others)

SUBJECT:  Re:First CPSC meeting  Date:  96-07-12 09:55:44 EST
From:  LysMcN

"Just out of curiosity, who arrived at this diagnosis?"

First we saw a child psychologist because we wanted advise on wether or not
to send him to KG next year since he is elligible for it next year but would
not have been in the other state we were in before.  His conclusion was that
Our son was just "a little immature" and would develop with time.  He told us
to still have his language evaluated because he detected some delay.  We then
went on to have him evaluated by the school district.  We went to the county
Rehabilitation Center.  He was evaluated by a child Psychologist and a
Language-Speech Pathologist.  Also, his preschool teacher has come to the
same conclusion just by having worked with CAP children in the past.

Both child Psychologist have ruled out ADD and ADHD.  Let me tell you why
they did and please let me know if you agree.  Our son gets very active,
excited and over stimulated when there is lots of caos and noise around him
but otherwise he's a pretty calm child.  He does need to be stimulated or he
get bord.  He can spend an hour or more at the computer doing all sort of
things.  He does living books etc.  If the house is quiet, he will spend half
an hour reading books to him-self (he memorizes everything).  He loves to go
to his room and play with his action figures and if he's not distubed he will
spend a long time just amusing himself.  He does not like to do fine motor
activity such as cutting and writting.  Right now the TV is on, the
dishwasher is on and I'm typing so he's going around the house making noise
with his mouth (clicking sounds) so he can concentrate on what he's doing.

All the people we have seen and family members tell us that we have a very
bright little boy and we believe that he has lots of potential.  As I said he
develops very well with the computer (we've notice impovment in his language
as soon as he started to us it).  He's even started to learn Spanish by doing
some of the programs in both languages  I'm French Canadian and he understand
French as well as English but does not speak it as much.  One thing I do not
understand is how they come up with an IQ of 73 when we know that he cannot
express himself as well as he would like to.  This whole thing is very
frustrating to me.  This child knew his alphabet and could count at 1 y/o but
could not ask for juice like any other child.  Sorry for writting such a long
letter but I really want to get to the bottom of this and start helping him
as well as I can.

Thank you for your time
e-mail add:LysMcN

sorry for any spelling mistake!

From what we have read on CAPD, the diagnosis makes sense to us. It really
describe our child's behavior.

SUBJECT:  Re:First CPSC meeting  Date:  96-07-12 17:39:29 EST
From:  SusanS29

Lys I haven't seen your child of course, so take it with a grain of salt --
but I didn't see anything there that rules out ADD. It does rule out
*extreme* ADD, where the child is a horrendous behavior problem, destroys all
his toys, hits other children and is a constant terror to behold, but most
ADD/ADHD isn't that severe.

NO ONE spotted ADD in my older daughter until she was in school. She has the
inattentive type and it is quite marked.

If I were you I wouldn't close the book on it completely; I think it's still
a possibility.

SUBJECT:  Re:First CPSC meeting  Date:  96-07-13 07:38:47 EST
From:  LysMcN

Thank you ladies for your input on ADD.  I will make sure to stay on my guard
and be observant.
For now, since our child was diagnosed with CAP and since the diagnosis seems
to be relevant to his situation, I want to concentrate on it and find as much
as I can on the subject and be prepare to ask what ever we need for him.  I
welcome any suggestions and ieas that you can have for us.

Thank you again

SUBJECT:  Question onCAP/ADD  Date:  96-07-13 07:45:13 EST
From:  LysMcN

I have a question on the relationship between CAP/ADD.  I know a little about
both disorder.  One thing I do not understand about ADD is how can children
who have the ability to focus on task for a long period of time (if the
conditions are right) be diagnosed with ADD?  Aren't these kids unable to
concentrate for more then a few minutes at the time?   Am I wrong?  If so
please, educated me.  I really need to know as much as I can to help my
child.

SUBJECT:  Re:Question onCAP/ADD  Date:  96-07-13 08:00:06 EST
From:  SusanS29

" I know a little about both disorder.  One thing I do not understand about
ADD is how can children who have the ability to focus on task for a long
period of time (if the conditions are right) be diagnosed with ADD?"

The issue isn't whether the child can ever focus or not but *whether the
child can control his or her focus.*

For the person who has ADD, the activity chooses the person -- the person
doesn't choose the activity.

Right now I'm focused on using AOL, and I'm doing it competently and
efficiently. Anyone would say I was "focusing well."

It grabs my interest and taps into my verbal strengths.

However, cleaning up the kitchen requires organizational skills I lack and it
doesn't interest me. I want it *done* but I don't like *doing* it. So I
start, stop, get distracted, etc.

It isn't willfulness. I *wish* I could have the automaticlly-improved
functioning I have at the computer (doing verbal things -- I know 17
different ways to screw up QUICKEN).

ADD is expressed through the individual's environment, personality and
strengths/ weaknesses. The ADD will appear to be "better" when the child is
working through strengths and strong affinities and "worse" when working
through weaknesses at disliked tasks. That's true of all of us but greatly
magnified in the person who has ADD.

The idea that kids with ADD can never concentrate is a myth. They lack the
ability to *direct* it places it might need to go instead of what they're
doing.

So they'll sit at their desk, and -- for instance -- make elaborate folded
origami art -- instead of doing the assigned math.

SUBJECT:  Word retrieval/CAP  Date:  96-07-13 11:50:27 EST
From:  ShelleyHL

I am a public school SLP who has seen an enormous increase in the number of
students referred for central auditory processing testing and specifically
word retrieval difficulties.  In many cases, students also have attentional,
behavioral or neurological difficulties.  I am concerned that some students
are being referred to me for "central auditory processing" work because the
outside evaluators don't know what else to do.  In my training, I had been
told that it was difficult to tease out this diagnosis prior to age 8 due to
the complexity of directions for the tests and due to the broad range of
developmental  growth until then.  Needless to say, parents are concerned and
are hopeful that my work with their child will improve their overall academic
work, social skills, memory, and attention.  Quite frankly, I see my SLP
piece as only that...a piece of an overall program.  I work with a team of
great teachers and am fortunate in that regard.  Any info I could convey to
parents would be great.  Also, I'm interested to know if other SLP's have
seen an increase in word retrieval difficulties with students.  What tests do
you use?  It is best to email me as ShelleyHL as I seldom go to this message
board.  Thanks

SUBJECT:  CAP  Date:  96-07-13 23:47:23 EST
From:  PattiMcHam

"He was evaluated by a child Psychologist and a Language-Speech Pathologist.
Also, his preschool teacher has come to the same conclusion just by having
worked with CAP children in the past."

Not to beat a dead horse, but I will. The diagnosis of "central auditory
processing disorder" *cannot* be made with observation alone. Nor can it be
diagnosed by a speech pathologist or psychologist, although they may suspect
it and refer someone for that test. It is evaluated by a series of tests
given by an audiologist with headphones on the ears in a very special
sound-proof booth. It tests the child's individual ears (left vs. right) and
asks them to perform a variety of tasks, such as listening to words in one
ear with competing words filtered into the other. The object is to see if the
child can concentrate and still "hear" the words under a variety of
conditions. Other tests ask the child to listen to sentences with background
noise and talking in the opposite ear. Another test asks the child to listen
to a series of sounds ("s-a-ck") and figure out what the word is. The
diagnosis requires the evaluator to determine WHICH ear is affected. It is a
physical problem with the way the auditory information is processed through
the neural pathways after it reaches the ear. Without a diagnosis as to which
ear is affected (sometimes both) and which tests were problematic, the
diagnosis is not worth the paper it is written on. Really. Therefore the
treatment must be specific to the tests that were problematic. So without a
real central auditory processing test, treatment is a guessing game.

Professional people lately seem to be throwing this term around and quite
frankly, do not seem to have any idea what it is. The characteristics of a
child with a CAP problem are that he or she *act* like they can't hear you.
They say, "huh?" or "What?" alot and ignore you. They typically have their
hearing tested repeatedly. They especially act this way in situations where
the noise in the room make it more difficult for them to filter out a voice
from the background noise. In school, we find they also have difficulty with
segmenting sounds, such as needed for phonics. (These are just a few
symptoms)

I doubt the kindergarten teacher has experience with a CAP child because the
tests are not given until 7 or 8 years of age. Young children do not possess
the neurological ability to filter noise until this age. So any child who
takes it younger than that *will* fail it most likely. And if you have ever
witnessed the test, you will see why I say a child with ADD could not
possibly pass it either. The teacher (and perhaps the speech pathologist) is
probably confusing the term with the more generic term "auditory processing"
weaknesses, which simply means the child has difficulty comprehending or
processing information presented verbally. This is an entirely different ball
of wax from CAPD and has a different treatment protocol. That is why I say
you need to know what you are dealing with.

SUBJECT:  Re:Question onCAP/ADD  Date:  96-07-14 16:05:08 EST
From:  Ratatat

<< One thing I do not understand about ADD is how can children who have the
ability to focus on task for a long period of time (if the conditions are
right) be diagnosed with ADD?  Aren't these kids unable to concentrate for
more then a few minutes at the time?   Am I wrong?  If so please, educated
me. >>

When kids with ADD are presented with a task that they like, then it is
stimulating to them in some pleasant way and they can "hyperfocus" on
whatever this is to the exclusion of everything else.  They get lost in their
focus of the task.  Attention Deficit Disorder is sort of a mis-leading name.
It's not really that the attention is deficit, but more that they do not have
much or good control of their attention.   Sometimes the paying-attention is
in surplus, and sometimes it is just not available to them. Their ability to
pay attention is variable, depending on many different things.   It is
important to realize that their ability to attend (or not attend, as the case
may be) is not of choice.  It is not willful.  Thus, it is a disorder.   I
hope this helps some.

SUBJECT:  Re:Question onCAP/ADD  Date:  96-07-15 08:23:36 EST
From:  LysMcN

Thank you for the wonderful examples that you have given me on ADD.  You must
be a great teacher because I think that I really do understand now.  After
your last message I went to the book store and got 3 books on ADD.  I know
now that there is a great possibility that he might have ADD/CAPD.  We know
that we need to ask for further testing by an Audiologist regarding the CAPD
diagnosis and we also know that there should be further tests done to really
find out about ADD.  Between your answers, the books and other litterature
that I've found on both subject I feel prepare to ask questions and demand
certain things.

Our son's language delay is about 12 months.  We know that we still have a
long road ahead because until he can communicate better it will be difficult
to test him.  He's impoving every day but we still need some kind of help in
the mean time.

Thank you again.  We really appreciate your help!!!!!!

SUBJECT:  Re:CAP  Date:  96-07-15 08:52:29 EST
From:  LysMcN

Dear Patti,

Thank you for the info on ADD/CPD.  If you read my re: to Susan yu will see
to which conclusion we came to.  We really appreciate all your help.  To
answer about the experience of his KG teacher.  She has work at the County
Rehab center before.  She worked with different ages.  She's an elem./early
teacher whom has work with special ed students.  Hopefully this help in
understanding why she does has experience in working with CAPD children.  She
also gave me the name of a Speech Pathologist in Syracuse who specialises in
CAPD having it herself.  He name is Nannette Clapper.   We are waiting for an
appointment with her.

Also, we understnad that seeing an audiologist is our next step in finding
out about the diagnostic.  But I want to point out that I think that we are
on the right track by seein speech/language specialists.  According to Edward
M. Hallowell,M.D's book "Answer to Distraction"  a book on ADD.  "CAPD is
diagnosed mainly by audiologists or speech and language specialists, while
ADD is diagnosed by psychologists and spychiatrists."

We do not know eachother and of course in writting things do not seem the
same as when one has a conversation with someone.  I beleieve that you are a
qualified person in your field and you give great advise but let me suggest
to be a little more diplomatic in the way you give this advise.  You have to
remember that parents of children with LD go through many emotions especially
when it is all new to them. You also have to realize that they are most of
the time on the edge because raising these children without really knowing
what is wrong is a big challange.
I just want you to know that making people doubt that they are doing the
right thing is not always the best way to go.

You have given me great info that I can use to do the right thing for my
child.  I really appreciate your time and effort in doing so.  I sincerely
hope that you were not offended by my suggestion.  After all this seems to be
a place to help eachother and I would hate to see anyone dturned off by any
comments or suggestions.  This is a wonderful source of information.

Thank you again

Lys

SUBJECT:  Re:Question onCAP/ADD  Date:  96-07-15 08:54:31 EST
From:  LysMcN

Thank you for your info.  You have given me an other aspect of the definition
of this syndrom and it helps to understand.  Thank you again!

SUBJECT:  Thank
you!  Date:  96-07-15 08:59:41 EST
From:  LysMcN

I would like to thank you all for your information on CAPD/ADD.  I have some
more work to do in books before the CPSE meeting but I think that we are
ready to ask what we need in order to get ourt son on the right track.  This
section is a wonderful sourse of information and a great support tool.  I'm
not really sure of what our son really has at this point but I feel that we
are going in the right direstion.

Thank you again.  You have no idea how youhave helped me going through this
difficult past week.
Lys

SUBJECT:  Rules, please...  Date:  96-07-15 16:34:20 EST
From:  StarfishPC

I think all people here do the best they can. I have read PattiMcHam's post
and find it appropriate and courteous in all regards.

Generally it's best to praise in public but criticize in private... but I
find nothing to criticize here.

We're all just doing the best we can here so let's always take posts in the
best possible light.

Thank you.

SusanS29, Host

SUBJECT:  Re:Rules, please...  Date:  96-07-16 00:54:00 EST
From:  PattiMcHam

If I seem abrupt at times I apologize. Most of the time I am writing very
quickly in between my infant's naps and with not enough sleep. I will try to
be a little more diplomatic next time :) (I guess the root of my frustration
is the many children who come to me misdiagnosed and who spend years not
receiving the proper treatment. And I just don't want one more child to lose
out on the help they need, including yours.) It sounds like you have a good
handle on things, so I will bug out!

SUBJECT:  Re:Rules, please...  Date:  96-07-16 15:34:30 EST
From:  LysMcN

I am extremely sorry if I offended anyone.  As I said before it was not my
intention, truly.  I'm just very emotional about this whole thing and
unfortunately take everything word for word.  Patti as I said before, from
reading the other messages, I know that you are a qualified person.  Again,
sorry for starting such a horroble chain of letters.  As for the rules, I did
not know about any and will follow this one from now on.

Lys

SUBJECT:  Re:Rules, please...  Date:  96-07-18 20:05:38 EST
From:  Bre5

To PattMcHam:
First I want to say that I have your book (Childhood Speech, Language &
Listening Problems by Patricia Hamaguchi) an it is really good! I still
wonder how I can tell if my son (entering gr. 3) is getting the type of
speech therapy that he needs. You said a few months ago that because he has
several problems (severe speech and language disorders, severe CAP, and ADHD-
diagnosed by a PhD audiologist, speech pathologist, and psychologist), they
may have to work with just one of the issues. During the school year his
therapist worked once a week on articulation and at least once a week with
the Lindamood A.D.D. program, as well as 2 other group sessions to work on
general language problems, such as tenses and pronouns, etc. This summer at a
university program (where he was diagnosed) they seem to be working on CAP
issues, with homework such as reading 2 words and deciding if the underlined
vowel sounds the same or different (like long and short A). I feel that his
most obvious disability is his slurred, babyish speech that often includes
wrong parts of speech or wrong word order in the sentence.  However I know
that the CAP problem causes a problem in listening in school. How do you
decide or choose what to remediate?  Are there specific things to look for
(or ask for) in the therapy sessions that will help both disorders? In spite
of his difficulties he is keeping up with his class (with a lot of help from
school and home) and his last 2 report cards were VERY nice! (He is reading
at grade level but if I am not following along with him on the page I cannot
understand what he is saying, because his articulation is so bad!)

SUBJECT:
Re:First CPSC meeting  Date:  96-07-18 21:35:04 EST
From:  CurrieKM

As an early childhood educator who works with special education students, I
think you're really missing the boat.  By "waiting" until a child is 7 years
old, you lose valuable time.  The "window of  opportunity" for language
development does not wait for a fool proof standardized test.  If a child
demonstrates significant signs of having a Central Auditory Disorder, then
that child should receive appropriate intervention.  While parents should
always be informed that diagnoses made in the early years are in need of
frequent scrutiny, starting young is benefical for the child and the parents
who wishes to learn more about how to help her or his child.  The research on
early intervention is so positive.  While less often done, research on
parental attitudes toward their spec. needs child also positively reflects
the need for early intervention.  The benefits of  increasing parental
knowledge and the parent/school partnership are multiplied when it occurs in
the early years of the child's life.

SUBJECT:  Re:First CPSC meeting  Date:  96-07-18 23:25:07 EST
From:  PattiMcHam

"I think you're really missing the boat.  By "waiting" until a child is 7
years old, you lose valuable time.  The "window of  opportunity" for language
development does not wait for a fool proof standardized test.  If a child
demonstrates significant signs of having a Central Auditory Disorder, then
that child should receive appropriate intervention. "

I certainly agree with you that early intervention is critical in those early
years. In fact, that's my point.  What I am trying to say is that many types
of disabilities "look" the same on the outside. Perhaps the child is unable
to complete the school tasks or pay attention. It could be dyslexia, ADD,
auditory processing, language processing, sensory integration, "slow learner"
etc., etc. Sometimes the child is hungry and can't concentrate or stays up
until 1am. Sometimes they are distracted because there are problems at home.
Sometimes there are problems in the afternoon because the child is having an
allergic reaction to food eaten at lunchtime. There are very subtle
differences and one has to be careful not to misdiagnose at the risk of
losing valuable instructional time in a child's life. The therapy for central
auditory processing disorders is specific to the responses on the test. There
are pages and pages of different types of therapeutic interventions for this,
and without any solid information you are shooting in the dark. Also, a
typical recommendation for a child with CAPD is to wear an FM trainer, which
is a microphone attached to a teacher's lapel and the student wears a
receiver, which looks like a Walkman. It costs about $1500. Soundproofing in
the classroom is also recommended, including carpeting, etc. The therapy also
needs to be intensive, several times a week which will necessitate the child
missing something else. I don't know about you, but I wouldn't set up a
program like this unless I knew that it was appropriate. Not to mention that
it is expensive for schools to do this stuff. Certainly there are things that
can be done in the absence of a CAPD test to address a child with listening
difficulties, but these are true for any child with listening and/or learning
problems, such as: preferred seating near the teacher, writing things on the
board, repeating and simplifying directions, using a "buddy" in the class,
etc. Therapy for language and auditory processing (not specifically CAP) can
be done on the basis of the speech pathologist's evaluation. And generally,
there is not enough time (nor staff) to do intervention for every kind of
problem a child *might* have. That's why I would suggest working on those
areas that are already diagnosed with appropriate tests.

SUBJECT:  CAPD at school  Date:  96-07-21 06:24:48 EST
From:  DU100

Can anyone give me information on how to set up a teaching program, in public
school, for CAPD?
I live in Central Florida which is not very progressive when it comes to
special education, identifying disabilities, or even private resources.  My
son is 6 years old and I finally had it confirmed that he has CAPDs with ADD.
My husband and I suspected it for a long time. Sadly, Central Florida lacks
the resources to adequately identify this at an early age.  To makke matters
worse  it has only been in the last few months that the County School system
even acknowledged that CAPDs exists.  At the moment, our son has a very open
minded principal, teacher, and school speech therapist.  My husband and I
want to 'help' the school system set up a CAPDs program in the county.  Any
suggestions would be welcome.

Kathy



SUBJECT:  Re:CAPD at school  Date:  96-07-27 00:02:23 EST
From:  PattiMcHam

"My husband and I want to 'help' the school system set up a CAPDs program in
the county.  Any suggestions would be welcome."

The best advice I could give would be to find out who in your area has
experience in this specialty and see if he or she could come to your child's
school for a half/full day to do some serious consulting. Whoever the
audiologist was who diagnosed the CAPD should be able to put you in touch
with someone who could assist in the intervention aspect. (My guess is an
audiologist or speech-language pathologist)

This person should check out the acoustics in the classroom and made
appropriate suggestions as well as make suggestions for your child's seating,
based on the results of the CAPD eval (which ear is best). Based on the eval
results and the composition of the classroom, and individual FM system should
probably be utilized or a whole-class speaker which would amplify the
teacher's voice.

The consultant could spend time with the classroom teacher and other staff to
review the teaching methodologies needed for your child and also talk to the
speech pathologist in terms of specific therapeutic techniques to use for
your child, based on the CAPD eval. and other educational info. The reading
teacher should also attend because typically children with CAPD need specific
remediation related to phonetics and sound blending.

The main thing to remember is that educational programs for children who have
CAPD should be similar (obviously not identical) to a child with a hearing
impairment. Listening via intercoms, telephones, and computers is more
difficult. When it's noisy, it is more difficult for them to attend, hear,
and process verbal information. They get "tired" if they have to do alot of
concentrated listening. I could go on and on but I think you get the idea.
This is information your school needs to know and the consultant can  go
through all this with them. Good luck. It certainly will be a worthwhile
program and I'm sure many child would benefit from it, now or in the future.
(But do read my earlier posts on this topic for some caveats)

SUBJECT:  CAPD
questions  Date:  96-07-29 12:52:30 EST
From:  DaysOfPooh

Ive read through alot of the previous posts and have so many questions and
also some
comments . We have a 5 year old daughter who will be starting kindergarten in
3 weeks . She spent all of last school year in a speech language based
preschool as she has a severe articulation disorder .( scores less than the 1
% for her age on Goldman Fristoe ) After 9
months her scores hadnt changed and she is still very hard to understand .
She recently saw
an ENT to determine physical causes for her speech and there were none . The
Dr made a preliminary dx of an auditory processing disorder though its not
confirmed yet . She is
scheduled to have a complete neuropsychological done and also see an
audiologist .

