Auditory Proessing Disorder w/ Intergration Deficit

http://www.sensoryintegrationhelp.com
http://www.sinetwork.org
www.sensoryresources.com
www.kid-power.com/sid.html
www.devdelay.org
www.kidzplay.org
www.kid-power.com

these sites might be helpful for information your looking for.

I have a 13 year old that has CAPD/SID I found OT helpful,and Language Therapy.

von hauck,
You wrote:
“I know of the Fast Forward program, however since his problem isn’t a decoding deficit it wouldn’t help him.”

FFW is tremendous for kids with CAPD even if they can decode. My ds could decode but he had receptive/expressive language problems that improved greatly after FFW. Don’t dimiss this potentially very helpful program simply because your child already can decode.

Interactive metronome is great for integration. Does you child have motor and sequencing problems?

IM seems to help kids with motor and sequencing issues the most.

I agree with Marie that FFW is more than decoding.

Definitely get OT involved.

My child has integration deficits. IM is one good program to help with it, as Linda mentioned. We had to do other therapy first, he was so far off in his timing. We did Neuronet (http://www.neuronetonline.com/) but it is not widely available. Another option would be OT.

Sound therapies often provide integrative benefits as well. We have done The Listening Program.

We also did FFW. My son’s receptive language skills improved immen.

Is the integration issue confined to auditory issues? My son’s have not been.

Beth

what is IM?
what is motor sequensing problems?
thanks donna

Dr. Jay Lucker, who is an APD specialist audiologist/SLP says that in his research, FastForWord has not helped decoding deficits but HAS helped integration deficits.

But if an OT eval has been suggested, your child might have sensory integration problems. so you may need to get a handle on the big picture first.

Janis

I think this goes back to the discussion on the Teaching an LD Child. I wonder if different audiologists mean the same things when they say decoding deficit and integration deficit. My son did FFW and after that he didn’t test as having a decoding deficit and I have heard the same from others. A decoding deficit, as I am meaning it, is closely linked to receptive language–hearing the sounds correctly. Fast Forward clearly works on sound perception. It was after his decoding deficit was remediated that his integration deficit was clear.

This is why, like you, I just say my son has difficulties with auditory processing and these are some of the ways it impacts him. I have even gone as far as to simply say to a coach that he does better when you demonstrate than when you explain.

Beth

You know Beth, it is maddening how they use different terms! I specifically asked Dr. J why he didn’t recommend FFW for the little boy I am tutoring (he went to Dr. J for his APD eval). This little boy has a pure decoding (meaning auditory discrimination) deficit. He told me that he does not recommend FFW for decoding deficits because his research shows it only helps integration deficits! He recommended it for Anna, who does not have much of a decoding deficit! So go figure! I really thought it wa mostly for the kids who weren’t discriminating phonemes, too.

I am about to have to explain something to the piano teacher when Anna starts piano this fall. I have no worries about her fine motor skills or even her ability to hear the notes. But I am concerned that Anna will need directions repeated. I do not really want to cloud the teacher’s expectations by telling her she has APD!!!

Janis

Remember the book “Sound through water”—her son had a decoding deficit and FFW clearly helped him hear the sounds normally. One of the audiologist we have worked with told me she got trained in IM (she is who we did it with) because she felt she had nothing to offer kids who didn’t need FFW for decoding deficits. So I find Lucker’s comments interesting—although I must admit I haven’t read the research on FFW. We did it after both a slt and an audiologist (a different one) recommended it. Are you doing FFW this summer?

As far as the piano teacher goes, how about just telling her that Anna learns best when shown rather than told something and that when learning audiotorally she sometimes needs to hear things more than once. What ever approach you decide, I would def. say something. Otherwise, she might assume she isn’t interested/trying, which would be much worse.

Beth

Yes, you are right about the need to tell her. I’ll write down what you said and use that!!!

And yes!!! I remember Karen Foli’s book very well! I do not understand how different audiologists recommend such different things. I think Dr. J even gave a talk on FFW results at the national ASHA convention a year or two ago. So I just don’t know what to think!

We ended up not doing FFW this summer. First of all, the school would not pay for it, and I was hesitant to invest the time and money in something I was not sure about. Plus, I have either been out of town or in workshops all summer, and it would have been impossible to have been on a consistent schedule with FFW. Not to mention I would have had to do the training first! I am using some of the other Scientific Learning software like Away We Go! and Away We Go Bookshelf with her. She likes those as well as another good program called Read, Write, and Type, which is recommended on the Schwab site.

Janis

Janis

FFW can be a trial to get through so I can’t say I blame you. I think though they give some kind of money back guarantee if you get through it in some specified time—in other words, if you kid really did not need it. I know one little girl with APD and SID who zoomed through the whole thing–with no benefit, unfortunately. I think it was a trial for us because Nathan needed what it offerred.

Beth

Anna would have likely only needed the ones that dealt with auditory memory and sequencing. Too bad you can’t buy just the portion you need!

Janis

IM = Interactive Metronome

Motor sequencing problems: I BELIEVE is the ability to do multi step activities in a sequential order. Like, for instance, my daughter would pick up her stuff to get out of the car after school. She would have her lunch box in one hand and her backpack in the other and would ask ME to open the door! I was infuriated with her (b4 I met the SI OT) b/c I thought she was being lazy and bossy (Yikes! I sound like SOME teachers!). Found out it never occurred to her to put down 1 item, open the door, and then pick it up and exit the vehicle. OR better yet, open the car door first and then pick up stuff. THAT is an example of motor sequencing problems.

Now I realize the problem and can avert it by “reminding” her beforehand. Sure lowers the frustration level!