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Introduction to CAPD: From A – Z, Referrals to Treatment

Introduction to CAPD: From A – Z, Referrals to Treatment. Kansas State University Communication Sciences & Disorders K-State Speech and Hearing Center Robert Garcia, Au.D., CCC-A Debra Burnett, Ph.D., CCC-SLP. Goals of the Presentation. Who are these children?

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Introduction to CAPD: From A – Z, Referrals to Treatment

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  1. Introduction to CAPD: From A – Z, Referrals to Treatment Kansas State University Communication Sciences & Disorders K-State Speech and Hearing Center Robert Garcia, Au.D., CCC-A Debra Burnett, Ph.D., CCC-SLP

  2. Goals of the Presentation • Who are these children? • What is the child’s perspective? • What is the parents’ perspective? • What is the school’s perspective? • What are the areas of intervention? • Can these children thrive in school?

  3. CAPD Definition The inability to attend to, discriminate, recognize, or comprehend information presented auditorily, even though the person has normal intelligence and normal hearing sensitivity. These differences are more pronounced when listening to low redundancy (distorted speech), when there are competing sounds, or in poor acoustic environments (Keith, 1986).

  4. Symptoms of CAPD • Short attention span • Easily distracted by background noise • Often gives slow or delayed responses • Difficulty with phonics and sound discrimination • Difficulty following verbal directions • Inconsistent awareness to additional sounds • Verbal IQ is lower than Performance IQ • Delayed reading skills • Not a good incidental learner

  5. Who Are These Children? • Incidence rate • When do they start showing symptoms? • How do these children describe themselves? • How do these children typically compensate?

  6. Parents’ Perspective • What are their primary concerns? • How do they describe their child with CAPD? • What have parents’ typically experienced prior to their child receiving the diagnosis of CAPD? • Denial, Anger, Fear, Hopeful

  7. School’s Perspective • ADD or ADHD • Behavior problem • Slow learner • Underachiever • Poor parenting

  8. How do CAPD difficulties impact the classroom and learning at home? • Difficulty hearing in noise/competing signal • Poor spelling and reading comprehension skills • Poor auditory memory • Difficulty with prosodic cues in language • Difficulty with auditory closure • Difficulty with incidental learning • Poor problem solving skills

  9. CAPD Test Battery • Dichotic Speech • Temporal Processing • Monaural Low-Redundancy • Phonetics • Auditory Memory

  10. Counseling Parents • Realistic expectations • School’s responsibility • Parents’ responsibility • Child’s responsibility

  11. Reading • Homework strategies • Communication and goal setting with teachers • Problem solving skills • Emotional support of child Parents must focus on the following:

  12. Four Areas of Intervention • Environmental • Teaching • Compensatory strategies • Therapy

  13. EARSS Therapy Program • Goals • Therapy Method • Outcomes • Conclusions

  14. EARSS Program Follows M3 Model (Ferre, 1998) • Message: Quality/characteristics of the signal • Medium: Quality of listening environment • Me: Listening behavior (attitudes, strategies, and skills) individual brings to the listening environment Tasks include those used in the Buffalo Model (Katz) and based on training from the Midwest Ear Institute

  15. EARSS Program Tasks to address the “Message” • Phoneme Training Program (PTP) • Phonemic Synthesis (PS) Therapy • Short Term Auditory Memory (STAM) Training – tolerance fading memory • Dichotic Offset Training (DOT) – binaural integration • Temporal Patterning

  16. EARSS Program Tasks to address the “Medium” • Noise tolerance training (Words-in-Noise Training) • Modifying environment/compensatory techniques

  17. EARSS Program Tasks to address the “Me” component: • EARSS Goal: Increase child’s self-awareness and active listening skills • Includes speechreading, self-advocacy, & attribution training • Asks the child to attend to positive and negative experiences during the week • Talks about and implement strategies (including role plays)

  18. Outcomes • CAP evaluation results as “pre-test” • Weekly progress monitoring along with a post-test battery completed following each round of EARSS • For children completing EARSS as recommended, ALL make progress • When language/literacy concerns are present, combination treatment is provided (often EARSS alone, then in tandem with EARSS sessions)

  19. Conclusions About CAPD • Is CAPD a real issue? • Will intervention work? • Is there is quick fix? • Who are the key players in dealing with CAPD? • What are the long-term outcomes?

  20. Thank you!!!

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