Ive read on here that there is a difference between CAPD and other auditory
processing
disorders .... what are the differences ??? The things that Ive been learning
about CAPD
seem to describe our daughter to a tee but Im interested in getting info
about the other
auditory processing disorders . Also Ive read that the CAPD dx shouldnt be
made until age
7 or so , why ? I work in the medical field and understand the physiological
changes that
young children go through as they grow but to whos advantage is it to wait
until a child is in
1st or 2nd grade to make a dx since by that point they are already behind in
school ? If the diagnosis doesnt " fit " in a few years , we can deal with
that , Id rather have some intervention and help now rather than waste
another 2 years and watch our daughters self esteem go down any farther and
see her cry because she doesnt want to go to school because shes afraid of
being teased because she cant talk like other kids .

Thanks
Nancy

SUBJECT:  Re:CAPD questions  Date:  96-08-01 00:18:53 EST
From:  PattiMcHam

" If the diagnosis doesnt " fit " in a few years , we can deal with that , Id
rather have some intervention and help now rather than waste another 2 years
and watch our daughters self esteem go down any farther and see her cry
because she doesnt want to go to school because shes afraid of being teased
because she cant talk like other kids ."

I've written before on this message board on why the *right* diagnosis is so
critical and how so many problems look like others, so I will refer you back
to my earlier postings. But I just want to respond to the part about your
concerns about your child's speech. It sounds as though that is really your
primary concern. While auditory processing disorders coexist often with
speech disorders, the severity of the speech problem you are describing is
not, I think, typical for a child with central auditory processing disorders.
Children with central auditory processing disorders tend to have a speech
pattern that may sound "mumbly" or imprecise, but not severely
unintelligible. They may leave off word endings and have particular
difficulty with mixing up syllables in multi-syllabic words. If the speech
problem is your main concern, I would pursue getting to the root of the
problem. Did the speech pathologist give a diagnosis, such as developmental
dyspraxia or is it being called "delayed"? Has a good oral-motor evaluation
been done? Are there feeding/choking/swallowing issues as well? Regardless,
it might be helpful to know that with very complex cases, there are often
several things going on at once and it may take awhile for progress to occur
or for the therapist to zero in on the right approach. So it also might be a
matter of being patient.

As far as as the differences between all the auditory disorders, one could
fill a book (as I have) because there is so much involved. Months ago I wrote
a lengthy post on the differences. I kept a copy if you want to e-mail me,
I'll send it to you. But put simply, with a central auditory processing
disorder, the child functions as one with a hearing impairment and is
particularly influenced by the acoustical environment in which they are
listening. With an auditory memory problem, the child has difficulty
remembering what was said, yet can remember other things such as where they
put a shoe or how to get to Grandma's house. With language/auditory
processing problems, the child can  comprehend ok when the message is short
but gets confused once the message is longer. Some children have processing
problems because the *content* of what is in the message is foreign to them
because they have difficulty understanding word meanings. So they get
confused too. Some children have problems with the structure of certain
sentences, such as passive voice ("The ball was bounced by Bob") or indirect
objects ("Sue gave Jeff the picture"). And still others have problems
processing and remembering sequences of directions, but can process other
information (a story, for example) normally. There are not separate names for
all these types of problems, but it is important to know where, when, and why
the problem is occuring in order to provide the most appropriate treatment.
Sometimes the processing weakness is solely due to ADD.

And sometimes it is just not very clear-cut at all! Good luck. I hope things
work out for you and your daughter.




SUBJECT:  Re:CAPResearch using computer   Date:  96-08-04 00:12:08 EST
From:  RMorrow563

Have you heard any information about the research study completed recently
using computer therapy?  The two scientists spearheading this reaseach are
Dr. Paula Tallal of Rutgars University in Newark, N.J. and Dr. Michael
merzenich of the University of California School of Medicine in San
Francisco. The treatment uses a special form of computer generated speech in
a therapeutic program that is designed to force changes in auditory portions
of the children's brains.  Recent experiements hwo that after four weeks of
treatment, language-disabled children advanced full years in their verbal
comprehension skills.  Please e-mail me if you have any information.  I
believe my 11 year old could benefit from this.

SUBJECT:  Re:remediation
techniques cont  Date:  96-08-04 00:17:04 EST
From:  RMorrow563

I have searched the web all summer looking for information on Dr. Paula
Tallal's recent research on Central Auditory Processing Disorder.  Where can
I go for more info.  My 11 year old daughter has been diagnosed with this and
it sounds as if this therapy might be an answer.  Please e-mail me with any
info.  I appreciate it!!!

SUBJECT:  Re:remediation techniques cont  Date:  96-08-08 08:49:21 EST
From:  Bre5

The main web page for all this information about Dr. Paula Tallal's research
and new therapy that is curently being tested is:

HTTP://www-ld.ucsf.edu/ld.pgm.htl

From there you can read all the research articles and news bulletins, and
there is also a discussion forum.

SUBJECT:  Re:Aud. Process and ADD  Date:  96-08-11 19:05:33 EST
From:  Scater

Have just found this area and wished I had seen it sooner!  Have an almost 13
yr old daughter and we have been bucking the system since she was 3!  Am also
located in one of the best school districts in CO (don't feel neglected in
the other areas of the country) and finally had her tested at Univ of Denver
last summer.  I thought that our first year of middle school would be great
but the teachers are too overloaded with too many children to address the
problems and work with her.  Once she's lost, it's over in a course and many
times she didn't get the assignments written down.  Her self-esteem has
improved due to swimming and diving competition in the summer but she still
feels like "the dumbest kid in the class".  She still has problems with
friendships but we feel WE are making headway.  With the new year approaching
... very rapidly ... we're trying for a new game plan - just don't know what
it will be.  The schools answer to getting her assignments is to call the
SPIN line - someone that can't process is supposed to listen on the
telephone?!?!?
They just don't get it and I feel that many of the teachers have as much
knowledge of aud proc problems as, yeah, right, she is a visual learner!  One
tutor we interviewed which is employed by the district actually made her cry
during the interview and was pleased!  As if she doesn't have enough problems
with which to cope.  Obviously, she wasn't hired at $1 per minute.

Any ideas will be greatly appreciated!!

SUBJECT:  Re:CAPD questions  Date:  96-08-11 23:53:59 EST
From:  SandyHolt

Patti, I just happened across this area and was very please to see your
responses to the CAPD questions.  This seems to be an area which is becoming
an easy-catch-all in some places and I feel your responses were very
responsible and right on.  Your book comes highly recommended so I'm
considering ordering it to preview and make available to my students'
parents.  Again, kudos for your professional responses.  Sandy

SUBJECT:  Re:CAPD
questions  Date:  96-08-12 06:26:45 EST
From:  Ratatat

Sany,  I agree.  We are so fortunate to have people like yourself and Patti
visiting here and answering questions.

SUBJECT:  Re:Aud. Process and ADD  Date:  96-08-13 19:59:11 EST
From:  Socadream

Scater,
I was where you are now, many years ago.  To get the knowledge needed in the
quickest amount of time (at 13, your daughter doesn't have too much of it
left), I would do the following:

1. Get yourself to the nearest chapter of Learning Disabilites Association.
Great source for info and support from parents in the process.
2.  Educate yourself (including about the law-both state and federal)
3.  If neccessary, get an advocate (ask other parents or the local LDA,
support groups.) to help you and quide you thru the process.  This may be
quicker and worth the cost to save some time (price varies- consider them
your tutors-short term).
4.***Don't give up!!! Stay on top of it and go with your gut instincts about
your child.  It's hard work, but worth it.  And don't take NO for an answer
from the schools.
5. Federal law states that every district MUST have a community advisory
committee/ Spec education.  This is composed of majority parents  and
educatiors/agency reps and others.  They should also do some parent education
etc. If your district has a viable CAC, you will find very informed and
helpful people.  You can also join and participate as much as you want, or
just attend their workshops, hear their speakers etc...

There's more I could refer you to, but time is short and you will network and
discover them on your own.  Relax and your daughter is lucky to have you!
Good luck

SUBJECT:  Hyperacusis and CAPD  Date:  96-08-23 06:57:32 EST
From:  SPCHRGM

 I would like to hear from parents and other professionals whose children are
diagnosed CAPD and who also exhibit sound sensitivity..when you reply, would
you list the types of sounds your child is sensitive to.. I am thinking of
making a project out of this only because I think it may be more prevelant
than the researchers realize...anyway,to keep from taking space on this
board,please e-mail me at [e-mail].I also have information for parents
whose children are sound sensitive...thanks

SUBJECT:  Re:Can Someone INTERPRET
for  Date:  96-08-23 22:08:05 EST
From:  Glofam

Oh, reading your message was like reading our lives...mine and my 9 year old
daughter's.  I have been and am where you are, and also decided that my real
goal is to raise a confident, healthy, happy child, despite the rigors of
school problems.  My daughter also has auditory processing, and I've been
lucky enough to find someone to help remediate...teaching her skills to help
her cope and advocate for herself in a classroom setting.  My daughter is
also very physically and visually capable, and this is what we "stroke" her
on.

Third grade was a very tough year for her, and we were lucky to have a
compassionate and caring teacher (though clueless as to what "auditory
processing deficit" meant!).  It is up to us to teach our teachers how best
to teach our kids.  Make time to do this for you and her both.

A book I like is called "Keeping A Head in the Classroom" by M. Levine.

E-mail me if you have anything to share!  Good luck to us all...Remember to
just love your kid.

Glofam

SUBJECT:  PattiMcHam book  Date:  96-08-28 17:54:33 EST
From:  Glofam

Just had to add my congrats to P. Hamaguchi for her wonderful book. Oh, how I
wish I'd known about it 6 months ago, when my daughter was going through the
IEP process!  I am going to try to start a parent group at my school, to
bring awareness to other parents, and Patti's book will be required reading!

By the way, my daughter was diagnosed as having an auditory processing
deficit, with a short term memory deficit...no one has told me about CAP or
suggested testing by an audiologist.  Would it be overkill to have her
tested?  She qualifies for SLP help in school now, and I have found a
wonderful person that understands her and we go for remediation 1 day a week.
Is this enough?  Do you recommend more?

Let me just tell others that just by understanding what my child's weaknesses
and strengths are has made an incredible difference in our lives...I am more
patient, more understanding, and most importantly, she now has the vocabulary
to explain why some things are hard for her, and why she's so good at others.
I am able to better advocate for my child, and to ask better questions of the
professionals in our lives.   And Patti's book has helped us get there.
Thank you Patti!

SUBJECT:  Re:PattiMcHam book  Date:  96-09-14 01:04:07 EST
From:  PattiMcHam

"I am able to better advocate for my child, and to ask better questions of
the professionals in our lives.   And Patti's book has helped us get there.
"

Gee, you really made my day! Thanks, thanks, thanks. I've been out of the
country for a few weeks and it's great to be back online. I'm so happy the
book was helpful to you. That was my purpose in writing it, but I don't
always have the luxury of hearing directly from readers like yourself.

As for your question about your daughter's program, it's difficult to say
what her needs are without knowing her or having specific information as to
what kind of therapy she is getting. If she has already been diagnosed with
auditory processing problems, the speech-language pathologist may very well
be treating it as a CAPD and incorporating some of those techniques as well
where it is appropriate. It's tempting to do more of the "pull-out" stuff,
but then you have the problem of your daughter missing more class time. And
if there is a CAPD evaluation done by an audiologist, it would only be
helpful if the specialists and teachers at the school know what to do with
the information, which is not always the case.

My gut says to see how she does in school the first month or two. If she is
holding her own academically (is reasonably happy) and you feel the therapy
is helpful and relevant, there probably is no need to have a formal CAPD
evaluation. But again, I'm just guessing because I don't know your daughter's
specific situation so take my advice with a big grain of salt...

SUBJECT:  Just
one more thing...  Date:  96-09-15 00:53:45 EST
From:  PattiMcHam

Regarding my previous post, I should also say that the speech-language
pathologist who is working with your child would be in the best position to
make a judgement as to whether or not formal CAPD testing is warranted. (But
I should add the caveat that sometimes school SLP's are in a difficult
position because if they recommend it, the school has to pay for it, and that
doesn't always make the higher ups happy. I know. I've been there!)

SUBJECT:
Reading Disabilities & CAP  Date:  96-09-23 08:40:10 EST
From:  Beanzie25

Please help if you can.  I am doing a project for my master's degree on how
reading ability and reading disability are affected by language and dialect.
I feel that CAP is greatly involved in this area.  If anyone has any type of
information that I could use or go find, please e-mail me directly at
[e-mail].  Thank you so much.

SUBJECT:  CAP  Date:  96-09-29 14:40:06 EST
From:  KleenTeeth

I am new to this particular board.  I have a 10 yr old son with CAP.  He has
had speech therapy since the summer before 3rd grade.  He still sees his
speech therapist 2x per week-outside school which is my choice.  His 3rd
grade year was awful.  The teacher told me to *back off* from helping him.
That I should not help him in any way shape or form.  I didn't listen to her
and continued to work with him.   Some how he made it.  He read at the lower
level of reading and received a *C*.  His 4th grade year was wonderful.  He
had a teacher that was Heaven sent.  His CAP seemed to disappear.  The
teacher was frustrated, though, with his inconsistancies.  For days in a row
he would seem to know boundless material and the next few days he seemed to
forget it all.  He wanted to start playing the saxaphone like his sisters, so
we let him take private lessons with the same teacher his sisters had.  That
was a disaster as well.  The teacher there repeatedly yelled at him for not
being *focused*.  His school music teacher marveled at his musical talents.
She couldn't believe that the private teacher would *yell* at him.  He did
better than her students without CAP she told me.  Needless to say I changed
private teachers and this one, like the school music teacher can't believe
his abilities.
Now he is in 5th grade and this years classroom teacher seems to be eager to
hand out *F*'s like some people hand out candy to children.  I worked with
him all summer, doing reading and math everyday, just to keep his skills up.
He is in a regular classroom-he is one that would have fallen through the
cracks if it weren't for a friend that spoted the signs of CAP.  The school
wouldn't suggest that there was a problem-*he just needs to mature* was what
I heard.  *He is your baby*.  Are there any books that I can use to make
working with him or to explain his school material to him, any easier?  His
classroom teacher claims she willing to help, but really doesn't show it.
For example he didn't dot a *i* in two of his words, had 2 writing errors,
and 3 spelling errors on a spelling test (she counted this as 7 errors out of
24) and gave him a *F*.  I have given up on the school district as a whole
and have just decided to handle it myself.  Any help you can give me would be
appreciated.  The friend I mentioned before has a 10 yr old son with CAP as
well and she is fighting all the time with the school just to get speech for
her son.  The school says he isn't severe enough and the tests she has run by
our Childrens hospital says he is.  Her insurance company says the school is
to provide the services and the school says he is doesn't need them. In
seeing what she is going through, just makes me want to do as much as I can
for my son on my own.  My insurance carrier will pay for whatever he needs as
long as he needs help.  Can  anyone make any suggestions?  I can be e-mailed
at: [e-mail].  Thank you

SUBJECT:  Re:CAP  Date:  96-10-01 06:07:22 EST
From:  Ratatat

<< The school says he isn't severe enough and the tests she has run by our
Childrens hospital says he is.  Her insurance company says the school is to
provide the services and the school says he is doesn't need them. In seeing
what she is going through, just makes me want to do as much as I can for my
son on my own.  My insurance carrier will pay for whatever he needs as long
as he needs help.  Can  anyone make any suggestions?  I can be e-mailed at:
>>

Sounds to me that your school is out of compliance with some pretty important
and powerful federal civil rights laws.  Contact your Office of Civil Rights
and tell them what you've explained here.  They will be able to give you some
guidance.

SUBJECT:  Re:CAP  Date:  96-10-02 00:01:19 EST
From:  SusanS29

"<< The school says he isn't severe enough and the tests she has run by our
Childrens hospital says he is.  Her insurance company says the school is to
provide the services and the school says he is doesn't need them. In seeing
what she is going through, just makes me want to do as much as I can for my
son on my own.  My insurance carrier will pay for whatever he needs as long
as he needs help.  Can  anyone make any suggestions?  I can be e-mailed at:
>>

Sounds to me that your school is out of compliance with some pretty important
and powerful federal civil rights laws."

Not necessarily. Each state is allowed to set guidelines for who will and
will not receive services. It is possible that a medical expert would say
"This child needs help" but the child wouldn't meet the state guidelines.
Ratatat is right, though, OCR will know if this is true in your case or
not.

SUBJECT:  Re:How to help at home?  Date:  96-10-03 22:46:18 EST
From:  GKV KAV

Zoo-Phonics works great at home and at school.  The kids do not become
frustrated because it is fun.  I have found it to be successfull in the
classroom.     KAV GKV

SUBJECT:  Re:AUDITORY PROCESSING DISABI.  Date:  96-10-03 22:50:30 EST
From:  GKV KAV

Another great way to help your child is with an easy listerner.  It blocks
outside noice and the child has better  retention of material presented.
Speak to a hearing specialist on how to get an easy listerner.

SUBJECT:  Re:How
to help at home?  Date:  96-10-07 21:17:03 EST
From:  KleenTeeth

Where does one find Zoo Phonics?  What age and grade level does it deal with?
KleenTeeth

SUBJECT:  Re:C.A.P.us too!  Date:  96-10-27 10:46:47 EST
From:  LWoodc9850

I am curious if you realize how difficult learning sign is.  It is similar to
lerning a second language.  I doubt that the eductors think that since it
han't been done, it must be wrong.  Many teachers use parts of different
languages in teaching, and might be willing to try some sign to help, but
when I have spanish speaking students, I don't speak spanis, or Indian or
others.  I just try to help them in as many ways as I can, and frequently get
rewarding praise from my parents.

SUBJECT:  Re:Aud. Process and ADD  Date:  96-10-27 11:11:01 EST
From:  LWoodc9850

Do you have e-mail address? I check my mail frequently but not the boards.  I
am very interest in teaching methods for a studetn with CAP. His hearing has
improved with surgery but from birth to 3 he was "under water". I need brief
readable useable infor. I have 24 students, use cooperative learning methods,
whole language, centers, and as much tactile work as possible.  His mother is
very supportive, and she and I are more than willing to try ideas. I am
carefully documenting things that sem to help and hope to present info later
this year. He can read and recogniae basal vocab. but has no comprehension.
When I read orally for unit and literature development, he gives off the wall
responses, usually referring to himself and dad. He is comfortable with
handout and fill in the blank papers, but I want more.  We have stopped the
avoidance behaviors of bathroom and pencil sharpening.  Bathroom 1x am and 1x
pm - 4 sharp pencils in morning. A work comp sheet on dexk with stickers and
checks. I am most interested in how to help develop comprehension skills in
listening and reading. My e-mail is [e-mail] Hope to hear from
you. Linda

SUBJECT:  Re:Aud. Process and ADD  Date:  96-10-27 13:33:10 EST
From:  SusanS29

"Do you have e-mail address?"

LWood -- first we can't tell who you're talking to. These messages aren't
threaded, so there's no way to tell.

Second, everyone on AOL has an e-mail address. Your e-mail address for AOL is

LWoodc9850

If someone on the Internet (say a friend who had internet access through
Prodigy) wanted to send you e-mail, he or she would use

[e-mail]

Make sense?

So -- if you want to e-mail them, go back and find their message. In this
message you'll see my e-mail address (SusanS29) after the "From:" -- make
sense?

Susan

SUBJECT:  auditory processing  Date:  96-10-30 23:19:08 EST
From:  JAMALMOG


can someone help?  our daughter is in 2nd grade at a catholic school.  she
reads well enough and understands english well enough, but she does her work
slowly and she is easily distracted and has trouble focusing on the task at
hand.  our daughter's teacher has reduced her daily load of classwork because
our daughter completes the work so slowly.

our daughter's teacher recommended she be screened by a "learning specialist"
for possible "learning differences."  this was done and the learning
specialist recommended that we have our daughter screened for possible
"visual" and "auditory" processing problems.  in addition, the learning
specialist recommended that she meet with our daughter twice a week for
tutoring, including re-teaching and review of lessons covered in class, for a
fee in addition to the school tuition.

our daughter's teacher and the learning specialist have not explained clearly
what is meant by auditory and visual processing problems.  can someone help
explain?  does all this sound legit or are we being subjected to a heavy dose
of alarmism?  thanks.

SUBJECT:  CAP Disorder  Date:  96-11-01 21:59:02 EST
From:  ShelleyHL

Our special services director has asked for information regarding CAPD and
implications for school based programs.  I have given him a number of
postings from here but wonder if anyone has anything further to offer.  As
you might guess, our district has recently received an increasing number of
referrals in this area.  Also, there seem to be a number of diagnosticians
newly available to serve clients in our area.  Any feedback?  ShelleyHL

SUBJECT:
JAMALMOG-auditory processing  Date:  96-11-02 05:38:39 EST
From:  JJForbes

On the auditory processing front, I found these 2 sites helpful:

     http://www.cenatica.com/rebus/audpro.html
     http://www.ldanatl.org/factsheets/Auditory.html

I don't know anything about visual problems.  But, there are a lot of people
who follow this message board who may be able to answer your questions.  They
helped me immensely last year when my daughter's teacher suggested that she
had an auditory processing problem.

Good Luck!


