Valerie Dejean
New York, NY phone: 1-877-4AUTKIDDiscussion: Sensory Integration Dysfunction, Auditory Processing Disorder, Motor Planning, Dyspraxia
home
Valerie DejeanNew York, NY phone: 1-877-4AUTKIDDiscussion: Sensory Integration Dysfunction, Auditory Processing Disorder, Motor Planning, Dyspraxiahome |
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CENTRAL AUDITORY PROCESSINGCentral auditory processing disorders are described as the:"Inability to attend to, discriminate, recognize, and comprehend informationthat is presented through the auditory channel, in spite of normal hearingand intelligence." Auditory processing provide the foundation for learning languageand for learning language based academic skills such as reading, spellingand writing. When auditory processing abilities are not well developed an
individualis at risk for learning disabilities. and in more severe
cases severe speechand language delays. Central Auditory Processing Disorder: Symptoms of CAP
They may mishear and therefore misunderstand what is said to them. For example a command such as "Put the dishes in the sink and then goto the bathroom" may end up with dishes in the bathroom. A question suchas "How old are you?" may be heard as "How are you"? These children maysay "what" or "huh" frequently. |
Selections from Valerie Dejean's new book on Autism, Tomatis and Sensory Integration Motor Planning |
They often need directions repeated. Their responses to verbal informationmay also be delayed and at times absent.
They may not understand jokes and
may have trouble finding the words to express themselves verballyor on paper.
In more severe cases speech and language may be delayed as these childrenare unable to quickly discriminate and attach meaning to the words theyhear spoken to them.
They can mispronounce words because they have misheard them.
Social skills can be affected as they are not processing auditory informationat a sufficient speed to respond promptly in two way verbal exchanges.
Learning to read phonetically is often difficult because it is dependenton auditory decoding and synthesizing and manipulation.
Spelling can be equally challenged as they donÕt hear the wordsaccurately and there for are unable to reproduce them.
Often reading comprehension is impaired because they are working sohard to decode what they have read that there is no room left for understanding.Although these children may learn to read, they may never do it for pleasure.
Classes that are dependent on language and reading skills such as socialstudies, English and foreign language may be very difficult.
Even subjects such as math and science which in the early grades mayhave been easier becomes more challenging as the subjects become increasinglylanguage based.
By the time these children enter forth grade, the majority of theirlesson are presented orally.
By middle school they must learn to "tune into" verbal directions frommany different teacher. They often start to day dream and tune out as theirauditory system is simply overloaded. Class size also becomes larger sothere is much more background competing noise which makes listening increasinglydifficult.