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SPED 537 ECSE Methods:Multiple Disabilities Deborah Chen, Ph.D. California State University,Northridge April 17-18, 2006 Auditory Processing Disorder (APD) Difficulty in interpreting, storing and accessing auditory information in presence of normal hearing Common in children with:

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Sped 537 ecse methods multiple disabilities l.jpg

SPED 537 ECSE Methods:Multiple Disabilities

Deborah Chen, Ph.D.

California State University,Northridge

April 17-18, 2006


Auditory processing disorder apd l.jpg
Auditory Processing Disorder (APD)

  • Difficulty in interpreting, storing and accessing auditory information in presence of normal hearing

  • Common in children with:

    autism spectrum disorders, ADHD,

    learning disabilities, dyslexia,

    range of speech and language disorders


Central auditory processing disorder capd l.jpg
Central Auditory Processing Disorder (CAPD)

  • Associated with neurological problems

  • Viral infections

  • Hypoxia

  • Trauma

  • Degenerative disorders

  • Often co-exists with other disabilities


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Implications

  • Difficulty recognizing speech sounds

  • Difficulty matching sounds to letters

  • Comprehension problems

  • Academic difficulties


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Interventions

  • Auditory training and phonological awareness

  • FM systems

  • Classroom modifications

  • Clear spoken input

  • Preferential seating

  • Visual aids


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Auditory Neuropathy

  • Problem in transmission of sound from inner ear

    • Damage to inner hair cells

    • Faulty connections between inner hair cells and auditory nerve

    • Damage to auditory nerve

  • May have normal hearing or hearing loss


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Auditory Skills

  • Attention

  • Localization

  • Discrimination

  • Figure/ground

  • Memory

  • Sequencing

  • Closure


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Amplification

  • Hearing aids

    - bone conduction

    - over the ear or behind the ear

    - in the ear

    - body aids

  • FM devices

  • Cochlear implants


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Care of Hearing Aids

  • Information from the audiologist

  • Daily check

  • Keep hearing aids dry and safe from damage


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Daily Hearing Aid Check

  • Clean earmold

  • Check batteries

  • Turn hearing aid to “M”

  • Set volume to low

  • Attach hearing aid stethoscope

  • Hold aid about 12” from mouth

  • Say “ah”, “oo”, “ee”, “sh”,”mm”, “ss”


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Introducing Hearing Aids

  • Earmolds should fit well

  • Over the ear aids should be secure

  • Begin during enjoyable activities that involve vocal play and speech

  • Monitor environmental noise

  • Remove aids before child tires of them

  • Increase “listening time”


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Key Criteria for Cochlear Implant Candidates

  • Severe to profound sensorineural loss

  • Little or no benefit from hearing aids

  • No medical contraindications

  • Appropriate outcome expectations and motivation

  • Placed in strong auditory/oral program


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Planning the Functional Hearing Assignment

  • Break up into small groups of according to the age of target child

  • Discuss:

    • Questions

    • Observations during typical activities

    • Eliciting situations

  • Select one person to post key points in the discussions on WebCT- please identify the child’s age and abilities


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