SUBJECT:  Samonas Sound Therapy  Date:  96-11-02 15:22:51 EST
From:  ADoman4780

Samonas Sound Therapy offers the possibility to help children and adults with
auditory processing problems. We have written a brief article on our work
with this treatment that can be read at the NACD Homepage.
The address is :http://www.nacd.org
Alexander Doman
National Academy for Child Development
www.nacd.org

SUBJECT:  Re:AUDITORY PROCESSING DISABIL  Date:  96-11-03 01:27:30 EST
From:  Spiritflut

Have you considered Auditory Enhancement Training? E mail [e-mail] for
information.

SUBJECT:  SCAN test  Date:  96-11-11 15:26:52 EST
From:  KPace62

Can anyone provide me with insight on a subtest of the SCAN, used with a
speech and language delayed child, with possible autism, and suspected
auditory processing difficulties. All results were within the median for his
age.  However, he had a clear left ear advantage on both scores of the
Competing Words test - both when the right ear was first and when the left
ear was first.  This child is almost five, and very echolalic.  Subtests of
the GFW were also reported, and his only real difficulty occurred when he was
echolalic, so accuracy of the test is at question.  Please respond here or
email me at KPace62.aol  Thanks - I just found this area and will return
soon!!

SUBJECT:  auditory processing  Date:  96-11-13 23:34:05 EST
From:  JAMALMOG

to jjforbes and spiritflut and all of you who emailed me to offer assistance,
thanks so much for your help and concern.  we had our daughter tested for
auditory processing problems and it turned out to be a false alarm.  the
opinion of the person who did the testing was that the term should not have
been bandied about so freely and carelessly, and most certainly not without
first arriving at a conclusive determination that she has the problem.

thanks again.

SUBJECT:  IEP and Texas Schools  Date:  96-11-29 22:17:45 EST
From:  IAID1

I recently moved to Texas - Dallas area - from the Northeast and have been
appalled at the treatment of my daughter who has a language based auditory
processing disability. She is in the sixth grade in a middle school where she
has five different academic teachers as well as two additional teachers.  No
one seems to be keeping track of how she is doing. I have refused to sign the
IEP and we are going to mediation.

The only modifications they will offer are to give her fewer distractors on
her multiple choice tests (the only kinds of tests they seem to give) and to
allow her to go to the content mastery room if she is having difficulty.  She
also meets in a group with a language therapist twice a week.  However, the
language therapist does not communicate with her teachers, nor does the
content mastery teacher.  Everyone's "concern" seems to be her grades, rather
than what she actually learns.  Classes are heterogeneous with one lesson
taught to all, regardless of ability, disability or learning style.  Extra
help is available before and after school, but the information is retaught in
the same way.

The IEP is a generic checklist with no indication of how these items, i.e.
will receive frequent feedback, are to be implemented or monitored.  Although
I have submitted what I would like in writing several times and have given
them an outside evaluation with several recommendations included, they
basically ignore what I've said.

Does anyone have any suggestions of what I can do?  There are multiple
problems, both with the special ed program and with the actual classroom
teaching and expectations.  I have reason to believe they may be inflating
her grades to get me off their backs.  Also the staff does not really seem to
be aware of current methods of individualizing, teaching to multiple
intelligences, etc.  And this is a school system that is reputed to be one of
the best in the area.

What about the Texas Education Agency?  Are they at all savvy or helpful?  I
work in the field of education and everything this school seems to be doing
is, according to the mainstream research I've read, educationally unsound.

Does anyone have any suggestions for me?  Also, what really is a content
mastery room and how is it supposed to function?  Benefits and problems?  I
had never heard of this type of room before.  I would appreciate any
information or help you can offer.

SUBJECT:  Re:IEP and Texas Schools  Date:  96-11-30 14:17:23 EST
From:  SusanS29

"The IEP is a generic checklist with no indication of how these items, i.e.
will receive frequent feedback, are to be implemented or monitored.  "

THERE is the weak link.

An IEP has to be *individualized.* It's not ok to use a generic checklist. It
must have *specific* goals and objectives based on the *child's* needs. It
must be specified how progress will be determined and what achievement level
is required.

Anything else is an illegal IEP.

Look through your IEP papers and see what the channels for appeal are, and
appeal it. At the first few levels you'll undoubtedly lose, because these
people are still part of "the system" that's producing this kind of IEP.

But at some point you move *out* of the system.

If that still doesn't work, then file a complaint with the Office of Civil
Rights.

SUBJECT:  Re:IEP and Texas Schools  Date:  96-12-01 20:04:06 EST
From:  DavidRhart

Its a shame that in some corporations, public organizations and schools the
only way to get what you're entitled to under the ADA is by getting the
advocacy of an attorney.  This kind of intervention can make those in
positions of power sit up and notice your needs with no further action.

P.S. - I am NOT an attorney

SUBJECT:  Re:IEP and Texas Schools  Date:  96-12-01 23:20:10 EST
From:  SusanS29

It shouldn't take an attorney to get help through ADA. Just keep good records
(for instance, write letters summarizing phone conversations to make a
written record of them); go through the established chain of appeals in your
school district; and then if that fails, file a complaint with the Office of
Civil Rights.

SUBJECT:  Re:IEP-My Saga  Date:  96-12-02 08:38:36 EST
From:  Lmazzola

I got back from vacation yesterday and found a message from the attorney I
contacted. He is gong to take the case on a contingency basis, he thinks it's
winnable and VERY interesting.

I will be contacting him today to schedule and appointment and to find out
where we go from here. We have to move quickly since the school has filed for
a hearing against me.

For those who don't know my story: My 6th grade child's proposed IEP requires
her to "give up" a 1/2 year of social studies and science in order to
"incorporate" special needs services into her schedule. She is also being
denied access to extracurricular activities (chorus) that are offered during
the regular school day because this is the only time that part of her spec.
ed. services are scheduled.


SUBJECT:  Re:IEP-My Saga  Date:  96-12-02 11:05:54 EST
From:  Ratatat

<< He is gong to take the case on a contingency basis, he thinks it's
winnable and VERY interesting.>>

Wow!  Congratulations.  It will be so good for you to have some support in
all of this.

Keep us posted.

SUBJECT:  Re:IEP-My Saga  Date:  96-12-03 08:57:39 EST
From:  Lmazzola

A footnote to my saga: I spoke to my advocate, who had spoken with the
attorney while I was away. He told her that he believes there are three
discimination issues in our case, the two I mentioned as well as their
refusal to provide after school services instead of loss of curriculum. He
believes it's disciminatory because they provide PAID teacher coverage for
after school study hall to accommodate the kids who will participate in after
school sports the 3X per week that school gets out an hour before sports
begin. I am anxious to speak with the attorney and get the ball rolling. It
feels great to have the validation that I was not wrong about the schools
practices being discriminatory and that THEY are the ones denying her a FAPE
and not me!

Lisa

SUBJECT:  Re:IEP-My Saga  Date:  96-12-03 19:37:30 EST
From:  Ratatat

<<He believes it's disciminatory because they provide PAID teacher coverage
for after school study hall to accommodate the kids who will participate in
after school sports the 3X per week that school gets out an hour before
sports begin.>>

Sounds like you have a thinking lawyer there.  Congratulations again!

SUBJECT:
Re:IEP-My Saga  Date:  96-12-09 14:40:21 EST
From:  Socadream

Yes!!! Keep us posted.  I went thru a similiar experiance with my daughter in
sixth grade (2 yrs ago) here in So. CA.  The school wasn't going to let my
daughter have music! (I consider it music therapy too.  She had been in
music, violin, for the two years before and was doing well.)  They said she
needed 2 RSP classes (she has a learning disability, CAP, and Speech prob),
and the law states that ALL 6th graders MUST have a class in a non-academic
area (fine arts, performing arts etc..) and since the law states "ALL", isn't
that what FAPE is about?  Well, I called up OCR (after Spec. Ed director said
it was a "504" issue and the "504" cordinator said it was a "spec. ed."
issue) and a group of their (OCR) lawyers got together and said this was
DEFINATELY a "no.no".  They told me what to say to the school and covered all
the legal jargon, called the district, and said if that didn't solve it, I
should file an OCR complaint pronto!!!  The district fell all over themselves
in their scramble to appease me!!!  She ended up getting her classes she
needed and is now in advanced orchestra!!!  (She says playing the violin
helps her express her feelings-both good and bad- and without it she doesn't
know what she'd do)  So, hang in there and fight!!!

SUBJECT:  Re:IEP-My Saga  Date:  96-12-10 09:10:37 EST
From:  SusanS29

"They told me what to say to the school and covered all the legal jargon,
called the district, and said if that didn't solve it, I should file an OCR
complaint pronto!!!  The district fell all over themselves in their scramble
to appease me!!!  She ended up getting her classes she needed and is now in
advanced orchestra!!! "

Folks, this is what is SO important in this battle about the enrichment
courses.

IF THEY WEREN'T IMPORTANT, THEY WOULDN'T BE THERE.

Moreover, schools sometimes focus so much on a child's "deficits" that they
forget to develop strengths. But this is extremely important for any child
with any kind of special need. The single best solution for poor esteem (the
only one, really) -- is success.

Some kids will *never* get that in reading or math. All kids with special
needs must explore music, the arts, sports, dance, etc. to find their talents
and exploit them.

I heard of this happening where I live, and advised the parent to fight it
(her child was being forced out of band).

The mother won, and when "chairs" were assigned, her child was assigned
"first chair" in her section. She was the best one in the school on her
instrument. How terrible it would have been to take that from her!

SUBJECT:
Re:IEP and Texas Schools  Date:  96-12-10 20:30:51 EST
From:  DavidRhart

Attorneys aren't the answer to every disability discrimination situation, and
even if you get an attorney litigation is not usually the end result.  But
legal help can get others to sit up and pay attention to you when they are
not otherwise motivated.

SUBJECT:  Comprehension difficulties  Date:  96-12-23 20:10:09 EST
From:  TLVAIL

I am planning an inservice entitled "Why Can't Johnny Comprehend?" for the
public schools I contract with.  I'm planning on convering the many possible
reasons for comprehension difficulties inculding CAP, vocabulary weaknesses,
language comrehension (vocab, sentence length, sentence complexity), teacher
language, environment etc. .  When I studied LD (yrs ago!) the thinking was
that the brain was flexible and a great deal of change could take place prior
to the age of 9 or 10.  After that, the system was resistant to change and
you needed to begin concentrating on teaching strategies to deal with
strengths and weaknesses.  What do you experts (or lay people) think about
this idea?  I find myself using it in my practice in that I may work on
specific skills in preschool through 3rd grade.  Then, when the child becomes
metacognitive or metalinguistic, I begin working more through the resource
and regular class teachers on teaching strategies that the children can use
to help them with their specific weakness.  Is my logic sound?  I can't find
the research to support it and don't want to share my "Philosophy" if it
isn't in line with the current knowledge base.  Thanks for your input!


SUBJECT:  Re:Comprehension difficulties  Date:  96-12-25 14:44:28 EST
From:  DBGRANT

Yes, as a RST and teaching for 20+ years your approach is logical and sound.
If you look at Prof. Feuerstein in Instrumental enrichment, the continued
flexibility of the mind is prevelant. Other areas of research Gardner and
Robert Sylwester is promising. Cognitive strategies in Pressley, Woloshyn 2nd
ed. of Conitive Strtegy Instruction that really improves Children's academic
Peformance 1995 hints at strtegies. I feel that strategy development from the
fiort opportunity of comprehending is possible and desireable. Metacognitive
training from then early years can be scaled to the cogntive levels and
abilities of the primary grade student.
dbgrant @aol

SUBJECT:  Re:Comprehension difficulties  Date:  96-12-26 11:13:43 EST
From:  SusanS29

It's my understanding that while the brain retains some "plasticity" in early
childhood this doesn't translate into "you can remediate learning
disabilities away."

*Sometimes* normal brain development eases the impact of specific LD's for
some kids, and it's possible that "remediation" interventions have been given
credit for this inevitable developmental event. In truth any kind of learning
is so complex and uses so many parts of the brain that it's just about
impossible to 1) pinpoint the one place or places that need remediation and
2) come up with strategies that will really change those areas.

Unfortunately I think the research is pretty clear that children don't
generalize: if they have sequencing difficulties, working on sequencing tasks
won't change their ability to keep numbers or phonemes in sequence. The only
way to improve their ability to sequence numbers is to work with numbers.
That work won't generalize to phonemes, and if they have trouble with phonics
because of sequencing difficulties, you'll again have to specifically teach
them to use phonemes sequentially.

SUBJECT:  Re:Comprehension difficulties  Date:  96-12-29 14:51:33 EST
From:  TLVAIL

So how long to do you continue to try and remediate a skill that isn't
progressing and start try to deal with ways the child can work around the
difficulty (ie strategies).  For example, I had a child with CAP diagnosed in
Kindergarten.  He learned sound/symbol skills which helped him with word
attack skills but we were never ever to make much progress with sound
blending.  The whole school was working with the SRA reading program (which I
love for most) and this child was having a great deal of difficulty because
of the sound blending weaknesses.  After a year of trying, the teacher and I
decided to try a different approach to reading with him rather than
continuing with the SRA program-  We used a word family approach and I
switched my work with him to practice with rhyming.  He progressed quickly.
He's now in 2nd grade and hasn't been ID'd as Learning Disabled (yet) because
his reading is progressing.

SUBJECT:  Re:Comprehension difficulties  Date:  96-12-29 15:25:14 EST
From:  TLVAIL

This is precisely what I'm talking about-  How long do you continue to
practice sequencing with numbers, phonemes etc??  I used to see goals on
IEP's (still do) that say the child will repeat back up to 10 numbers.  For
what purpose?  Are we exercising the brain with unrelated numbers in hopes
that we will see an improvement in short term memory for numbers?  Does this
skill really relate to other areas or learning?  Why not work on memorizing
important phone numbers or locker numbers?  When do we stop working on
memorizing numbers and start working towards "I have a hard time memorizing
numbers- What strategy can I use to compensate for this difficulty?"  I see a
similar difficulty with working on sound blending/sequencing tasks.  If we
don't see significant improvement after a year of therapy is it safe to
assume that this students is not going to be a phonetic reader and teach
him/her with different methods rather than continuing to drill sound blending
tasks?

SUBJECT:  Re:Comprehension difficulties  Date:  96-12-29 19:44:13 EST
From:  SusanS29

" If we don't see significant improvement after a year of therapy is it safe
to assume that this students is not going to be a phonetic reader and teach
him/her with different methods rather than continuing to drill sound blending
tasks?"

That's what I did, but I didn't wait a year. I assumed that any child with
that much difficulty *would need* alternative methods as well, and taught
multiple approaches from the beginning.

SUBJECT:  Re:Aud. Process and ADD  Date:  97-01-12 16:07:25 EST
From:  Chiltime

Is there anyone out there who can tell me what to expect from my daughter who
is 12 and has been diognosed with CAP, ADD, and has a low average learning
ability?  I am homeschooling her and we love it.  This year we had to take
her out of the christian private school that she was in because the demand
was to great for her.  I do believe that homeschooling is the best thing for
her but I just want to feel that I am doing all that she needs.  I know that
I am worrying too much . I even worry about what this child will become as
she approaches adulthood.  Any help on this subject would be helpful.

Janey
ps feel free to e-mail me

SUBJECT:  Samonas therapy  Date:  97-01-16 17:41:49 EST
From:  Anncraig

Has anyone tried Samonas therapy? It's been recommended to me for my
3-year-old's auditory sensitivity.
Thanks,
Ann

SUBJECT:  Re:Comprehension difficulties  Date:  97-01-18 01:52:52 EST
From:  PattiMcHam

"I used to see goals on IEP's (still do) that say the child will repeat back
up to 10 numbers.  For what purpose?  Are we exercising the brain with
unrelated numbers in hopes that we will see an improvement in short term
memory for numbers?  Does this skill really relate to other areas or
learning? "

Gee, it's great to hear SLP's challenging those outdated number drills. I did
a tremendous amount of research on the topic (including calling ASHA) to find
out if there is any evidence that these repetition drills have any effect at
all on a child's auditory memory. In fact, there was not one shred of
research to support it. So I don't even test for number memory because the
information is fairly useless to me. (And reversed number memory is even more
irrelevant).

FYI- I did the research while developing a program to teach practical
strategies for children with poor auditory skills in the classroom. ("It's
Time to Listen", Communication Skill Builders)


SUBJECT:  Re:Comprehension difficulties  Date:  97-01-18 21:52:41 EST
From:  SusanS29

"Gee, it's great to hear SLP's challenging those outdated number drills. I
did a tremendous amount of research on the topic (including calling ASHA) to
find out if there is any evidence that these repetition drills have any
effect at all on a child's auditory memory. In fact, there was not one shred
of research to support it. "

I know. When I was in graduate school we were supposed to do things like
puzzles and bead-stringing for kids with visual-perceptual difficulties. It
was assumed (wrongly as it turned out) that these things would cause the
child's brain to remediate in a global way.

What happened was they got better at bead-stringing..

SUBJECT:  Re:Comprehension
difficulties  Date:  97-01-21 20:29:35 EST
From:  TLVAIL

Patti and Susan- So- should we start with strategies while these kiddos are
young rather than trying to "exercise the system"?  There appears to be
support for working on drills such as sound blending and discrimination but
I've seen nothing conclusive for memory.  Patti-what age level is your
program for?

SUBJECT:  Re: Samona's Therapy  Date:  97-01-21 22:06:10 EST
From:  CarolO5940

Check earlier posts on this board (around November I think).  You'll find
info there from Doman.

SUBJECT:  Social studies  Date:  97-01-22 23:21:08 EST
From:  KleenTeeth

My son is 10 yrs old with CAPD.  I switched him to a Catholic school and he
is doing a 1000% better than he ever did in a public school.  The only class
he is struggling with is social studies.  We study his material at least a
week before a test and still he will do poorly on it.  All of his teachers
are special education certified, with the exception of his social teacher.
She is currently in school for this certification.  She also has a child with
CAPD and is more than willing to help as are his other subject teachers.
This teacher has gone so far as to contact my son's speech therapist for
suggestions on helping him.  Can anyone give me suggestions on how I can help
him?  I realize it is the memorization that is probably the problem.  The
dates, times, names,etc gets him bogged down.  I would appreciate any help
you could give.  Please e-mail me at [e-mail].  Thank you in
advance

SUBJECT:  Re:Hyperacusis and CAPD  Date:  97-01-23 09:12:48 EST
From:  Chiltime

I would llike to hear from parents who have a child with Auditory Processing
difficulty and Low average learning ability.  I need to get with someone
about this soon  Thanks.E-mail me at Chiltime@.com

SUBJECT:  Re:C.A.P.us too!  Date:  97-01-23 17:21:20 EST
From:  CarolO5940

KLEMAL

Congrats to you for discovering a way to help your child with reading using
signs/hand cues.  This really isn't new, it just hasn't been written up as a
"program" to be read and sold.  Speech pathologists, like myself, and special
educators are notorious for finding ways to make sounds/letters/symbols "make
sense" to kids with learning and or language disabilities.  We use sign all
the time to reinforce verbal information.  You're right.  With some kids it's
very effective!!

SUBJECT:  Re:Social studies  Date:  97-01-24 00:52:01 EST
From:  SusanS29

"This teacher has gone so far as to contact my son's speech therapist for
suggestions on helping him.  Can anyone give me suggestions on how I can help
him?"

Since auditory perception and processing are an issue, here's what I would
suggest. Try teaching him the new vocabulary (what it *sounds* like as well
as what it looks like) the day *before* it's used in class.

I have seen many kids with auditory problems struggle in social studies
because there's a lot of specialized vocabulary, new names, etc., that they
just don't "catch" while listening.

SUBJECT:  Re:Social studies  Date:  97-01-24 10:34:33 EST
From:  KleenTeeth

Thanks, Susan I'll try asking the teacher for a schedule of what she plans on
going over the day before it is presented in class so he can be prepared.
Right now he is studying the states and the capitols. Thanks again.
KleenTeeth

SUBJECT:  Re:CAP/ADHD  Date:  97-01-28 12:47:33 EST
From:  Calicomama

I am new to AOL but have found this board to be a wealth of information.  I
have a 10 yo son with both ADHD (diagnosed in July by both a independent
Neuropsychologist and the school's psychologist) and CAPD (recently diagnosed
by an audiologist)  He is also LD in reading and spelling and is sent to the
resource rm daily.  He takes Adderall 5mg am and noon for his ADHD.  We will
be meeting soon to update his IEP to include interventions for his CAPD and I
am trying to educate myself concerning CAPD.  Whst educational specialist is
best equiped to help him to learn and intergrate the listening skill and
strateges he will need--a speech therapist??  I really appreciate any
information or comments.
Thanks Staci

SUBJECT:  Re:CAP/ADHD  Date:  97-01-28 14:51:59 EST
From:  Ratatat

<<We will be meeting soon to update his IEP to include interventions for his
CAPD and I am trying to educate myself concerning CAPD.  Whst educational
specialist is best equiped to help him to learn and intergrate the listening
skill and strateges he will need--a speech therapist??  I really appreciate
any information or comments. >>

Staci,

I would highly recommend that you go out and get a book on Central Auditory
Processing Disorder that was written expressly for parents.  It's by Patti
Hamiguichi and is published by John Wiley & Sons.  Sorry, I can't rememer the
title, but this should be enough for your to find it.  I was published
sometime within the last couple of years.  It is absolutely what you need to
help you and whoever will help your son at school, really understand the
nature and issues of CAPD.

SUBJECT:  Re:CAP/ADHD  Date:  97-01-28 16:57:48 EST
From:  CarolO5940

Staci

As a Speech Pathologist, it is my opinion that a speech pathologist is what
your son needs to help him learn strategies to deal with his CAPD.  That is
NOT to say, however, that there aren't excellent special educators out there
who could also do the same thing..especially if they work as a part of a
multidisciplinary team that offers regular consult to one another.  In
addition, a special educator is well-trained (hopefully) in modifications and
aids that will help your son.  Ditto a speech therapist.  Regardless, it
should be a team effort  between therapist, special educator and REGULAR
EDUCATOR.  They too should be in the loop..as I know most want to be.

SUBJECT:
Re: "Type" of CAP  Date:  97-01-30 15:31:18 EST
From:  Mjcvlc

I have a son which is 12 and in 7th grade.  He was originally diagnosed ADD
and on meds.  These didn't seem to make much of a difference and we were
finally steered in the right direction to an audiologist which correctly
diagnosed him "Auditory Processing Disorder".  I was not made aware of the
fact that there are different "types" of Auditory Processing Disorder.  Can
you give me more information on this?

My son was also tested for the "gifted" program when he was in 3rd grade and
scored an IQ of 146.   Because his IQ is so high, he has been refused help by
the school systems we have been at.  They say "He's not failing and he
doesn't score low enough to qualify for the programs."  The audiologist said
that the only reason that he had not failed at school so far, was because of
his IQ.  Is there anything I can do to require the school to help him?  He's
in public school and I have discussed this with his teachers, but I don't
seem to be getting through.  His grades range from A's through D's depending
on how good he was in class.  He got 2 B's and 3 C's on his last report card.
He's capable of getting straight A's if we can find the right way to teach
him.  He tries hard and wants to be a computer technologist.  I know he could
do it if he had the grades to get into college.  Anybody got any info that
could help me?

Please respond to me.
Brandon's Mom

SUBJECT:  Re:CAP-Speech/Language Role?  Date:  97-01-30 15:38:51 EST
From:  Mjcvlc

To: AHayes1170

I'm a mother  of a son with Auditory Processing Disorder.  I wish someone
would decide to take an interest in the kids that fall through the cracks
because "Nobody knows what to do with them.".  You say "Why take them out of
the setting that they need to learn to cope with?"  I'll tell you
why......SOMEONE HAS TO TEACH THESE KIDS THE COPING SKILLS NECESSARY TO BE
ABLE TO FUNCTION IN A "NORMAL" ENVIRONMENT......  I just wish someone would
decide it was going to be THEM to help these kids.....

SUBJECT:  High IQ and
Special Ed  Date:  97-01-30 23:32:35 EST
From:  Ratatat

I think you'll find this interesting:
Advocacy Memo: For Your Information #1 - 96
Denial of Eligibility Because of Gifted Intellectual Ability and/or Lack of
Failure
THE U.S. DEPARTMENT OF EDUCATION, IN A WRITTEN RESPONSE TO QUESTIONS FROM THE
LEARNING DISABILITIES ASSOCIATION OF NORTH CAROLINA, STATED THAT "...each
child who is evaluated for a suspected learning disability must be measured
against his or her own EXPECTED PERFORMANCE, and not against some arbitrary
general standard." As required by Part B regulation (34 CFR
ºº300.540-300.543), the multidisciplinary evaluation team is responsible for
determining if a severe discrepancy exists between a student's ABILITY and
performance. Under Part B of IDEA and Part B regulations there are NO
"EXCLUSIONS BASED ON INTELLIGENCE LEVEL IN DETERMINING ELIGIBILITY." In other
words, a student CANNOT BE EXCLUDED from consideration of eligibility for
special education services SOLELY ON THE BASIS OF A HIGH IQ; no child's IQ
can be too high for that child to be considered for eligibility for special
education services-even an intellectually gifted student may be considered
for eligibility for special education.  In order to qualify as having a
specific learning disability, the student, according to Part B of IDEA and
Part B regulations, must have a severe discrepancy between achievement and
intellectual ability "in one of more of the following areas: oral expression,
listening comprehension, written expression, basic reading skill, reading
comprehension, mathematics calculation, or mathematics reasoning."
Intellectual ability is determined by administration of intelligence or IQ
test(s). Achievement is determined by administration of tests designed to
measure basic reading skill and comprehension, math computational and
reasoning skills, and the ability of the child to express his/her ideas in
writing. Oral expression and listening comprehension are generally determined
by giving speech and language tests. Scores earned on achievement and IQ
tests are then compared.
In order to be eligible for special education services, the multidisciplinary
team must determine if the student has an "impairment" or disability which
"adversely affects educational performance" 34 CFR º300.7 (b) (1) - (b) (13).
In a letter to William M. Lybarger, Ed.D., dated September 14, 1990, the
Department of Education described "educational performance" as different for
each child, "determined on an individual basis," and "includ(ing)
non-academic and academic skills." In other words, a student with suspected
learning disabilities must need special education and related services in
order to qualify for those services.


continued......

SUBJECT:  High IQ & Spec. Ed (2)  Date:  97-01-30 23:33:15 EST
From:  Ratatat

continued......

A multidisciplinary team may find a child has a specific learning disability
if "the child does not achieve commensurate with his or her age and ability
levels in one or more of the areas listed in paragraph (a) (2) of this
section, when provided with learning experiences appropriate for the child's
age and ability levels ..." 34 CFR º300.541 (a) (1). The Department of
Education, in its letter to LDA of North Carolina, wrote that it is
"generally" appropriate for the multidisciplinary team to include in its
written report (to determine eligibility) information regarding "outside or
extra" instructional help or support which "may indicate the child's current
educational achievements reflects the service augmentation, not what the
child's achievement would be without such help." Such information should be
considered by the team in deciding if the child has "a severe discrepancy
between achievement and ability that is not correctable without special
education and related services." If, for example, a student with an IQ of 125
and significantly lower achievement scores maintains passing or even
exemplary grades, the team should consider whether or not the student
achieves only because of special assistance or support. If the student
receives no special help, the multidisciplinary team might conclude that
student would not need special education. If, on the other hand, the student
has tutoring several times a week, works for three to five hours each night
on homework with parental assistance, and must have extra time to complete
tests in order to pass or maintain a certain grade level, that student might
be considered to have a "specific learning disability." His/her grades may
reflect all the assistance the student is getting rather than the student's
actual achievement level.  (Reference: Letter of Clarification from Thomas
Hehir, Director, Office of Special Education Programs, to Ms. Patricia M.
Lillie, and Rebecca Felton, Ph.D., Learning Disabilities Association of North
Carolina, Inc., dated April 5, 1995.

SUBJECT:  Re:Comprehension difficulties  Date:  97-02-01 01:47:53 EST
From:  PattiMcHam

"Patti and Susan- So- should we start with strategies while these kiddos are
young rather than trying to "exercise the system"?  There appears to be
support for working on drills such as sound blending and discrimination but
I've seen nothing conclusive for memory.  Patti-what age level is your
program for?"

The drills (that I don't like) that I am referring to are the ones for
auditory memory that require repetition of a series of numbers, words or
sentences with no strategy attached and no functional purpose. "Exercises".
After all, auditory memory is only a skill we need to process information,
isn't it? How often do we need to spit back a sentence or series of words?
That is how auditory memory is measured. (For lack of anything better) But I
don't think it is a valuable skill in and of itself that one should spend
time "teaching". Then all we are really doing is teaching children how to
take a test. We need auditory memory so we can hold onto information long
enough to process it. So I look at my job as teaching the child how to hold
onto the auditory information so they can process it. I start with this
approach from the moment the child is identified as having auditory
memory/processing weaknesses.

When I am teaching chunking, visualization, subvocalization and other
techniques I often *do* give the child a single sentence to listen to and
repeat. But the goal is for them to use the specific strategy, otherwise the
exercise is really no different from the testing task and doing it over and
over should not change the outcome. Also, I increase the phonetic and
linguistic length and complexity in a very controlled way. I also tie it to
an auditory processing task. For example, the child learns to imitate the
sentence and use strategies to hold on to it so that he/she can remember it
for longer and longer periods of time. Then I ask a question about it (first
immediately then 30 seconds later, etc. ). The child is then able to retrieve
the information needed to process the question with greater ease.

This is a key part of the equation because in most instances when a child is
given auditory information (which page the assignment is on, where to line
up) there is a time lag between that moment and the moment the child can act
upon it. I think holding on to that auditory information is much more
functional than learning to parrot something back without processing the
meaning or storing it.

So I guess you could say my approach is not purely one of strategies because
I am expecting that, after going through this course of therapy, the child
will not only function better, but should also perform the testing tasks
better if they have internalized the methods I've taught them, even though I
don't rehearse the testing tasks. It's therapy and coping strategies
together. (Does that make sense?)

In response to your second question, "It's Time to Listen" is for grades 1-5,
but certain lessons can be done with older or younger children, depending on
their ability.

By the way, I am a BIG advocate of phonemic awareness training, particularly
with children who have CAPD problems. If they are done correctly, they should
not be drills so much as sequenced lessons that build on each other.

Sorry this is so long!!!
Patti Hamaguchi


SUBJECT:  Re:Comprehension difficulties  Date:  97-02-01 12:05:23 EST
From:  TLVAIL

Patti- Yes it makes sense- a great deal of sense!  Thanks!!

SUBJECT:
Re:Comprehension difficultie  Date:  97-02-03 01:22:38 EST
From:  CZ Sissy

Patti McHam, I enjoyed your recent statements regarding auditory memory
strategies.  Will you please share more info about "It's Time to Listen"?
Who is the publisher?  I am a public school speech therapist with an interest
in the language problems that affect children's academic learning.

 For years I was frustrated by the fact that my efforts resulted in 2 to 3
years growth in vocabulary, and syntax within one year, but only a few months
growth on tasks like sentence imitation.  These students also had difficulty
retrieving a vowel sound, or even imitating it.  I reasoned they could not
remember the vowels because they had poor short-term memories.  I started to
search the literature, which brought me to phonological awareness.  When
teachers, professors, therapists, etc. catch onto PHONOLOGICAL AWARENESS,
things might begin to improve in our educational system.  I do believe the
child's facility with the phonemic code of the spoken language is the
foundation for all language learning, both spoken and written.  The phonemic
code enables the language learner to hold meaningless verbal information in
conscious awareness until meaning can be gained from context.  This is the
short-term memory.

The sounds that make up words are chunked together in all languages within
clusters of sounds that contain one vowel and the consonants that may be
attached to it.  The child starts practicing the production of those vowel
sounds very early and usually has them incorporated in their corpus of
language by 3 mos. of age.  They then get lots of practice refining that
consonant/vowel syllable  structure, and words then begin to emerge.

As I began to be influenced by the research on phonological awareness, and
attempted to incorporate it into my therapy, I began to get inquiries from a
special ed teacher about why the only children in her class who could read
were the ones that came to my speech class. Success like that has motivated
me not to retire yet.  This is fun.

Patti, I know I'm not telling you anything you don't already know.  I would
like to influence you to share more of your knowledge and info about therapy
strategies for both parents and therapists.
Thanks!  CZSissy

SUBJECT:  Re:Comprehension difficulties  Date:  97-02-03 10:29:49 EST
From:  Bre5

To PattiMcHam,
I haven't read this message board for a while (the usual AOL problem) and I'm
glad to see you're still here. I was just looking up things in your book,
about childhood speech problems, yesterday and still recommend it to parents.
Are you writing anything else?
I found your research on repeating back numbers interesting. My son (9) has
been diagnosed severe speech/language disorders, which I can categorize from
your book to be in the areas of phonological, articulation (dysarthria),
possible oral dyspraxia, morphological and syntax deficits, and word
retrieval. He has also been diagnosed with severe auditory processing
disorder in the areas of phonemic "decoding" and "fading memory". I think his
therapy at times has included repeating back numbers, like telephone numbers.
Is this a waste of time? It has been recommended that he start "Phonemic
Synthesis" therapy to help his decoding. What can be done for "fading memory"
(I think this means poor short-term memory ability?). Of course he also needs
therapy for his many language problems and his dysarthria, too!! Is there any
research on how kids with this problem end up as teenagers and adults? He is
bright and enthusiastic and does average school work, with daily help, thank
goodness!
Eileen

SUBJECT:  Re:Social studies  Date:  97-02-03 10:48:16 EST
From:  Bre5

To help my son study for something like a social studies test I have him
write everything on 3x5 cards and play matching games or something similar.
It seems to work fairly well for him! For instance, the definition on one and
the word on the other, or the date on one, the event on the other. It holds
his interest and writing/then handling the cards is more multi-sensory, which
helps learning. I may have gotten this idea, or at least the concept for this
idea, from the book by "Susan S29" here on AOL (TAMING THE DRAGONS, REAL HELP
FOR REAL SCHOOL PROBLEMS by Susan Setley).
Eileen

SUBJECT:  To: Ratatat  Date:  97-02-04 19:38:19 EST
From:  Mjcvlc

Much thanks for the information about the governmental requirements where
gifted children are concerned.  I can't tell you how many times that I have
gone around the block with school systems trying to get help.  Now I have
some amo.  I only hope that he is not too old for the extra help to actually
help him.  He is now 12 years old and I was told by the audiologist who
diagnosed him as Auditory Processing Disorder that any extra training to help
him learn how to learn, would be necessary before he turned 13 because that
is when the place in his brain that allows them to learn is mature.  Have you
ever heard anything like that?

Thanks again for the info.  You're a lifesaver.
Brandon's Mom

SUBJECT:  Re:Social studies  Date:  97-02-04 23:29:24 EST
From:  KleenTeeth

Thanks for the suggestion in social.  It is the only subject he is really low
in.  He made 2nd honors for the first time in his school career with an 88.2
average.  I moved him from public school with a 27 student class size to a
parochial school class size of 14.  It was the best move for him.  He
received a 92 in math alone!  But, social is his tough one.  Susan29
suggested I get the material ahead of time-have a meeting scheduled with the
teacher.  Thanks again.  KleenTeeth

SUBJECT:  Auditory Processing Problem  Date:  97-02-06 15:18:18 EST
From:  JOwen87224

My 7 year old son has been diagnosed with a Auditory Processing problem.  We
are currently working with a language therapist.  My son reads O.K. and uses
phonics to "attack" words.  He has great difficulty following auditory
instructions from the teacher, and has a very short attention span.(sqirms in
his chair, slumps etc.)  We have met with both the priniciple and his
teacher.  During our last meeting, they suggested we might want to get
information about "remedial" schools. Remedial schools use very small class
ratios (8:1) and the teachers are specially trained.  I am concerned about my
son being "labled" as having a problem and the impact of starting a new
school next year and having to make new friends.  Students here typically
attend remedial schools for 2 1/2 to 3 years and are then "steamlined" back
into "regular" schools.

We don't know what to make of all this.  We are continuing to work with the
Language Therapist and are looking into summer "reading" programs.  Has
anyone experienced a situation similar to ours?  Does anyone know of  any
terrific programs in the Dallas, TX area which address auditory processing
problems?

SUBJECT:  Re:Auditory Processing Probl  Date:  97-02-06 21:53:36 EST
From:  Mithue

In MD. a speech pathologist and/or school psychologist may identify and
document auditory processing disorders.  Usually in kindergarten and first
grade, the speech pathologist will be the first to service the student but if
the processing disorder effects processing information, following directions,
answering quetions all day long, you should request educational testing.  If
your child's reading scores and writing scores are discrepant from his
cognitive ability (IQ testing), he can get special education for reading,
writing, and maybe math if that area if affected.  I usually find it's just a
matter of time before students with these difficulties get accepted into
resource programs. Your speech pathologist will not cure the problem, nor be
able to support the academic program as fully as a resource teacher, nor will
it go away, and most likely teacher accomodations will not be the only
answer.  Sometimes, fairly good decoding skills mask reading comprehension.
Ask your son questions about the stories you read to him: Who is in the
story, What did he do, where is the story taking place, when is it happening?
Also, make a list of 2-3 step directions and ask him How many things does he
have to do? or How many directions did I give you. Keep me informed.
Mithue


SUBJECT:  RE:Aud.Process.Prob/Mithue  Date:  97-02-06 22:31:02 EST
From:  JOwen87224

Thank you for your quick response and valuable information.  Our son
articulates words very well.  His problem lies in processing verbal
directions.  Also his evaluation revealed significant gap between his
"receptive" and "expressive" language.  Is that what you were refering to
when you mentioned "cognitive" processing or language?  Our son's I.Q. test
came back as average, however again there were significant peaks and valleys
between the part of the WISC that measures visual spacial (superior ranking)
and other areas such as picture completion and attention to detail (below
average ranking).  The clinical psychologist who administered the WISC to our
son said because of the peaks and valleys in his WISC, we probably did not
get a true reading of our son's  "intelligence". Maybe because of his
processing difficulties and ability to follow direction????   Any other
information you could provide would be appreciated.

SUBJECT:  Re:C.A.P. & high
school/coll  Date:  97-02-08 18:09:05 EST
From:  LHartlage

Parkaire Consultants, Inc. have excellent therapists who are skilled at
working with all LD students.  Check them out.

Also Upson Regional Hospital has excellent testing facilities for CAP.  They
may know of additional resources

SUBJECT:  Re:Auditory Processing Probl  Date:  97-02-08 20:04:55 EST
From:  Ratatat

<<We have met with both the priniciple and his teacher.  During our last
meeting, they suggested we might want to get information about "remedial"
schools. Remedial schools use very small class ratios (8:1) and the teachers
are specially trained.>>

The school seems to be shifting the responsibility for providing your child
with a free and appropriate public education on to you!  Why?  It is the
school's responsibility to design an education program to meet YOUR childs
NEEDS.

Contact your local Learning Disabilities Association chapter and get some
help about learning the special education laws and about your rights before
they are trampled.

I'd also recommend that you find a book on CAPD by Patti Hamiguichi and
published by John Wiley & Sons, written just for parents.  Sorry, I can't
remember the title, but with this information a book store can look it
up.

SUBJECT:  Re:Comprehension difficultie  Date:  97-02-09 02:48:26 EST
From:  PattiMcHam

"Patti McHam, I enjoyed your recent statements regarding auditory memory
strategies.  Will you please share more info about "It's Time to Listen"?
Who is the publisher?"

It is published by Communication Skill Builders, which is now owned by the
Psychological Corporation, so both catologs carry it. Thanks for
asking...

SUBJECT:  Re:Comprehension difficulties  Date:  97-02-09 03:06:42 EST
From:  PattiMcHam

" I was just looking up things in your book, about childhood speech problems,
yesterday and still recommend it to parents. Are you writing anything else?"

Thanks for asking. Just so people aren't confused, this is another book (not
"It's Time to Listen") that Eileen is referring to. Actually, in the past
year I moved to California and now have a toddler as well as a speech therapy
practice, so I have been procrastinating writing my next book, which is
tentatively on social language issues for children. I've also been doing
seminars on oral-motor speech therapy and central auditory processing
disorders in my spare time here in Northern CA... (By the way, before I moved
here I worked with Sara Johnson in NY. If you can get to her workshops, go.
They are super!)

"his therapy at times has included repeating back numbers, like telephone
numbers. Is this a waste of time?" I think so.

"It has been recommended that he start "Phonemic Synthesis" therapy to help
his decoding."
I've found this program and related sound-blending techniques (when done in
an appropriate hierarchy) to be *enormously* helpful to children with
auditory processing and word retrieval problems.

"Is there any research on how kids with this problem end up as teenagers and
adults?"
I think there needs to be more longitudinal studies (studies that track
people over time) on this, but my observations are that often these children
do very well in many career areas and "look" and "talk" like everybody else.
However, they often choose a non-college career path because school learning
is harder than "hands-on" learning for them. For example, they may do great
with computers, fixing things, carpentry, opening up a retail shop or
business, real estate, etc. Many parents of children who I see for auditory
processing problems report having similar problems as children, although not
formally diagnosed.

By the way, we've only been diagnosing children with CAP specifically in the
last 5-10 years.

SUBJECT:  PattiMcHam's book  Date:  97-02-10 16:48:37 EST
From:  Bre5

>(By the way, before I moved here I worked with Sara Johnson in NY. If you
can get to her workshops, go. They are super!) <

What part of NY? I'm near the University of Buffalo. There are a lot of good
people here researching auditory processing disorder.
For anyone interested, the book I was mentioning was CHILDHOOD SPEECH,
LANGUAGE & LISTENING PROBLEMS by Patricia McAleer Hamaguchi.

Eileen


SUBJECT:  Need advice-too young to Dx?  Date:  97-02-11 21:28:29 EST
From:  Tess34

I just read a GREAT book "Childhood Speech, Language & Listening Problems"
and I am convinced my son may have CAP. He's been receiving speech therapy
since 2 1/2 (he's now 6). We are having a lot of problems in his pre-first
class with him not following directions, not paying attention. We had his
hearing tested--his tubes are just falling out--and it's within normal. The
audiologist mentioned she could test him for CAP, but would recommend waiting
until he is 7. He already receives 5 units of speech per wk for artic
problems. Is there testing suitable for children younger than 7? Is this
something I could try to get through the school given his well-documented
speech and attention problems? If he does have this, I would like him to be
receiving therapy for that or I'm guessing the artic problems may not correct
entirely? Any advice would be appreciated. Thanks!

SUBJECT:  Re:Sara Rosenfeld
Johnson  Date:  97-02-12 10:21:40 EST
From:  ShelleyHL

I attended one of Sara's workshops in Southbury Connecticut.  If I'm not
mistaken she works/lives somewhere in the Westchester, NY area ( a bit of a
haul from Buffalo).  However, look for mailings about her workshops.  She
does them in a variety of locations.  Perhaps you could organize your local
speech/hearing association to sponsor her at their annual conference or at a
special seminar.  I agree that it's information worth hearing, even if you
only implement parts of it.  ShelleyHL

SUBJECT:  confused slp  Date:  97-02-14 19:32:36 EST
From:  Mdmk19

Is central auditory processing different from language processing??

SUBJECT:
Re:confused slp  Date:  97-02-17 11:17:50 EST
From:  PattiMcHam

"Is central auditory processing different from language processing?? "

That's an excellent question. I think there is little differentiation in many
SLP's reports, but there should be. A language processing deficit may be
caused by a variety of things: limited English proficiency, limited
vocabulary, difficulty comprehending certain syntactic structures, difficulty
comprehending idioms, poor auditory memory, low cognitive ability etc.

A child with central auditory processing weaknesses will have more difficulty
processing language in noisy environments or when the speech is processed
through a microphone, telephone, computer, etc. because the acoustic signal
is compromised. It is more a problem with the way their auditory channel is
processing the input. They may "tune out" in class and look like a child with
A.D.D. because there is background noise and poor acoustics. They often have
a history of multiple early ear infections. They often improve with
sound-field systems (multi-directional speakers overhead that send out the
teacher's voice from a mini-microphone). Usually a child who has only
difficulty with language processing, will not process any better with
increased signal-to-noise input or in a quiet environment because the problem
is linguistic in nature and not auditory.

Now, not to confuse you, but it is also possible to have a child who has poor
linguistic comprehension as well as a central auditory processing disorder.
In fact, if a child "tunes out" over a long period of time, and doesn't get
the proper input, their vocabulary knowledge will suffer, as will other
language skills. So many times, it is a combination of both. Hope this
helps...

SUBJECT:  C.A.P. vs. Language process.  Date:  97-02-17 15:57:05 EST
From:  Mdmk19

Hi  Patti Mc Ham,

                    Wanted to thank you for the valuable information you
gave. I t was most helpful!!
                    Thank you for answering my question.

Not- confused anymore slp

SUBJECT:  To PattiMcHam- THANK YOU!  Date:  97-02-25 20:19:39 EST
From:  CPR25

Dear Patti: I just found this folder after posting a message in the
"speech&language disorders" folder on 2/2/5/97 begging for info re-CAPD. I
have been an SLP for about 5 years and am lucky to work in a special ed
school that advocates interdisiplinary staff ed e.g last year the PT/ OT
dept. taught us about facilitating better postural control and this year my
speech therapy dept (9 SLP's on staff) is trying to help the staff with kids
who have CAPD....in conjunction with ADHD, SLI, Down Syndrome etc.
Unfortunately I am the youngest of the bunch but even I didn't learn about
CAPD in grad school. *THANK YOU * for your insightful, professional
messages....I intend to keep reading from this folder.....Some of my
colleagues went to Sara Johnson's oral-motor therapy conferences in NYC last
year and loved it....do you still do seminars with her in NYC? Boy, would I
love to have you lecture at my school! Anyway, I was wondering if you have a
published bibliography on CAPD that you can share.....my area of specialty at
work is nonverbal severely multihandicapped preschoolers (using computers and
AAC devices to facilitate communication) although now I'm starting to see
kids with CAPD. One really troubles me but I won't bother you now about
him.....thanks again for everything! I know how busy you are...<smile>
[e-mail]

SUBJECT:  Auditory DisconnectionSyndro  Date:  97-03-03 08:25:45 EST
From:  SPCHRGM

Thought this might be of interest to some SLP's and others out there...I had
refered a child on my caseload for CAPD testing due to poor processing of
oral directions, poor auditory retention and because he was one of those who
said "huh" and "what" a lot despite normal peripheral hearing. The teacher
thought I was crazy;because of "good grades"she would not refer him to child
study. This in spite of the fact that I saw her give papers back to him twice
with the comment that he wasn't "listening" and do it over> She had also made
remarks on his report card regarding behavior in the classroom. Well, to make
a long story short, he was dx at a local University Clinic with Auditory
Disconnection Syndrome which went a long way toward explaining the
difficulties with following directions, and auditory retention.We meet for
child study this Thurs. AM to discuss classroom modifications...needless to
say, I am glad I followed through with this even though his "good grades"
kept people from wanting to help him(good grades at what cost?) Just posted
this so other SLP's and parents know "in their gut" or by working with the
child that something is "wrong" dont't let the grades be the reason you don't
look further...SPCHRGM...P.S. If anyone would like me to post more about ADS
I will but let me know.

SUBJECT:  Re:Comprehension difficulties  Date:  97-03-03 20:15:50 EST
From:  SusanS29

"The drills (that I don't like) that I am referring to are the ones for
auditory memory that require repetition of a series of numbers, words or
sentences with no strategy attached and no functional purpose. "Exercises".
After all, auditory memory is only a skill we need to process information,
isn't it?"

Amen. If your goal is for the child to be able to blend words -- work on
blending words or skills directly related to being able to blend words
eventually.

SUBJECT:  Re:Auditory DisconnectionSyndr  Date:  97-03-04 18:25:57 EST
From:  TLVAIL

I would love to hear more about this syndrome!  I've never heard of it!

SUBJECT:
Re:Auditory DisconnectionSyndr  Date:  97-03-04 20:51:29 EST
From:  SusanS29

"Well, to make a long story short, he was dx at a local University Clinic
with Auditory Disconnection Syndrome"

I have never heard of that either... are you certain you got the name
right?

SUBJECT:  Re:Auditory DisconnectionSyn  Date:  97-03-05 08:12:13 EST
From:  SPCHRGM

I will clear up a few points...it's called Auditory Disconnection Profile and
it was diagnosed as a combination of poor performance in 3 areas, 1 was pitch
pattern repetition(child tells examiner if pitch was high or low and in what
sequence) 1 was dichotic listening(child has to listen to 2 words presented
through headphones and determine what they were), and the other was (i think)
speech in noise( I'll bring the report home and recheck that one). These test
do what the examiner refered to as "stressing " the auditory system, forcing
it to perform more than one task at a time. The theory is(I'll try to be
brief) that the child with this profile does not process information from
both halves of the brain (across the corpus callosum) in an efficient manner,
so verbal directions without visual/pictoral backup are lost or only
partially processed.  In the meantime, the teacher has continued on to the
next thing or subject and here sits Child X, still trying to figure out the
first part of  what was being discussed. One real good clue I got that this
is what was happening with my client is during a classroom observation.  They
were being given directions (without visual backup) and he kept looking at
the other kids around him for "clues" as to what was going on.That and being
given papers back with only the first and last steps completed. I will fill
in more gaps next AM I promise. As an SLP we weren't given a lot of
audiological training in these areas so I am learning as I go...but gratified
to know I was not wrong and that we can help this kiddo...SPCHRGM

SUBJECT:
Re:Auditory DisconnectionSyn  Date:  97-03-05 20:06:57 EST
From:  ShelleyHL

This syndrome sounds very interesting.  However, I am perplexed as to its
origin.  Just what our field needs...another disorder for the band wagon
hoppers.  Is this really different from some of the other auditory processing
problems we've begun to learn about or is this really something
new...ShelleyHL

SUBJECT:  Re:Auditory DisconnectionSyn  Date:  97-03-06 08:03:41 EST
From:  SPCHRGM

I don't know if this is something"new", it is probably another way to look at
problems related to auditory retention and inability to follow directions
without additional input cues.  I really don't feel like if additional
research is turning up more ways to diagnose children who might otherwise be
passed over because of "good grades" and teacher's lack of knowledge, that
its just another "bandwagon". What I think would help general ed. teachers
and SLP's is more training in recognizing auditory problems in the classroom
because I have had to learn a lot of this on my own and I wind up going into
meetings where they are hearing this kind of info for the first time.I know
my own graduate and undergraduate programs focused more on the hearing
impaired and not on this aspect of auditory problems, or it was passed over
briefly...I think it really dosen't help to take a stance of "just another
problem"for people to latch onto, rather, if it helps us understand children
with mild disorders better then we can all benefit. P.S. I never heard of
this before this evaluation either, but it helped to justify my referal and
my concerns for this very bright, but "different" child...SPCHRGM

SUBJECT:
Re:Auditory DisconnectionSyn  Date:  97-03-07 17:39:47 EST
From:  TLVAIL

So- What are the differences between Central Auditory Processing disorder and
Auditory Disconnection Syndrome?  Is there an assumed or documented problem
with the Corpus Coll?

SUBJECT:  Re:Auditory DisconnectionSyn  Date:  97-03-10 08:19:14 EST
From:  SPCHRGM

Since Terri James Bellis adressed some of this on the CAPD listserve this AM,
I will quote some of what she says because I think it will help with
undertanding this :"But regarding the recent discussion, I wanted to just
issue the following statement :please keep in mind that CAPDis a heterogenous
group...and, as <Chuck> pointed out some weeks ago, in some ways all central
auditory skills are based in some way on timing(i.e. temporal processing).
However, the term "temporal processing"encompasses a wide variety of
processes. The type of temporal processing Tallal means is presumed to
afferct phonemic decoding skills...This is very different from a child with
"temporal processing disorders" in the patterning realm-such as those who are
poor at acoustic contour recognition(as evidenced by pitch pattrns and the
like), two tone ordering, and some forms of gap detection-these children may
have excellent phonemic decoding skills, word recognition even reading and
writing, but exhibit difficulty with ongoing speech because of lack of
awareness and recognition of prosodic aspects of speech(see Musiek's
research). All of these differ from those children in which hemispheric
communication is disrupted, resulting in what has been termed "auditory
disconnection syndrome"(Musiek) or "integration deficit"(Bellis). And so and
so on. So keep in mind that no rules apply to "all kids with CAPD" and the
treatment should fit the deficit-reliant upon good,valid diagnostics..."
                    This is a great summary of what I think most of you are
questioning. As I stated before, I am not an Audiologist, just an SLP trying
to help my kids and some of my teacher associates understand that grades
arent the total picture and that other behaviors can clue us as what is
really going on with that child. I e-mailed a note to Ms. Bellis asking for
further info and if she reponds I will be happy to share it.SPCHRGM P.S. the
CAPD listserve is a great place to see what people are debating in these
areas as well as a forum for questions and research...

SUBJECT:  Re:Auditory
DisconnectionSyn  Date:  97-03-11 07:53:16 EST
From:  SPCHRGM

Ms. Bellis offered the following resources:"Seminars in Hearing" Vol.5, No.3,
pp.231-241, authors Musiek, Gollegly and Baran(1984), also "Assessment and
Management of CAPD in the Educational Setting"(1996) Singular Publishing
Group,author Terri James Bellis. She states that "a variety of auditory and
learning deficits may accompany this profile, and my book (hers) discusses
management techniques". Sounds like a good read...hope this helps
...SPCHRGM

SUBJECT:  CAP Diagnosis  Date:  97-03-12 19:39:22 EST
From:  TeriEme

My child is five and a half years old and is in a special ed inclusion
kindergarten. He has been diagnosed with hypotonia with delays in
visual/abstract reasoning and visual motor integration and receives services
for OT and PT twice a week. He has recently had behavioral problems in school
and I am told by his Special Ed teacher that he just doesn't listen. When I
mentioned CAP to her she said she didn't see it as a possibility. He was
evaluated for speech services and there was a low score on the TOLD-2 in
phonology quotient: 73 while most of the other scores were in the range of 92
- 112. His verbal skills are excellent. We had requested the speech eval.
because of oral motor problems. Anyway at our CSE meeting we were denied
speech services because it is not an "educational" need as the teachers can
understand him. And then when we suggested a CAP evaluation we were told
there wasn't enough evidence to warrant one. Do any of you have any
suggestions for us? We would appreciate any help you can give. Thanks, Terry
and Jim

SUBJECT:  Defining CA Processes/ CAPD  Date:  97-03-15 15:57:14 EST
From:  HarrietSLP

I have a copy (draft) of the task force on CAP consenus development from
ASHA.  I've had this for a couple of years so other info may be more current.

Anyway ASHA defined CENTRAL AUDITORY PROCESSES qw the auditory system
mechansisms and processes responsible for the following behavioral phenomena:
      *    Sound localization and laterialization
      *     Auditory discrimination
      *     Auditory pattern recognition
      *     Temporal aspects of audition, including ---
             temporal resolution
             temporal masking
             temporal integration
             temporal ordering
      *      Auditory performance decrements with competing acoustic signals.
      *      Auditory performance decrements with degraded acoustic signals.

These mechanisms and processes are presumed to apply to nonverbal as well as
verbal signals and to affect many areas of function, including speech and
language.  They have neurophysiological as well as behavioral correlates.

Many neurocognitive mechanisms and processes are engaged in recognition and
discrimination tasks.  Some are specifically dedicated to acoustic signals,
whereas others, (e.G., attentional processes, ong-term language
representations) are not.  With respect to these nondedicated mechanisms and
processes, the term CENTRAL AUDITORY PROCESSES  refer.
 particularly to their deployment in the service of acoustic signal
processing.

SEE NEXT POST

SUBJECT:  Defining CAPD (continued)  Date:  97-03-15 16:30:40 EST
From:  HarrietSLP

CAPD is an observed deficiency in one or more of the above-listed behaviors
(in previous post).  For some persons, CAPD is presumed to result from the
dysfunction of processes and mechanisms dedicated to audition:for others,
CAPD may stem from some more general dysfunction, such as an attention
deficit or neural timing deficit, that affects performance adross modalities.
It is also possible for CAPD to reflect co-existing dysfunctions of both
sorts.

***It is important that the clinician should attempt to determine the factors
that contribute to the disturbance of auditory behaviors (e.g., auditory,
cognitive, linguistic), as these may influence clinical decision making.

When testing tests should generally include both nonverbal (e.g., tones,
clicks, and complex waveforms) and verbal stimulit to examine DIFFERENT
LEVELS OF AUDITORY PROCESSING AND THE AUDITORY NERVOUS SYSTEM.  Typically,
AUDIOLOGISTS are the most qualified to administer and interpret the central
auditory test battery

I could go on and on.  The diagnosis of CAPD is NOT SIMPLE.   Clinicians
should be cautious in attributing language/learning difficulties to CAPD in
any simple fashion.  For most clients, the relative contribution of CAPD to a
larger constellation of behavioral impairments will be difficult, if not
impossible, to determine.  Clinicians certainly should not infer the
existence of CAPD solely from evidence of learning disability or language
impairment.

MY CRITERIA FOR CAPD:        1. .  IQ must be in normal range    85-115  and
the child must be
                                                      7 years of age (must
have maturation of auditory cortex to
                                                      accurately diagnose)
                                                2.  Normal hearing acuity.
                                                3. No known  cortical lesions
due to TBI, epilepsy, MS, etc.
                                                4.  A statistically
significant gap between verbal and performance
IQ   with performance being the higher.
I  do a language evaluation and then refer to an audiologist who can do the
auditory tests which are imperative in determing a diagnosis.

Just my 2 cents worth,
Harriet

SUBJECT:  Re:Defining CAPD (continued)  Date:  97-03-15 16:40:27 EST
From:  HarrietSLP

I just wanted to apologize for my terrible word processing skills on the last
posts..  I should have proof read.   Anyway, I feel the diagnosis of CAPD is
a controversial subject (like ADD) and I would love discussing it further
with anyone.  In particular, I would like to know how others differentially
diagnose it.

Thanks for reading,
~~Harriet

SUBJECT:  3 1/2 yo APD Question  Date:  97-03-16 18:24:17 EST
From:  Hjtd

We have been asked by our 3 1/2 yo son's nursery school teacher to have him
tested for apd. We are somewhat confused. How will they determine whether he
chooses not to follow instructions or can't follow instructions. Please
e-mail. Thanks.

SUBJECT:  Testing for CAPD  Date:  97-03-16 22:41:30 EST
From:  HarrietSLP

I was e-mailing the following flow-chart I use when considering a child as a
candidate for a central auditory evaluation.   I thought it might be of some
interest to others so here goes:


        LEARNING DISABLED CHILD REFERRED FOR CENTRAL AUDITORY EVALUATION

 A.   Assess
       Candidacy for central auditory evaluation
       Age
       Psychoeducational evaluation
       Speech and language evaluation
       History:
                  Medical
                  Developmental
                  Speech and language evaluation

                   If a child is below 7 years of age or below 2nd grade
level  achievement ----then NOT eligible for central
                       audiologic evaluation.

                  **If child has a mental age of 7 years + and a 2nd grade
level achievement or greater then proceed to B.


B        Basic audiologic evaluation


C.       Significant hearing loss in one ear or both ears.

           1.  Conductive hearing loss  -   Medical treatment and Audiologic
follow-up.
            2.  Sensorineural hearing loss -  Medical evaluation,
Amplification, Aural rehabilitation, Educational considerations.

          IF NO PERIPHERAL HEARING IMPAIRMENT THEN GO TO D.

D.      CENTRAL AUDITORY EVALUATION
          Assess:
                       Dichotic speech
                       Temporal Sequencing
                       Distorted speech
                       Low brainstem

E.     If results are normal or above normal  -  Dismiss CAPD

F.     If results below the norm

         Quantify the deficit
          Assess clinical trends

G.      Counsel parents, teachers, speech and hearing clinicians

H.       Develop rehabilitation plan

           Educational acoustics
           High redundancy teaching strategies
           Auditory learning
           Home training Program

I.          Recommendations

              Follow-up testing   -  Maturational and developmental
              Integration and application of rehabilitation program in home
and school.




SUBJECT:  CAPD INTERVENTION STRATEGIES  Date:  97-03-16 23:02:51 EST
From:  HarrietSLP

These strategies were recommended at an ASHA seminar, 1993.  So of course
there are new interventions popping up everyday.     Here goes:

I.  DECODING
    A. Audiological-Speech-Language
         1.  Phonemic Synthesis Program
         2.  Auditory Discrimination in Depth  (Lindamood Bell)
         3.  Hooked on Phonics
         4.  Rhyming, syllable and phoneme segmentation

    B.  Academic
          1.  Reading:  phonetic approach
          2.  Directions: clear, concise and repeated
          3.  Testing modifications
          4.  Outlines
          5.  Rephrase and restate
          6.  Pre-Tutoring
          7.  Written instructions

II.  TOLERANCE-FADING MEMORY
     A. Audiological-Speech-Language
          1.  Improve the signal-to-noise ratio:  assistive listening device;
altering classroom                acoustics
          2.  Noise desensitization practice
          3.  Compensatory strategies for auditory memory:
                     Identify classroom scripts
                     Rehearsel strategies
                     Imposing a delay
                     Teach outlining and notetaking
                     Mnemonics & chunking

B.     Academic
         1.  Preferential seating
         2.  Earplugs
         3.  Obtain attention
                 eye contact
                 call name
                 gentle touch
        4.  Take notes & outline
        5.  Tape record classes
        6.  Quiet study areas

III.    INTEGRATION
      A.  Audiologica-Speech-Language
         1.  Improve phonemic and metaphonological skills
         2.  Improve signal-to-noise ratios

     B.  Academics
         1.  Note-takers
         2.  Tape-record classes
         3.  Reader-writer for tests
         4.  Texts on tape
         5.  Word processor with audio spellcheck

IV.  ORGANIZATION
      A.  Audiological-Speech-Language
           1.  Discourse therapy:
                 sequence, information

      B.  Academic
            1.  Consistent routines
            2.  Checklists, calendar




SUBJECT:  Re:INTERV STRATS: SINGING  Date:  97-03-30 10:32:42 EST
From:  SPCHRGM

This isn't Patti or Harriet, but for what its' worth, the child I described
in previous posts as having Aud. Dis. Syndrome was recommended to try
singing(because it incorporates right and left brain processing)i.e. language
and music. Another activity suggested was having the child reach into abag of
objects with his left hand and try to ID objects without removing it from the
bag(by touch alone). I'd like to hear how singing has worked for other
therapsists; this child dearly loves to, but only certain types of
music....SPCHRGM

SUBJECT:  Re:INTERV STRATS: SINGING  Date:  97-03-30 12:26:19 EST
From:  ShelleyHL

I use singing as part of many of my speech sessions with a variety of primary
school children.  We do songs with associated motor movements, songs that
teach concepts (days, colors, etc.), fingerplays.  Some of the songs I use
have books that go along with them.  The kids look forward to them and learn
them readily.  Our prek teacher uses songs in her classroom for special needs
kids and children in our k and 1 classes enjoy raps.  For some kids, these
"songs" are the best class participation they have.  I can't attest to this
strategy for CAPD kids but it sure is a positive one for many other language
impaired kids.  ShelleyHL

SUBJECT:  New to this   Date:  97-04-04 00:16:49 EST
From:  Rowerats

HI!!

My daughter has been labeled dev. delayed since birth. She was born 15 weeks
premature.....had a grade 2 cranial bleed on the left side that resolved
itself without shunting...is clumsy but does OK..has pretty good fine motor
skills ..has made SLOW but steady progress.  Currently she is in reg K class
and is doing fairly well..this after YEARS of early intervention.  After
having her hearing checked, it's fine, we suspect a CAP problem.  Our school
system has no recognition of this.( Which translates as NO HELP..No
sugggestions as to what to do)..We are moving from this wilderness to Atlanta
this summer....Any suggestions as to whom I can contact there?? What to
do...I'm frustrated and feel I am getting NO help here.  She is a
sweetie...but is VERY frustrated at times.  I'm really worried about first
grade.

I am a music teacher and am ESPECIALLY interested in using songs with
her....we DO sing all the time anyway...My experience has been in pre-school
music and movement.  I think that th singing has helped her some.....I am
interested in anything you can suggest.  e-mail me at [e-mail].

THANKS!!!!!!!!!!!!!!!!!!!  :-)

SUBJECT:  Re:New to this   Date:  97-04-04 14:15:50 EST
From:  SusanS29

Your problem is that CAP isn't how schools are supposed to think about
learning disabilities. They look at whether a child is significantly behind
in one of the three major instructional areas: reading, math or written
expression.

Special education LD isn't required to try to "remediate" processing
difficulties. Federal mandates requires them to focus on academics. I have to
say this is an approach I have found to be extremely effective.

Sometimes speech/language people get involved with auditory processes *if* it
affects language or speech development, but only then.

In addition, the popular remedial approach to CAP training is expensive and
done one-on-one. There's nothing in special education law that requires
one-on-one remediation for anything.

The people who promote CAP intervention most enthusiastically truly believe
in what they're doing, but neither their testing (I believe) nor their
interventions have been independently verified, which gives schools another
reason to refuse.

SUBJECT:  CAP  Date:  97-04-04 21:42:55 EST
From:  CKoen11

My 6 year old daughter was diagnosed with ADHD..  She was referred by a
neurologist to have CAP testing.  How can I find out more about what CAP is
and how the testing is done?

SUBJECT:  Re:CAP and your child  Date:  97-04-05 07:53:19 EST
From:  SPCHRGM

To Rowerats and CKoen11: Central Auditory Processing Disorders are usually
and most objectively diagnosed by an audiologist. Not all audiologists have
this additional training or expertise. You can contact the American Speech
Language Hearing Association in Rockville, Md. for a listing of audiologists
in your area, but I have found that you can usually find audiologists in one
of three places1. Private practices, 2. University or College clinics(look
for schools with medical affiliations), also our local school system sends
children to one specific University clinic, which keep costs down, and 3. ENT
offices. Rower, when you move to Atlanta, it may be worth it to set up a
meeting with your new schools Director of Special Education, especially if
your daughter is getting services in other areas, and inquire about CAP
testing at that time. It would be nice if they agreed to the testing and
would pay for it, but you may have to go the child study route and that can
take awhile. You didn't say if you child had a speech-language evaluation;
this CAP testing could be an offshoot if the therapist suspects it or feels
it may be contributing to other delays. In any case, there is always the
independent evaluation route. CKoen, testing is done in a soundproof booth.
Different audiologists use different protocols, usually the SCAN and other
test such as the SSW(Staggered Spondee Word Test) etc. (I don't want to go
into a lot of detail because each audiologist uses different things and
should be willing and able to spend time with you explaining which test are
to be done and why.) The last evaluation I sat in on for astudent took about
2 hours, so get ready for a long morning! In any case, the testing should
give you all an idea if there is a problem with the way your children process
auditory information and possibly head off the "he's not paying attention" or
"he just dosen't listen" problems you hear as these kids go through
school(not to mention etheir frustration at being labeled lazy, inattentive,
etc) In any case , the testing should not only give a diagnosis but should
give specific ideas related to classroom management for your children. I
found it a lot easier to get my son's accomodations when I had his
audiological report with me when we went for child study. Any medical
information related to their conditions/diagnosis is also helpful, such as
prematurity, ADHD etc.  Good luck and let us know how you are
doing...SPCHRGM<the nosy SLP with informal CAP training>

SUBJECT:  To SusanS29  Date:  97-04-05 09:05:09 EST
From:  ShelleyHL

I agree with your statements here.  As a speech pathologist I have been asked
to do various programs with students.  My role is to improve communication
skills so that educational performance will improve.  Thank you for
supporting that idea, which unfortunately we lose sight of sometimes.
ShelleyHL

SUBJECT:  Re:AUDITORY PROCESSING DISAB  Date:  97-04-07 10:16:55 EST
From:  JBMANt

The alphabet represents an arbitruary set of symbols which represent a sound.
When the sounds are combined, they form words.  Each word in the English
language has a meaning or multiple meanings.  A phonetic program is based
upon the principle that children will be able to store sound in the
articulatory loop long enough for it to be processed, then integrate the
sounds heard, and attach meaning to it.  Once meaning is attached to the word
it becomes relational with other words in order to form pictures in our
heads.  Pictures in our heads represent our level of concept development and
comprehension of the auditory language.  A child with CAP disorder does not
process sound in the way our institutions teach it.  You start off with
learning the alphabet, once the sounds are acquired, the students must blend
the sounds together to formulate a word. Also, special rules governing the
control of the English language are introduced (rhyming words, vowel sounds,
multiple meaning words, etc.)   The sounds and rules of the language help
auditory learners to attach meaning.  Once meaning is achieved, the language
is stored (background knowledge) to be used at a later time or to become
integrated with new learning.  First,  current resarch states that
undestanding is more important for language development than the capacity for
making speech sounds.  A phonics program merley relies on an approach that
bases its foundation on sound.  Remember, our language is concrete to a
degree and abstract to a degree.  Many CAP children can attach meaning to
what they see and to what the brain interprets as that sound, which links the
word with the meaning.  On the otherhand, how to children that do not process
all of the sounds attach meaning to abstract language such as, loyalty,
justice, beauty, consequences, behavior, stealing, etc.  The problem with CAP
children is that they don't.  If they can't see with their eyes what
something means, then it doesn't exist in their neurological system.  CAP
children do not worry about tomorrow because they lack temporal language (
then, next, last, finally).  Temporal language is abstract and requires
maximum auditory integration skills.  CAP children cannot see the future
because their linguistic systems are dysfunctional and are unable to move
through time with the use of words.  I have a nine year old daughter who was
diagnosed with CAP when she was five years old.  I was very lucky to have a
sister who kept me current on the latest developments and intervention
strategies for my daughter.  I am a middle school language teacher that draws
language out for my students.  I would go home and draw language out for my
daughter.  I have collected rebuses from everywhere to help me.  For example,
the word "who" is shown as a stick person with questions marks around it.
Once my daughter attached meaning to what she was processing she could spell
it accurately.  Also, I would draw out her behavior and consequences for the
inappropriate behavior.  For example, when she kicked our dog, I drew a stick
person kicking a dog and went over the situation with her.  Then, I drew two
pictorial clocks showing her a difference of five minutes.  I drew her
sitting in a chair in the livingroom right along with the two pictures of the
clocks. Most CAP children cannot see consequences for their actions.  With
this intervention strategy, I brought the consequence into the present and
because I used pictures the language was stored in her visual memory and not
her auditory memory.  That is, if I were to ever discipline her again, I
could retrieve the information from her visual memory where it was stored and
since most CAP children have poor auditory memory skills, I didn't have to
rely on her remembering only what she heard.  For example, most parents when
a child is acting inappropriately will say, " if you kick the dog again, I
will put you in time out for five minutes."  The CAP child cannot hold on to
the language long enough to process the consequence.

SUBJECT:  Re:New to this   Date:  97-04-11 16:48:05 EST
From:  TLVAIL

I see 2 problems here- If she is doing well in her current setting, what are
you're concerns?  Also, it's my understanding that CAPD can't not be
effectively diagnosed until a child is 6 or 7.  That's because the skills
required for the testing aren't fully developed in the "average" 5 yr. old.
Why not try looking at the specific behaviors that are concerning then ask
the child study team to help find some solutions to those specific
behaviors?

SUBJECT:  Re:AUDITORY PROCESSING DISAB  Date:  97-04-21 01:26:04 EST
From:  PattiMcHam

" CAP children cannot see the future because their linguistic systems are
dysfunctional and are unable to move through time with the use of words. "

Much of the information in your post was very on target for CAP children, but
just a friendly caution that what may be true for your child may not
necessarily be true for all children with CAP. Remember that many children
with Central Auditory Processing Disorders have associated Learning
Disabilities, ADD, speech issues, etc. That may be one reason why your
children has some of the difficulties you describe and not necessarily from
the CAP. For example, the above quote is not really true in all cases. There
are many children with CAP that have very solid language skills, temporal
concepts included. They may only exhibit a processing breakdown when the
acoustic environment  is problematic, such as in an auditorium, gymnasium,
car, etc. Because there are many different types of Central Auditory
Processing Disorders, they may or may not have the issues you describe.

That said, it sounds like you have done a fantastic job of knowing how to
help your child. Your techniques sound very creative!

SUBJECT:  Lindamood-Bell  Date:  97-05-06 08:48:23 EST
From:  HEmerick

My son has been diagnosed as having CAP.  We have been struggling to find a
way to help him with his problem.  So far the school's only response is to
have him memorize site words.  Recently, I ran across a program known as
Lindamood-Bell.  Its fairly expensive, but the reports from parents that have
sent their children have been positive.  Does anyone have any experience with
this program?

SUBJECT:  Re:Lindamood-Bell  Date:  97-05-07 21:02:51 EST
From:  Willsons

I left you a message on the curriculum/materials board. If you decide to have
your son go through the program, I would love to hear what you have to say
about it afterwards.

SUBJECT:  Re:Lindamood-Bell  Date:  97-05-08 15:30:22 EST
From:  ShelleyHL

I went through the Lindemood Auditory Discrimination in Depth training in the
70's.  This was really "in vogue" then.  Then I didn't hear about Lindemood
for almost 20 years, until CAPD became a more popular diagnosis.  I'm
wondering what happened in the 70's that made this go away, and why it had
made such a resurgence.  I guess "what goes around comes around"...
By the way, I used this program with some students following the training but
really didn't find it all that beneficial with regard to transfer of the
skills (auditory sequencing, auditory awareness) into everyday learning.  I'd
be interested in how these skills are transferred into everyday learning.
ShelleyHL

SUBJECT:  Re:Lindamood-Bell  Date:  97-05-08 18:15:54 EST
From:  Willsons

You make a good point. I did not use this program ADD) extensively enough to
comment on carry-over, or transfer-of-learning.
The program is directed at those who have good oral vocabulary and good
listening comprehension, but  difficulty reading and spelling. This may not
be what a parent posting in Central Auditory Processing is looking for. It
depends on what problems the weak processing is causing.
I encourage people to write Lindamood-Bell for information about their
Visualization & Verbalization program. It may not be pertinent to the
situation of anyone reading this, but then again, it may!


SUBJECT:  Re:Lindamood-Bell  Date:  97-05-10 02:27:14 EST
From:  Willsons

I found a web site for Lindamood-Bell today. They have established their
site, and table of contents, but not finished putting in the actual
information.
Perhaps that will be a good place for you to check in the near future.

SUBJECT:
Re:Lindamood-Bell  Date:  97-05-10 19:31:44 EST
From:  Mdmk19

You left one very important piece of information out of your message---what
is the web site??
Thanks!!

SUBJECT:  Re:Lindamood-Bell  Date:  97-05-10 22:14:00 EST
From:  Willsons

I just typed in the words Lindamood-Bell. :-)

Their cover page which I printed, gives a phone number 1-800-233-1819, but
not a web site.
The web site addresses automatically appear where you type a topic or at the
bottom of the screen.
I generally write them down on one of the pages I print, but I don't seem to
have this one.
Good luck. Contact me again if you don't get through.


SUBJECT:  To HEmerick re Lindamood   Date:  97-05-11 16:13:04 EST
From:  SPOOSTEP

My 12 year old son is in Lindamood and making considerable progress, after
spending two unsuccessful years in a phonics program.  I'd be happy to share
our experiences, if you'd care to e-mail me.
Good luck.

SUBJECT:  Re:To HEmerick re Lindamood   Date:  97-05-27 16:11:15 EST
From:  Socadream

I have posted many testaments to lindamood over the last 3 yrs.  When my
child was end of 5th grade she was illiterate and not making much progress
(reading level was end of 1st grade-writting was even lower) she was a bright
but depressed child.  Our district, thru a principal with a child with
CAP/ld, helped bring in the program on a pilot basis.  For 6wks, 4hrs per day
during the summer, (20 kids to 5 teachers) she went thru this.  At the end of
the 6 wks I had a different child.  She progressed to the 3.5 reading level
(documented thru pre and post testing) and went from reading Baby books (lots
of pictures) to attempting "Gone with the Wind".  She finally began
improving, quickly in her speech (sl since age of 3) and repeated the program
the following three summers.  each time she gained more.  class averaged a
jump of 3.5 grade levels.  She is now 14, going into a gate program in high
school (the first spec. ed student in the school and is graduating from jr
high with honors.  She has maintained an almost 4.0 throughout.  this is even
in all excell courses.  the first spec. ed student in the jr highs history as
well.  of course I had to fight for her to acess these all the way.  Now you
see what a difference the right program can make?  She is more outgoing,
happy and finnally feels good about herself and school.  She knew she was
smart...just couldn't understand why she couldn't learn to read or write.
She's learning now!!!  check out lindamood for yourself, they have an 800
number as well.  Our district calls it ADD/VV.  It can be requested on an IEP
as well.  This is how teachers get inserviced and trained in it.  Good
luck

SUBJECT:  Re:To HEmerick re Lindamood   Date:  97-05-29 18:42:59 EST
From:  Bre5

What Lindamood program? Is it a remedial reading program or the Auditory
Discrimination in Depth program? (or what does ADD/VV stand for?)
My son is currently doing the "Phonemic Synthesis: Blending Sounds Into
Words" program, but the Lindamood was recommended as a follow-up for his
severe CAPD. He is also at a low 2nd grade reading level, never reads on his
own, and I want to try to raise his reading ability over the summer.

SUBJECT:
Re:Searching for Answers  Date:  97-05-31 11:38:15 EST
From:  KDarl97194

they forget about the student. they believe  putting them in special ed class
all day. along with
bd and etc.


SUBJECT:  CAPD testing in ADD kids  Date:  97-06-05 10:04:45 EST
From:  DeJaM41

   I just was told by my son's speech therapist that the school audiologist
will not test for CAPD in a child with ADD. Can this be right?? She said
because CAPD and ADD mimic each other so much that the testing would not be
valid. She went on to say that it would not make any difference in the help
my son receives anyway, that the modifications for CAPD are the same as for
ADD.
  I need some advice please on whether to pursue the CAPD testing.
 Thank You- Deb






SUBJECT:  Re:CAPD testing in ADD kids  Date:  97-06-06 20:16:30 EST
From:  Bre5

I would find a clinical audiologist at a major speech and hearing center,
like at a university or children's hospital! I would certainly want to know
if my child had one or both ADHD and CAPD! Although they have many similar
symptoms there may be some different ways of treating them. (You should also
have someone qualified to do an evaluation for ADHD or ADD at the same time,
and have the psychologist and audiologist discuss their findings together to
arrive at a diagnosis. I took my son to a neuro-psychologist and a PhD
audiologist, not in the same clinic, and they had a conference by telephone
and sent each other their testing results.

My son has both ADD and CAPD, and he takes Ritalin to help him concentrate on
his schoolwork, and gets all kinds of auditory/listening and speech therapy
for his CAPD. He was recently in a double-blind research study at a
university testing the effect of Ritalin on CAPD testing, and both for my son
and the results of the study, there was NO difference in the testing results
with or without Ritalin. (The research is now being written and I will post
more when I get it.)

 This means that if you child only has CAPD, things like Ritalin may not be
helpful. If he has CAPD, with or without ADHD, he will need auditory (and
possibly speech) therapy. This also means that if your child does not have
CAPD, only ADHD, he would need different kinds of help, which might include
medication.

It is true that lots of the classroom accomodations are the same for CAPD and
ADHD, but this is not enough reason to not test and find out a true
diagnosis.

SUBJECT:  Re:To HEmerick re Lindamood   Date:  97-06-08 18:15:47 EST
From:  Socadream

Bre5:
(Lindamood-Bell) Learning Processes was created by Nanci Bell, a former
school teacher and the author of VISUALIZING and Verbalizing for Language
Comprehension and Thinking. and Patricia Lindamood, her associate.  ADD/VV=
Auditory Discrimmination in Depth/Visualizing and Verbalizing.  (714)
252-9275

This is what I was referring to.  This is the program that was brought into
our school district and has been helping so many children.  Our district has
seen the benefits of expanding it and more and more special ed teachers are
being sent to get the training so it can be used more and more.  Call them,
they can give you more info.  Good luck


SUBJECT:  Sound field amplification  Date:  97-07-09 09:19:03 EST
From:  ShelleyHL

I just read an article Language Speech and Hearing in the Schools regarding
sound field amplification in classrooms as a means to help youngsters where
the room acoustics are interferring with their ability to listen and learn.
I wondered if this application might not be valuable for some CAPD students.
The article outlined placement of speakers around the classroom which
amplified the teacher's speaking.  Sort of like a sound field fm system.  The
article further stated that the field of classroom acoustics is becoming
increasingly important for audiologists.  Any opinions out there?
ShelleyHL

SUBJECT:  Re:Sound field amplification  Date:  97-07-09 15:59:13 EST
From:  Willsons

I'd be interested to learn more about this. I was once asked to present a
Speech & Language lesson to a third grade class; topic: taking care of/not
abusing our voices. I found it extraordinarily difficult to project my voice
in that room. I felt like I was shouting. In fact, the students did shout,
even though their teachers was strict about good manners. I told the teacher
that the acoustics in her room seemed particularly poor and she replied that
she would loose her voice and have related problems more than once in a
school year.
In the school where I now teach, several students have auditory trainers on
the recommendation of the audiologist, for apparent CAPD.
Please share any further information. Thank you!

SUBJECT:  Re:Sound field
amplification  Date:  97-07-09 20:18:14 EST
From:  Mithue

Who paid for the sound systems? Our 1 school  audiologist has told the slps
not to send referrals for CAPD testing, and be really careful about
recommending FM systems unless the student is hearing impaired. Actually,
I've had parents refer their kids to be tested outside school for CAPD but
none have qualified. Do you find teachers to be very lax in repeating a
student's statement or question so EVERYONE can hear? and then they wonder
why the kids aren't listening and paying attention!

SUBJECT:  Re:Sound field
amplification  Date:  97-07-10 07:05:20 EST
From:  ShelleyHL

You should try to get a hold of this article.  In it, the authors document
the amount of ambiant noise in classrooms, the needed speaking volume of the
presenters, etc.  I found it quite interesting.  After all, when you hear a
speaker in a large hall, they always use amplification.

With regard to the person whose school audiologist was discouraging referral
for CAPD and fm systems...We are trying to be quite prudent in our referrals
for the same.  However, we have had wonderful success with a couple of kiddos
who have CAPD and are now using fm systems.  They are not deaf!  It's not for
every child, not even every child with CAPD, but the notion that an fm system
will only help a deaf child is, in my opinion, outdated. We also used an fm
system with an ADHD child with excellent results.
Anyway, in the article, the school system paid for the amplification system
in the classroom.  The authors stated that the system saved money for the
school system overall as it addressed the needs of several students at once.
I guess you need to read it.  This month's school journal from ASHA.
ShelleyHL

SUBJECT:  Re:Phonics   Date:  97-07-10 21:28:30 EST
From:  Marg183650

I've been using Project Read (Phonology) for the past three years within a
first and second grade classroom.   The progress my students have made is
remarkable.   Eighty percent of them are now on grade level, and the other
twenty percent have been tested for Learning Disabilities.   Project Read is
a wonderful program.   It was designed to be used with a small group within
the regular classroom, but I've used it extensively within my Learning
Center.

SUBJECT:  Re:Sound field amplification  Date:  97-07-11 00:42:07 EST
From:  Willsons

The school district pays for the "FM Trainers."
For a child with central auditory processing difficulties, the trainers
decrease the distraction of ambient noises and help the student focus on the
teacher (or whomever else they need to be listening to). I share a room  -  2
speech therapists, 1 OT, 1 PT, each with students, working simultaneously.
While this has no impact on many students, for some students ignoring the
competing noises is extremely difficult.
My two hard-of-hearing students use auditory trainers with their own hearing
aids, so they have amplification as well as the blocking out of ambient
noise. So, the trainers can have more than one purpose.
We endeavor to also teach the students effective listening behaviors and wean
them from the trainers when they are able to function without them. Most make
this transistion easily - in about a year among the children I've observed.
I believe we need to pay more attention to another issue - the physical
structures in the room which create good or bad acoustics . . . but that too
means $$.

SUBJECT:  auditory processing   Date:  97-07-20 20:55:45 EST
From:  Deenet

I have a student in my high school English class w/auditory processing
difficulties.  What type of accommodations might be helpful to his adjustment
in my class.
Thanks Deenet@AOL


SUBJECT:  Re:auditory processing   Date:  97-07-20 22:54:32 EST
From:  Willsons

I have sent you some information via e-mail. Hope it helps!

SUBJECT:
Auditory/non verbal problems  Date:  97-07-23 18:11:46 EST
From:  AV715

My six year old son has been tested and diagnosed with an auditory processing
problem, and low scores in Spatial memory (K-ABC),  (Bead Memory, SBIV) and
sustained attention and organization as well as Auditory Continuous
Performance Task.  I have noticed him having difficulty in understanding and
expressing complex directions or descriptions, and he does not enjoy being
read to, other than picture books.
The school system is reccomending pull outs for speech and language and other
supportive services.  All his siblings were reading well by his age, and I am
really not sure what went wrong with this little guy.  I would appreciate any
words of wisdom from anyone with some insight as to what is up with my son
and how best to address it.  He is receiving services from a speech/language
teacher privately over the summer, but I need ideas about how to help him and
how to explain these difficulties to relatives who seem to think he is just
rude when he does not answer them right away.
Ann

SUBJECT:  Re:Sound field amplification  Date:  97-07-23 19:27:30 EST
From:  CHILI DOLL

My son is using the easy listner rather than the sound field amplification
because I felt that the sound field would surly help all children hear better
for my son his major problem is that with back ground noise he has a 80
percent loss in his left hear so the individual easy listner was best for
him.

I made a direct request to the head of Special Education director of our
school district after my son was loaned one for a year to have them purchase
this for him.  They did and it is at his school now waiting for his return in
August.

My son was diag with cap about two years ago I have decided to hold him back
to repeat 2nd grade as he does not have the skills for 3rd.  We use special
education resource room help 4 hours a week and he is tutored in reading one
day a week.

Good luck to all
Chilidoll

SUBJECT:  Re:Sound field amplification  Date:  97-07-23 19:28:44 EST
From:  CHILI DOLL

Shelly
Check with you school district Special education director

Chilidoll

SUBJECT:  Re:CAPD testing in ADD kids  Date:  97-07-23 19:32:57 EST
From:  CHILI DOLL

Your school district should offer testing for CAP free of charge check with
the Special Education Director never take anyones word you must fight for
your child.

SUBJECT:  Re:To HEmerick re Lindamood   Date:  97-07-23 19:36:37 EST
From:  CHILI DOLL

Is there anyone who can tell me if this program is in Michigan Huron Valley
School District

Thanks Chilidoll

SUBJECT:  Re:Auditory DisconnectionSyn  Date:  97-07-23 20:00:02 EST
From:  CHILI DOLL

Help

Am intrested in any new information regarding ways to help teach CAP children
how to read and write.

We have made much progress this year a year and half of turoring has my son a
solid 1st grade reader.  We just finished 2nd grade which I am having him
repeat as third grade would just be to difficult for him.
Any tricks or ideas would be wonderful.

His speech is fine its the hearing that is problematic and also some visual
issues a disconect bdp etc. somewhere we are still working on ways to get
information to him so he understands it but things are really looking
better.

SUBJECT:  ?Chilidoll  Date:  97-07-24 07:42:43 EST
From:  ShelleyHL

I was reading these responses today.  What should I ask my special education
director about?  I don't recall that I had a question.

SUBJECT:  Re:Auditory
DisconnectionSy  Date:  97-07-26 21:02:13 EST
From:  SPCHRGM

Chili: Check out the following: "Glasses for the Ears"
http://www.santafe.edu/images/ear.gif. References to improvements in language
and reading disabilities utilizing computer generated "processed speech".
Also known as FastForword(new program). Lindamood-Bell works well for
some.There is also Earobics(check out www.cogcon.com) which I have ordered
for my son. If I like it well enough, I may request it for our practice! Aim
to to provide exercises for children with weak auditory skills, but the price
is also very reasonable($59). Hope this helps...Regina

SUBJECT:  CAPD Listserv  Date:  97-07-26 21:14:41 EST
From:  SPCHRGM

For those of you who are interested,there is another forum for our concerns
on our CAPD kids: to subscribe, e-mail to :[e-mail],
the in message area, type:Subsribe CAPD, then your name and address. It is a
grea mix of parents, professionals and researchers. Regina

SUBJECT:  Re:CAPD
Listserv  Date:  97-07-29 16:04:11 EST
From:  Uni Gift

Hi !! Regina

I am not usually here but was looking for something.

Margaret
(CAPD Listser member-- isn't it great!!!)


SUBJECT:  what exactly is a cap test?  Date:  97-08-21 20:48:19 EST
From:  Mechthildm

My 7 years old daughter has been classified as speech impaired.  I strongly
suspect she also has a problem with auditory processing.  Who can tell me
what tests are available and what exactly a CAP test is?  I appreciate any
response, e-mail or here.

SUBJECT:  sorry,  Date:  97-08-21 21:09:57 EST
From:  Mechthildm

I just realized that most of my Questions have been answered already.  I
should have read more before I posted my questions.  However, I appreciate
any additional input you might have.

SUBJECT:  Info for parents and SLP's  Date:  97-08-26 16:17:45 EST
From:  SPCHRGM

I found these books on my shelf and thought they might be of use to this
group:
            "Auditory Processes", Pamela Gillet, 1993. Academic Therapy
Publications. ISBN#0-87879-094-2-R. Chapters on:
                            Auditory Processes        Auditory Synthesis
                            Auditory Vocal Automaticity  Auditory
Figure-Ground
                           Auditory Discrimination     Reading Skills
                           Auditory Memory              Commercial Materials
                          Auditory Perception
                        Auditory-Vocal association
      List for classroom considerations are included. Each chapter has:
                        1. List of activities
                        2. Remedial exercises
      Another good one:
                   "Otitus Media:Coping with the Effects in the
Classroom"Dorinne Davis, MA CCCC-A, Educational Audiologist, 1989.
ISBN#0-9622326-0-2
                    Book has chapters on Audition, Cognition,Language Skills
and Socialization. Book also delineates within each chapter possible "problem
areas", the lists techniques for Curriculum Adaptation and Extra Information,
Materials and References.   FYI....Regina


SUBJECT:  CAPPS?  Date:  97-08-27 15:28:55 EST
From:  Mechthildm

Help, I am looking for the Children's Auditory Processing Performance Scale
by Smoski.  Does anyone know where I can get one?

SUBJECT:  Fast Track Program  Date:  97-08-27 16:08:26 EST
From:  Hjtd

Does anyone know anything about an APD program called Fast Track, at Rutgres,
Tomali Research? Please e-mail w/info. Thanks.

SUBJECT:  Re:Fast Track (Fast
ForWord)  Date:  97-08-29 15:46:54 EST
From:  Bre5

I think you are talking about the Fast ForWord program, which started at
Rutgers with Paula Tallal. The web site is:
http://www.scilearn.com
My son has finished his 8th week and has had some wonderful gains in his
speech post testing! I just found out today!! We may do another couple of
weeks to remediate his most difficult areas.

SUBJECT:  CT Referral Needed!  Date:  97-09-14 23:07:07 EST
From:  BarbaraWB

I need a referral to an excellent SLP in Fairfield County.  I am most
impressed with PattiMcHam's book, and I would love to have my 8 yr old
daughter seen by her.  Can anyone endorse a great person in my area - we live
in Redding and my daughter goes to private school in Danbury. Thanks in
advance!  Post here or, better, email me.

SUBJECT:  Central auditory processing  Date:  97-09-26 21:05:20 EST
From:  DMarq84692

My 11 year old son has been diagnosed with CAPD since he was 9, he is now in
middle school and is experiencing some difficulties with the switiching of
classes, getting the proper notes. how can i help at home???

Donna

SUBJECT:  Re:Central auditory processing  Date:  97-09-27 09:58:49 EST
From:  ShelleyHL

You can help him at home by helping him select a system of organization that
works for him.
However, if he has this disability, someone at school should be assisting his
teachers and him in making appropriate accomodations within the school.  Does
he have an IEP or a 504 plan?  It sounds like he should have one or the other
and if he does, a case manager should be following his progress and plan at
school.

SUBJECT:  Re:Central auditory processi  Date:  97-09-28 07:47:45 EST
From:  Mars000210

Hello your wrote:

< My 11 year old son has been diagnosed with CAPD since he was 9, he is now
in middle school and is experiencing some difficulties with the switiching of
classes, getting the proper notes.>

   An accomedation for note takers using NCR papper will help him with
keeping on tract with note( just make sure the notes are sent home daily).
Children with CAPD miss information that is being given orally in class.
Purchase and agenda and get him used to using it to record all homework and
long term assignements in it, have the teachers check it to make sure that
the assignments are correct an if not the teacher add the missing
information. A study buddy would help, someone in each of his classes he can
call to just confirm information he may have missed.Find an organizational
system that works for him, if each teacher requires many folders that may be
too much for him to keep tract of, instead have one system for him that he
uses for each class. Remember these organizational skills are interventions
that should be written in IEP or 504 plan,

   Look on the organization message board here lots of great tips are
discussed here that will help your son.

Take Care Barb

SUBJECT:  Re:Central auditory processi  Date:  97-09-28 22:56:19 EST
From:  PPear31329

My son also has organization problems, and he is in middle school also.  He
uses the agenda daily and it makes the world of difference as long as the
teachers want to go along with it.  And I sign it ever day so the teachers
know I check on his work.  The agenda is a wonderful place for parents and
teacher to communicate...  My son also uses colored folders for each
subject.. and we coordinate colored tabs in his notebooks.  Note taking is
very difficult for these kids, even though I have never asked that my son be
excluded from note taking ( this skill is very important for them to learn)
I requested carbon copies from eighter a good students notes or the teachers
notes.
As far as auditory processing, I have requested he be placed away from the
doorway, and his friends.  And requested he be seated as close to the teacher
as possible.
I also break larger assignments into smaller one...(note cards)  They are
wonderful for studying and when he does things on note cards he can feel his
accomplishments.
I also requested for this year that he be placed in a very structured
class-room, with very little nonsence going on.  Even though they all love
the teacher who allows them to fool around a little, our children don't know
when enough is enough, and its hard for them to get back on task..
They need to know the classroom rules and what happens if they don't follow
them.
Good Luck...

SUBJECT:  Re: fastforward  Date:  97-10-10 19:10:48 EST
From:  CLMont27

wow.  we are spoiled.  my 7yo son has cap and just completed the
fastforward/hailo program along with private tutoring by patti mcham.  he is
doing fantastic...he can now slowly but surely work through concepts...be it
reading, math, social skills, etc...  he is a dramatically changed kid.  this
has been the toughest 6 months for our entire family but has undoubtedly paid
off.  he is  reg 1st gr. w/resource.  yipppeee.



SUBJECT:  Fastforward in Tacoma, WA  Date:  97-10-15 10:31:19 EST
From:  DLW6370

I have a 9 year old son who I just found out has a CAPD.  I would like him to
do Fastforward but have not found anyone in the Tacoma area - if anyone knows
anyone who is doing this please let me know.  I just received a report card
for him for the first half of the trimester and he received D's in 3 of 5
subjects (science, social studies and English).  I don't know what to do -
his IEP doesn't seem to be working (or do I need to give it more time?).  He
sees a tutor twice a week to work on his reading comprehension but maybe he
should be working on something else.  I feel so lost and I really don't know
what to do or how to help him.  He's in the 4th grade.  I've read the book
Childhood Speech, Language & Listening Problems and let his school borrow it
too.  Any help or advice would be greatly appreciated.  I'm willing to do
anything!!!
Thanks,
DLW6370

SUBJECT:  Re:Fastforward in Tacoma, WA  Date:  97-10-15 14:31:46 EST
From:  Mars000210

Hello, you wrote:

<  Any help or advice would be greatly appreciated.  I'm willing to do
anything!!!>

Take a deep breath. Now write here why did he do so poorly on his school
work. Is he missing papers/ did he fail tests ( why did he fail test, not
knowiing material or didn't finish tests). What does he note book look like
is it organized, is he missing homework assignments. Think of those things.
Make a list of what you observe. Then besides writing here, take a look at
his IEP or 504 plan whichever one he is serviced under. Take each problem and
make sure that there are interventions that address each problem.

That's a start, does he sit at the front of the room , does he have
notetakers?
Did he have a full evealuation, if so what other probems did they find. Most
LD's don't stand alone. If you have one you usually will have others.
Write and ask more questions, Don't worry, he will become more sucessfull as
you find appropriate intervetions to help him.
Take Care Barb

SUBJECT:  Re:Fastforward in Tacoma, WA  Date:  97-10-21 17:07:56 EST
From:  CLMont27

dla...i sent my 7 yr old to an audiologist, this provided us with specific
areas of deficiencies.  we then researched the best private tutors
w/expertise in CAP...together we formed a team to develop an iep for
him..(this was only after 2 private tutors became familiar with him for 2
months.)  now the school must perform...the school has never diagnosed
anything, it's been a very weak avenue, so we have been forced to pay for
private specialists.  it is undoubedly worthwhile...  again, fastforward
proved to be successfull for my son.  he worked intensely for 2-2 1/2 per day
for 3 months on fastforward - what a committment but it's realllllly
worked.

SUBJECT:  computer software  Date:  97-11-05 19:34:54 EST
From:  Derby7054

What software is available to assist children with CAPD?  Where would you
purchase it from?  I would like to identify all software/hardware that is
beneficial for students in PreK to level 3 to develop early literacy.

SUBJECT:
auditory processing disorder  Date:  97-11-10 21:46:50 EST
From:  Levmergar

it was just suggested that my 16-yr. old son might be suffering from this
syndrome.  I am not
exactly certain what it all means.  He has always been in mainstream classes,
but not
achieving what we think is his potential.  He's very social but quiet, has
some speech imperfections, nothing major.  While he's been seen by tutors
throughout the grades, no one has ever mentioned LD.  Lack of maturity was
blamed for some of his problems.  Never organized,
now he is very "together."  This is the first semester we feel he has made
any effort to work, but
his quarter grades did not reflect well on these efforts. In conclusion,
we're frustrated, as is he.
Since college is not so distant, we're doubly concerned that we help him
immediately. Obviously,
our attempts at  hearing a conclusive explanation have failed.  He's a great
kid--funny (when he
does converse), sweet as can be, darling...just lacking self confidence in
some areas. I just
now realize some of his self doubts must come from his school reports.  I'm
angry that no one
in our very acclaimed district ever noted his possible need for help.  We're
a very education-focused family--a bright family--I'm not trying to be
pompous, really, just truthful.  I'm sick that I might have inadvertently
cheated my son. When I gently mentioned
to him that maybe we'll test him to see his learning pattern, he seemed
almost relieved.
I love him so much that my heart aches that his not communicating with us has
cost him.
When he feels cornered about performing, he even lies some. Help me, please.
Tell me about
diagnosis, treatment, etc.

SUBJECT:  Re:auditory processing disor  Date:  97-11-10 23:05:48 EST
From:  Mars000210

Hello you wrote:

<   I'm angry that no one
in our very acclaimed district ever noted his possible need for help.  We're
a very education-focused family--a bright family--I'm not trying to be
pompous, really, just truthful.  I'm sick that I might have inadvertently
cheated my son.>

Don't dispair you are were I was 10 years ago with my oldest child. She
wasn't identified until 11th grade. Yes we missed the boat on school for her
in many ways, but in other ways we did not. You said your child is bright and
sounds like a kind person, that alone makes you a great Mom. My oldest and I
have discussed many times her school days, she the pivital point was knowing
even late what was causing her so much trouble in school. She is now in
pusuring her dream in grafic arts and loves college life. She said she gained
so much by knowing her LD's and even going back to school later is has been
better for her as she says she is treated with a lot more respect being a so
called nontraditional older student ( G when did being 28 ever seem old).

I would suggest to you that you write your school a registered letter
requesting a full evaluation for learining disabilities, explain why you
think this needs to be done. It is then the schools obligation by law to test
your son.

Keep in mind I didn't know my Ld's until my oldest was diagnosed ( and I
really am old :), it explained why I did so poorly in the my school years
elementary/ middle and high school/ I also have a college degree and have a
nice career all without knowing, but it is nice to know why things were
difficult for me in the early years and it also explained why college was so
much easier for me.

Take Care Barb

Take Care Barb

SUBJECT:  Re:auditory processing disor  Date:  97-11-11 10:24:06 EST
From:  Levmergar

Last night I wrote a note explaining that my 16-yr. old son is probably going
to be tested for an auditory precessing disorder..or for whatever.  Always in
mainstream classes, this revelation is
upsetting, confusing. Yes, I knew that something seemed amiss, but in all
other areas, he seemed
so well adjusted, I, along with countless tutors, firgured his "laziness,"
his lack of passion, really,
was due to maturity. Whatever, our entire saga is already posted. See
11/10/97.  Now I have
read with great interest all your stories.  Funny, two days ago I barely knew
how to turn on this
computer.  Today, I'm trading recipes for happy children.  I guess there's
nothing that can stop
a determined mother.  Anyway, more importantly, I am alarmed because my son ,
at 16, is much
older than many of your children.  Is it too late to adjust his learning
process?  I read somewhere
that by age 13 the brain is "set."  Also, I feel at this point there would be
a stigma attached to
singling him out now in class, etc. Remember, it was never suggested he
needed special treatment.  Would peers be cruel? Demeaning?  And yes, it is
crucial to consider what others might think because his self image is
delicate right now and I wouldn't want him hurting.  It's
different when a child is small. Now I'm dealing with an adult. And college
is looming in the future.
I'm feeling guilty and helpless...but very focused on finally finding out why
my son is having
diffficulty in school.  He's across the board...does well in class, earns a
D.  I don't even know his
potential, and that is the hardest mystery to swallow/  I picture him locked
up in his own head...
outwardly athletic, funny, too quiet at times, not willing to fight for
himself sometimes, but one
incredibly special child.  I know I sound like a mother when I shout out his
attributes.  It's as if
I am determined that the world know that to really know this kid is to love
him and appreciate him.
Excuse my rambling, but how often does one have the attention of so many
"fingers" and not
be interrupted?  I'm tired of appologizing for his performance...I want him
given his due.  Just
advise me, please, as to how at this stage of his life do I instill my
confidence in him and help
him be "all that he can be?"  What if I find that I am overestimating his
ability? Are my expectations too unrealistic?  My love is unconditional,
absolutely...but I fear for the future.
Obviously, I'm beside myself...e


SUBJECT:  Re:auditory processing disor  Date:  97-11-11 10:36:01 EST
From:  Levmergar

Excuse all my spelling errors and punctuation snafoos...I'm nervous!

SUBJECT:
Re:auditory processing disor  Date:  97-11-11 19:33:30 EST
From:  MLynne7923

When you send your registered letter  request for a complete evaluation, you
might want to also send copies to the director of special education, his
counsellor in school, and quite possibly the main administration office for
good measure.  This way, several bases are covered and they know you mean
business about your son.  Good luck.

Martha

SUBJECT:  Re:auditory processing disor  Date:  97-11-11 22:12:21 EST
From:  Mars000210

Hello you wrote:

< Remember, it was never suggested he needed special treatment.  Would peers
be cruel? Demeaning? >

I went and asked my oldest what she would have wanted done when she was in
high school. She said any interventions should be done in the classroom and
that the teacher should be the only one to accomedate for the student. She
said she would have felt comfortable with that. what she said she would not
have liked would have been to have any other student involved with the
intervetions. Such as note takers ( no sutdent) have teacher give copy of
notes after class.

My middle daughter is in high school now and doesn't seem to mind any of the
interventions so, it is very much an individual thing. They both said good
grades would make up for any help they got.
They said most students don't even notice that they get modifications to the
school work.

Take Care Barb

SUBJECT:  Re:auditory processing disor  Date:  97-11-12 08:33:40 EST
From:  Levmergar

I so appreciate your input.  Yesterday I bought the book that was listed
here...the one
written by  by Patti H.  It  was enlightening and I tried to disgnose my son
myself based on the
info given.  Of course he will be tested by a professional.  If he does fall
into this category,
he doesn't seem to have a severe case.  Still, two days ago the term
"disability" wasn't applicable. I don't want to look at him differently.  I
felt like all last night I was testing him while
we were talking...tell me about the movie you saw ( to check his
sequencing)...do you remember
the name of the artist we discussed five years ago(to check recall)! I was
ashamed of myself but
I couldn't stop.  Today, his tutor for the ACT is going to contact the high
school and discuss his
case with her friend, the head of the special education department.  We'll
see... Maybe they'll
check his IQ from records and see if there is a reason to go further.  I just
keep asking myself
just how helpless will he be at college, assuming he gets in?  I'm actually
exaggerating...his grade
point average is about a C+...but in our high performance area, that adds up
to the lower half of
the class.  I keep thinking hiw hard it must be for him to compete.  And I
remembered last night
that last year his Spanish teacher said  not to come down on him too
hard...he called himself
dumb. (That was before I knew there might be a problem.) I'm actually a very
private person, believe
it or not, and I'm feeling very isolated because there seems to be such
secrecy, such
embarrassment.  If this were years ago, when he was little, things would be
different. But it's
like knowing someone as one person and then switching gears and seeing him as
someone
completely different.  And if I'm his mother and feel that way...He sees his
cousins excelling..
I'm anxious for answers...I want to help him yesterday...I am consumed with
this...totally
consumed...


SUBJECT:  Re:auditory processing disor  Date:  97-11-12 09:56:47 EST
From:  Mars000210

Hello you wrote:

<   But it's
like knowing someone as one person and then switching gears and seeing him as
someone
completely different.  And if I'm his mother and feel that way>

Take a deep breath and relax this isn't the end of the world. You have a
wonderfull child who needs a little more help.

Your a great mom. It's ok to try and figure out what is going on till the
testing is done. It's what we as parents do to help our children. You will
always discover no facets to your child as he grows. It doesn't mean he has a
negartive if he has a learning problem, just a difference.

It's ok to be a private person. It might help to hook up with a support
group. You will find Mom's there who have older children. Since your a
private person, be a listener. You learn just as much.

I'm on the other end of the street. Most of my friends that have children
with Ld's are like you, I'm the talker of the group. You need both types in
this life.

Just keep in mind how sucessfull he has been without any support and how much
better he will get with some help.

Just keep telling him how much you love him and how smart he is. Don't
compare him to his cousins. I haven't met a parent yet that didn't have some
issue to deal with when it comes to any child.

I have a gifted son and trust me he has his issues as well. I interven for
him as well.

Just keep asking question. Wait for the testing to be done and realize you
will cope with this as time goes on.

Take Care Barb


SUBJECT:  Re:auditory processing disor  Date:  97-11-12 11:05:53 EST
From:  Levmergar

Again, thank you, thank you,  I never mentioned that I have a daughter too.
She was always the
youngest in her class...some might have even held her back.  I said "no."
Anyway, in 4th
grade she was put in a reading class to help her with comprehension.  Today,
she is a sophomore
at a fabulous universityl, made the freshman honor society.  She was never a
great tester.
Finally, against my husband's advice ( and he's wonderful) I fought long and
hard to have her get
extended time for the ACT.  She suffered, I explained, from performance
anxiety.  She choked!
Believe me, th e school gave me lots and lots of roadblocks, as did the
testing authorities.
Well, the outcome was gratifying.  She did well...and I felt like mother of
the year...a crusader
for my kid. Ane that's the way I feel now...I am a fighter...I am determined
that my son, who in
every way is doing well--socially, etc...will prove all these so-called great
educators who find\fault a reason to eat their words. My biggest concern is
that he knows he is a wonderfully smart, funny
human being who will succeed.  When he was a toddler, he did not like Mr.
Rogers. No, he much\
preferred ESPN, the sports channel. He loves spports, knows all sorts of
meaningless statistics.
I used to beg him at to Sesame Street, etc.  Finally, I realized what he was
up to.. He used to
sit in our family room with the TV on "mute" and watch football, soccer, etc.
Clever? Yes.
But his cute personality doesn't show sometimes( I think with his friends
he's different) because
he's shy. I want to make him bold and proud! And damnit, I will!

SUBJECT:
Re:auditory processing disor  Date:  97-11-12 23:53:20 EST
From:  Mars000210

Hello you wrote:

<  . I want to make him bold and proud! And damnit, I will!>

Good for you> :)

Just a thought here, keep him involved with the why and what nots of this
process of finding out what is causing him to have difficulty in school. Let
him know that having a glitch isn't awfull and the testing is no big deal.
School doesn't define who you are or how what kind of person you are, not
even how smart you are. What ever you don't learn now you can learn later.
Learning is a life long process and shouldn't have time tables attached to
it. In school they are restricted by time tables, but in life you are not. In
college you are exposed again and again to the same matrial that is taught in
high school and there no one grades your notes, or your notebook. They only
care that you do the assignment and pass the tests. It is less frustrating as
there is less to worry about.

Take Care Barb

SUBJECT:  Re:auditory processing disor  Date:  97-11-13 17:16:09 EST
From:  Lynnebl

<< I also have a college degree and have a nice career all without knowing,
but it is nice to know why things were difficult for me in the early years
and it also explained why college was so much easier for me.>>

Barb,
Please explain this statement to me.  Why was college easier for you??  I am
disorganized like my children and I found college easier because I could take
fewer classes and didn't have to attend them everyday.  Do you feel it is
fair for LD kids to be denied a higher education because they are unable to
pass a state competency test?          Lynne

SUBJECT:  Re:auditory processing
disor  Date:  97-11-13 18:58:37 EST
From:  Mars000210

Hello you wrote:

<  Why was college easier for you?>

Well for one thing the college where I attended the hardest classes I had to
take Microbiology and Anatomy and Physicology there were work books that were
given with each class. They were suppose to allow us to read the 3000 page
text and pick out the correct informaiton to remember, but there was a fully
completed book in the department that we could  access too to copy answers we
could not find. Me I just would sit for couple hours and fill out the book.
Then too I had great proffessors when the anatomy teachers gave me 20 points
off on our first quiz for spelling( that made me have a C from an A grade.
She listened when I told her I had done nothing in school for 12 years. I had
studied all the material, but if she was going to take off for spelling on
tests or work in class to let me know as I needed to quit college now because
I couldn't do both, learn what I had missed in high school, and in class now
and then add spelling into it all. She regraded my paperto an A and she must
have told my other proffessors because I only got marked off for spelling on
work sent done at home. ( so I had understanding teachers who made
accomedations based on I knew the material not on what my notes or note book
looked like or my lack of spelling ability. I taped all my classes.  Nursing
school was changed to self pacing. So there were no lectures, just another
work book and tests in a lab, all untimed. I was also motivated. Nursing
school is on an accelrated grading plan 100-95 was an a 95-90 was a B so on
and so on. I never made less then a B, but I worked harder also. Another
thing in Nursing school you can challange any wrong answers on tests. So I
got good at making the professors see the correct answer was the one I choose
( everyone did this) in nursing school they want you to think beyound the
book answer.

College is easier for my daughter too. You are in class such a short time.
You come home and do all the work in a quite atmosphere. There was also a lot
help at the college level. Tutors, labs all places to help if you run into a
rough patch. I couldn't diagram a sentence if my life depended on it. One
English proffessor required this for an assignment. I went to a lab were a
the kind head of the English Department listened to me tell her I was never
going to be a novelist nor diagram another sentence in my career in nursing.
She took my homework assigment filled it out and handed it back and said your
done. I can't imagine a high school teacher ever doing that.

So for me, and for my oldest daughter in college now, it is easier. Yes I
still worked harder then most, but i was treated with respect for what I knew
and was helped when I didn't know something. I was never rediculed, or put
down. No notebook grade, professors were organized, harder but few
assingments, Plenty of time to do the work given. Place to go for help.
Encougament. College was great.

Take Care Barb



SUBJECT:  Re:auditory processing disor  Date:  97-11-17 09:15:17 EST
From:  Levmergar

an update... my son is going to be tested thru the school, the head of
special ed agreed.  My concern now is when that will happen. Again, he's a
junior and things need to start rolling. His reaction was positive, but he
did break down the other day and very uncharacteristically cried because he
said we thought he was a failure. Of course, he was in the middle of whole
lot of trouble for an entirely different issue, so some of that anxiety might
have been due to a performance for compassion.  Anyway, I cannot stop
worrying that perhaps he is just a "c" student and not that smart and there
is no real reason why he's struggling. It's just hard to believe tho. I told
him one reason he's being tested is that teachers, etc. DO think he's smart
because they're surprised at his grades after knowing him.  Am I off base?
It will be interesting to see too now that he's finally putting in some study
time if his grades and classroom participation will improve?  One teacher
told me that kids today want instant gratification... some put in the minimum
time required for whatever reason, laziness, and then expect to master the
course without effort?  They don't get (my son here) that most people need to
go over points again and again.  It's not so extraordinary to review.The
teacher reminded me that most of us have to WORK HARD to succeed.  I hope
that lesson which seems so obvious will be a revelation for my son.

SUBJECT:
Re:auditory processing disor  Date:  97-11-18 08:51:51 EST
From:  Ratatat

<The teacher reminded me that most of us have to WORK HARD to succeed.  I
hope that lesson which seems so obvious will be a revelation for my son.  >

I'd like to comment that if a child has a disability that interfers with
learning then that child is already working doubly hard to achieve what they
are achieving.  These kids have to put forth enormous effort just to do what
non-disabled peers do with normal effort.  A good work ethic is essential,
but for these kids the work can become overwhelming because of the Herculean
efforts they must expend.  They need contstant and immediate positive
reinforcement just to keep going.  As I've always told my kids... I don't
care about your grades, but I do expect you to give everying your best
effort.  Then, I always acknowledge and reward those efforts.  Interestingly,
the grades do follow.

SUBJECT:  Re:auditory processing disor  Date:  97-11-18 17:00:12 EST
From:  ShelleyHL

I work in an elementary school.  Whenever I hear that a student is lazy or
not working hard enough it sends up a red flag for me.  Many times these
students have some kind of disability which makes school work doubly hard for
them.  I do not believe that students are innately lazy.  It is too easy to
place the blame on the student when in reality the type of instruction they
are receiving may not be meeting their needs.  If a child is not getting the
work done, it is prudent to find our why, not assume that he/she is just
plain lazy.

SUBJECT:  Re:auditory processing disor  Date:  97-11-19 00:41:37 EST
From:  Lynnebl

<<an update... my son is going to be tested thru the school, the head of
special ed agreed.  My concern now is when that will happen.>>

There is a time-line.  If I am not mistaken the federal law is 60 calendar
days.  Hold the school to this time-line by making sure it is in writing that
they are going to test thus beginning the time-line and writing a reminder
letter if they are running out of time and have not tested yet.  It is very
common for children with LD to be told they are either lazy, stupid or just
don't care.  This leaves emotional scars for a long time.  Your son needs
your support.               Lynne

SUBJECT:  Re:auditory processing disor  Date:  97-11-19 08:42:22 EST
From:  Mars000210

Hello you wrote:

< There is a time-line.  If I am not mistaken the federal law is 60 calendar
days.>

The only way to know the exact time lines your state mandates is to call your
govenor's office at the state capital. Ask for the department that handles
special education questions by parents ( may be called your state protection
and advocacy agency or special education division, each state may have a
different name for the department, but each state has one) Ask what the
timelines are for your state and also for a copy of the quidlines to be sent
to you. It wouldn't hurt to tell them your story and ask what they would
suggest you do now.

Take Care Barb

SUBJECT:  Re:auditory processing disor  Date:  97-11-19 09:50:05 EST
From:  Ratatat

<There is a time-line.  If I am not mistaken the federal law is 60 calendar
days. >

The feds haven't specified an exact set of days.  They only say "reasonable."
However, through years of court cases and due process hearings "reasonable"
has been interpreted to be no more than 60 days, but 45 is better.

Each person should check with their state's department of education.  Each
state has the right (and most do) to deliniate their own timelines.  In
Michigan the law says 30 days.

SUBJECT:  Re:auditory processing disor  Date:  97-11-19 16:49:38 EST
From:  ShelleyHL

In Connecticut it is 45 school days from the date of referral.  I agree with
everyone else, check with the state department of education in your state.
You should also ask the special education director in your local school
district to give you a written copy of their guidelines with reference to
testing timeline in particular.  If nothing else, this will alert them to the
fact that you don't expect time to be wasted.

SUBJECT:  Re:auditory processing
disor  Date:  97-11-19 21:48:10 EST
From:  Levmergar

Hold on for just a second.  While I might be overly sensitive right now, I do
resent the fact that I seem to have become the bad guy here, driving my son,
criticizing my son, expecting too much from my son, not encouraging my son.
For about ten years now, I have sought help from various "educators" in
pinpointing a reason for my son's grades.  Never, as I have said before, did
anyone ever find a cause. I am and always have been his most ardent advocate.
I am so emotional right now that I cried when I spoke with his counselor
yesterday.  I explained that I wanted things done "yesterday."  She was very
put out and said that one can't move the earth in a day.  He fell thru the
cracks, I said, and I blame myself and no one else. I'm his mother and I
should have acted sooner.He might always pay for my lack of action.  While I
did seek help throughout the years, I was never told anything near
conclusive.  You all infer that I say my son is lazy.  I resent that. Maybe
I'm just hoping that his problem might in part be due to a lack of motivation
not a disability that he'll have to compensate for his whole life. No one
will ever know how I have tried to protect him and applaud his every
accomplishment.  I'm at every single event of his life as I should be.
Understand please that I physically ache for my beautiful son and just want
him happy and secure and confident.  It is I who has unintentionally hurt
him.  I pester him about studying, etc.  While I mean well, I am annoying.
Tomorrow is THE meeting at the school where all sorts of folks will sit
around and discuss my son.  Am I frightened? Yes .I want so much to make
things right for him. Just don't insinuate that I have put unrealistic
demands on him.  I do think he's bright. I do think that up until this year,
for whatever reason, he has never given his all. Don't judge until you know
facts. Believe me, I feel guilty ... he 's a great kid.

SUBJECT:  Re:auditory
processing disor  Date:  97-11-20 06:23:06 EST
From:  Mars000210

Hello you wrote:

<  Maybe I'm just hoping that his problem might in part be due to a lack of
motivation not a disability that he'll have to compensate for his whole life.
>

Oh Please don't cry. No one on this board would ever think to hurt your
feelings. Really I have posted here for over two years and yes sometimes in
the begining I too felt that the posts were negative toward me. Then I
thought about how I read the posts. I read anger iinto posts that were really
just people giving me another view of the questions I had asked. The longer
you post here the more you will see that posters give all views here. They
want you to think about different sides to an issue that has been posted
here. Most of us have been where you are at in the begining stages of finding
help for our children. So don't stop posting. Shed a few tears ( we all do)
but try reading the posts with an attittude what are they telling me here,
Have I missed something I could have learned, or do I still feel that my view
point or plan of action is valid.

Just to let you know when you posted the motivation thing above and hoped
that is your son's problem you didn't realize that most parents were told for
years there childrens failures in school were due to lack of motivation, it
is a sore spot. The other part you wrote may have made other parents cry as
well, having a learning disabiility is not a negative. It just means that
these children learn the material presented with a different style of
instruction ( that's what accomedations are). The struggle is not the
disability it is that school's used to be set up for certain methods of
presenting information to children. Your child had to be either a auditory
learner or a visual learner. If you fell any where else in how you acquire
informtion and failed/  you were thought to be unmotivated and lazy or a SLOW
learner. How unfair for the child.

I have found what used to make me the most angry and sad at the same time is
when I heard comments from other parents ( not you) who would rather think
that being lazy is preferable to having an LD. I know in my heart those that
wish that don't really know enough about LD's at all. That the word
disability gets in the way. They equate it with stupid ( or at least that's
what I think they must think).

Don't cry, get mad, get motivated, get over it, get educated as to what LD's
your child may have and find out what needs to be done to make your child
successfull in school.
Keep posting.
Take Care Barb :) <---smiley face for you

SUBJECT:  Re:auditory processing disor  Date:  97-11-20 08:36:52 EST
From:  Levmergar

One of the hardest aspects of this situation with my son is the following:
my mother is a teacher, retired now.  I would like nothing more than to
discuss all my feelings with her.  Unfortunately, she has not been well
lately and I don't think it fair to burden her with my fears, etc. when she
has been coping with her own anxieties (and my not-so-well father's too). So,
coupled with my guilt, etc. is this awful state of secrecy.  I obviously want
my son to reach, even exceed, his potential.  Is it normal to feel that I
somehow shortchanged him along the way...didn't read to him enough, chose not
to see certain patterns?  We did seek advice, tutors, like I said, but I
should have insisted on testing earlier.  What was I so afraid of...an
imaginary stigma?  How unfair, how short-sighted...I said I have always been
his advocate.  Well, I'm beginning to think it's time he speak up for
himself. I would like nothing more at this meeting later this morning than to
hear HIM voice some of HIS troubles, concerns. I realize that as a parent I
need to protect and encourage.  But I know too that I must prepare him to be
on his own some day...college is 2 years away!  I worry, boy do I ever, that
he will not know how to speak up for himself.  Socially, he's right in the
thick of things with both sexes.  Still, sometimes when I think he should be
more aggressive, say what he wants to do--which movie he wants to see--he is
far too quiet.  I could go one and on...I already have.  I see this meeting
as the beginning of a whole new chapter in his life.  Maybe I'm being too
dramatic but I honestly feel a change is coming.  Will it be positive? I
hope.  I guess I felt this was  an unlikely twist since at 16 the schools
would have alerted me to any problem. How naive, right?  I haven't even told
my daughter who's way at college what we're all going through...I don't want
her to look at him differently.  Please don't write my attitude is so awful,
I'm being honest.  Everyday, I hug my son, tell him he's doing great, applaud
his accomplishments, etc.  Inside, I'm so sad.  He's wonderful and I truly
pray he is smart enough to realize that I would do anything in this world to
see him smile.  When he was an infant, my brother accidentally dropped a can
of soda on his head. I called the doctor, etc. even but we noticed no effects
at the time.  Well, I am so bothered by everything now that I am even reduced
to thinking that incident may have caused his problem.  Ya think I'm full of
guilt, do ya?  Excuse my ramblings, I must go get ready for this meeting at
school...

SUBJECT:  Re:auditory processing disor  Date:  97-11-20 08:59:00 EST
From:  Ratatat

<Excuse my ramblings, I must go get ready for this meeting at school...  >

Please let us know how it goes.  Believe me... your shoes have been worn by
many of us here.  As well broken in as they are, they are still not
comfortable.

SUBJECT:  Re:auditory processing disor  Date:  97-11-20 12:47:11 EST
From:  Karrabu

<<<<
I have found what used to make me the most angry and sad at the same time is
when I heard comments from other parents ( not you) who would rather think
that being lazy is preferable to having an LD. I know in my heart those that
wish that don't really know enough about LD's at all. That the word
disability gets in the way. They equate it with stupid ( or at least that's
what I think they must think). >>>>>

I like to use the term "learning style difference"  words like Disability
automatically invoke a negative image in some people minds.  For some parents
it is hard to accept in their child.  I am now teaching my child that having
ADHD is not a negative, his learning style is simply part of what makes him
the person he is.  Everyone is different with different strength and
weaknesses.  There are some advantages to having ADHD, you usually have more
energy and drive than the average person for one.  If we as parents work to
help our children in their areas of weakness and encourage them in their
strengths, our children won't feel like they have a disability.  The term
disability is just a word in this case. Although ADHD is considered a
disability it does not have to render a child helpless.

SUBJECT:  Re:auditory
processing disor  Date:  97-11-20 13:36:02 EST
From:  Levmergar

Our meeting is over. My husband and I were there with my son, his ACT tutor
who really started the ball rolling, his counselor and the head of the
special ed dept.  Before the start, the tutor said there was a case in point
just yesterday when he recited an answer beautifully but then had trouble
choosing the right answer from the paper.  I'm so confused. We signed our
consent to begin testing whenis turn comes up.  In other words, according to
the law, the school must complete the tests withing 60 school days...but the
administrators say first come-first serve.  Everything was discussed. True to
my word, I kept as quiet as I could much preferring my son provide some
answers.  It all sounds so very comprehensive; my son will be checked
thoroughly.  Finally we will have some conclusion.  My son seemed to handle
all well, but I do not know how he really felt about this examination under
the lights.  Gently I suggested that our probing remain confidential. I was
careful not to suggest to my son that there be any reason to be embarrassed.
But having to deal with peer/teacher reaction, whatever it be, seemed
unnecessary.  Wait a minute, am I simply safeguarding my own fears?  It was
intimated that because he's so erratic with his school work that in and of
itself indicates something.  If he were simply below-average intelligence, he
would be "even."  Whatever, now I guess we just go on until things start to
happen.  I am relieved; I am nervous; I am changed, simply.  I am nothing but
supportive and I hope not to reveal to him all my worries.  If anything, I am
so ashamed of myself for even thinking for a second how my very brainy
mother, for instance, would view my son.  Outwardly, she would be there for
us, but alone she might see him as just not bright.  Maybe I'm simply not
giving her enough credit.  Bottom line, I adore him, I DO have confidence in
him and his future and I will scream with pom pons if that will show my
support.  We talked a little about self-advocacy and I hope that will help
his classroom confidence.  Boy, this parenting business is tough, isn't it?
But love, that's unconditional.

SUBJECT:  Re:auditory processing disor  Date:  97-11-20 23:48:59 EST
From:  Mars000210

Hello you wrote:

<  Boy, this parenting business is tough, isn't it?  But love, that's
unconditional. >

At times it is, but then all of a sudden they hug you, or smile, or say
something profound and it's like no other feeling on earth.

                                                Life

    When light is gone and the moon shines bright.
When the stars of the moon are full of life.
That's when I can find it
     When the people are joyful and the sky is at it's
lightest.
When all are happy and the smiles can't hide from it.
That's when I can see it.
     When come close to losing it, but get a secound
try.
     When we go put it to it's fullest and learn how to
survive.
That is when we appreciate it.
     When we look back on it and don't know why.
When we learn from it and learn to try.
That's when we know it's life.

Take Care Barb




SUBJECT:  Re:auditory processing disor  Date:  97-11-22 18:53:41 EST
From:  Dpehr

I am a hearing itinerant teacher and many of my students have auditory
processing problems.  I would like to take some graduate level classes in
identification and remediation of auditory processing problems.  Does anyone
know of any in the Chicagoland area?  Also has anyone heard of a test called
the Evoke Potential Test?

SUBJECT:  Re:auditory processing disor  Date:  97-11-23 11:20:02 EST
From:  ShelleyHL

Contact an audiologist in your area.  While you can certainly gain some
information about the area of CAPD, the specific testing to determine the
existance of this disorder must be done by an audiologist with both training
in administration and the proper equipement for testing CAPD.

I just came back from the ASHA conference where I attended several excellent
sessions on CAPD, both theory and practical information.  Every speaker I
heard noted the above.  Also, all stated that if acuity is affected (as is
the case with your population of students) the ability to then figure out
what has been presented might be jeopardized as well.  The signal just isn't
a clear one for the hearing impaired.  However, is that a CENTRAL (affecting
the central nervous system...8th nerve up) disorder?  Maybe yes, maybe no.
All that aside, contact an audiologist...

SUBJECT:  Reg Ed and CAP  Date:  97-11-28 01:08:49 EST
From:  Marja123

I'm a middle school teacher in a "regular" (whatever that is) classroom
setting, and I work collaboratively with our school's special ed department
with several fully included kids. I tell you, I have learned more by reading
these messages than I have in all of my inservices and pre-service training
combined.

I understand that many parents have problems with their children and school
unwillingness/ignorance/lack of responsibility for their children's
accomodations. I am sorry about this. I just wish we teachers *had* more
training in modifying/adapting curriculum to special needs kids. Often, I've
had no clue whatsoever how to deal with or work with kids who have special
needs, but I'm always willing to make whatever adaptations I can, whether it
be extended due dates, shortened vocab lists, or oral exams. It just feels
like a shot in the dark sometimes. There is so much to learn, and teachers
are rarely given the opportunity to learn it! Please keep posting so that
teachers like me can better understand how to help  kids.
Thank you for reading.

'Marja

SUBJECT:  Re:Reg Ed and CAP  Date:  97-11-28 08:18:05 EST
From:  Ratatat

<Please keep posting so that teachers like me can better understand how to
help  kids.
Thank you for reading.>

Thank you for being a teacher!

SUBJECT:  Re:Reg Ed and CAP  Date:  97-11-28 19:40:34 EST
From:  Mars000210

Hello you wrote:

<
<Please keep posting so that teachers like me can better understand how to
help  kids.
Thank you for reading.>

Thank you for being a teacher!

I too am glad your a teacher. It is teacher's like you have make my kids day
at school.

Take Care Barb