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Central Auditory Processing Disorder & The Listening Program - Page 2

post #21 of 31

I don't ordinarily post to message boards, but have found that I am always looking for information to help me make decisions on the various interventions that are out there. If it would help someone who's on the fence about this program to know our experience I'm happy to share.  We are in the middle of our second ten week run through TLP.  We have one son (just turned 5 yrs) with PDD NOS, which involves speech and language delay, auditory processing difficulties, social skills deficits etc.  My other son (6 1/2) also has some auditory processing issues although much less severe.  We started them both on the program at the suggestion of a very knowledgeable SLP in Dallas.  The changes have really been amazing.  We are now fully potty trained (thought it would never happen), he is now speaking in full sentences much of the time, his awareness and processing of his surroundings has increased so much, he's asking questions and he's much more able to have "back and forth" conversations.  I also use it and have been pretty meticulous about keeping records each day of what module we're on and how much time they listen to make sure we're getting the maximum benefit. Their school does offer it as part of the reading intervention program, but I think the consistency we're able to achieve at home has made all the difference for us. There's no question it's expensive and we agonized over the decision, but for us it's been worth the expense.

 

post #22 of 31

I am a certified P-12 Reading Specialist. I have used  Aerobics, Fast For Words, and The Listening Program. All are good programs. Using computerize programs should be used in conjunction with a trained specialist that follows up with individualized one on one instruction. I have had great success with students I have worked with in using The Listening 'program. The program consists of  ten disk with twelve tracks of music on each disk. The students listen to the disk in intervals. The music on the disk is all classical music designed to message certain area of the brain. 

post #23 of 31

Hi all

 

I'm in the midst of deciding whether to order TLP or not. I'm not sure how it works exactly. How long does it take to complete?

 

post #24 of 31

I see that this thread has been inactive for some time, but I really wanted to respond.  My daughter has suffered from all kinds of "issues" since birth.  We originally sought out TLP when we discovered that she was incredibly sensitive to sounds- she would have a panic attack anytime she saw the vacuum cleaner- for fear it would get turned on.  The same with blenders, food processors, etc.  She also suffered from all kinds of fears and anxiety, social engagement issues, etc.  We were diligent with TLP, and after 2 rounds, her sound sensitivities and many of her fears were gone!  She was pushing the vacuum and the turning the blender on herself!  After 3 weeks of using TLP, we realized we had gotten our money's worth when she went on a class trip to the zoo.  Whereas before, she would bury her face in our shoulders or cover her eyes with her hands, and demand to be held when we went to the zoo.  I for-warned her teachers about her reactions, and they went without incident!  No more covering her eyes or running in fear at the zoo!!  TLP is a program that can help everyone, for a myriad of issues.  We are coming back to it 5 years later with our daughter because she is having difficulty with focus and concentration in school.  The science behind it and the studies that back it up are fascinating!  Because of my positive experience with it, I am getting certified as a TLP provider.  The most important thing to know about TLP is consistency.  If you don't follow the listening protocol- it won't work well.  We were meticulous with our daughter's listening, and we had astounding results.  So much so, that her school paid for two of their staff to get trained in TLP so it could be offered in the school.  

post #25 of 31
Hi, my DS has CAPD. Completed one batch of computerised Fast ForWord, which worked to improve/eliminate his mis-hearing (where DS was genuinely thinking we'd said one thing when we'd said something that sounded similar) for approx 1 year. Mis-hearing started to re-emerge recently, so sought out another program that we could purchase and re-use. Would have re-used Fast ForWord but u need to pay again for each batch, plus DS was 'over it' (looks fun but after a while becomes a chore). Sis's DD also has CAPD and had reported attention and mis-hearing improvements with The Listening Program, a one-off cost for product in the hand, so we're giving it a go. Into our 4th week with bone conduction+auditory earphone set, no noticeable improvements yet for DS (took about 7 weeks with Fast ForWord so no expectations yet). DS seems to find this program easier to assimilate into his day as there are some fun activities u can do at the same time eg lego smile.gif. I'm also doing it and have noticed improvement in ability to auditorily isolate a speaker's voice, relying less on lip-reading. Was hoping it would help me with sensitivity to sounds (I'm overly sensitive to loud noises and brain gets exhausted with continuously variable background noise eg TV), but no improvement yet on that front. Whilst it is aimed at brain changes, we can physically feel the eardrum systems being exercised with the specialised sound volume changes within some modules. Can tell you we both really disliked this feeling initially (we both wanted to immediately take the earphones off!), but our sensitivity to it has lessened somewhat. If you have a child who finds minor keys in music trigger 'sad' feelings, use this program with caution as it's based on classical music.
post #26 of 31

I have started the iLs Listening Program with my 7yo with APD.  We do 2x30minutes sessions a day with listening, incorperated with some physical activities. Just getting the routine fo doing this and finding the time is the main challenge for a school going child. So far so good-will update...

post #27 of 31

ps. does anyone here have their teachers saying their child has adhd when in fact they have apd? Im really hoping this listening therapy will work. It also works for children with adhd (its called 'focus' actually), but they would listen to something different. My son is listening to the 'auditory processing' section.

post #28 of 31
DS has both ADHD and APD. Teachers really shouldn't be talking about possible diagnoses at all.
post #29 of 31

Polliwog,  agreed.  His teacher just said that he seemed to have problems with focussing, and that she had seen things improve for some children on stimulant medication. The school psychologist suggested something similar. They were not pushy at all, but seemed reluctant to accept my  explanation that outside the school setting ds' focus abilities were fine, and that the 'lack of focus' was a symptom of not processing sound adequately....

 

 If you dont mind me asking, how do you separate the symptoms of adhd and apd with your child? With mine its easy, he focusses well if he hears well, but becomes disinterested, and unable to follow directions when in a compromising environment....

post #30 of 31

Hi contactmaya, my DS also has ADHD. I've found it invaluable to work with the teacher on location of DS in a classroom for apd. It depends on the variations of apd your child experiences as to whether this suggestion below may work for one component of it.

If a child finds it difficult/impossible to isolate a voice within a noisy environment, it helps if the child is seated directly in view of and reasonably close to the teacher (both for floortime and at their desk), the teacher speaks their name if they need their attention and waits until they have the child's eye contact/attention before giving instructions/teaching. Also helps if the child is taught to stop what they are doing and look at the teacher's face while the teacher is speaking - this helps build subconscious lip-reading and helps a child see teacher's body cues if some verbalised nuance is being missed. Some children cannot isolate any sound behind them whatsoever, and making the teacher aware of that saves them calling the child from behind and getting frustrated with no response or infrequent responses. It's also important to point out to a teacher that this carries over into sport events/playground, where kids yell at each other during a noisy game - isolating sound there can be difficult. Also applies to music/dance if teacher is calling out instructions.

Differences between ADHD and APD that can be misunderstood:
ADHD                                                                                   APD
Losing focus/difficult to focus                                                  Losing interest, only catching parts of what's been said, therefore not understanding

Daydream (actively thinking of something else)                         Unable to isolate sound properly; due to lack of response appears to be 'daydreaming' (Masking Level Difference)

Boredom/adding extra things to instructions to spice it up          Mis-hearing, therefore misinterpreting instructions and doing the wrong thing accidentally

Working memory issues (holding info in short-term v. difficult)     Information coming simultaneously from two locations at once can't be processed/understood properly (Dichotic Digits Test)

 

Someone else may have ideas to add to this particularly with regard to Random Gap Detection Test and Pitch Pattern Sequencing - my son doesn't have difficulties with these so I'm not sure how they'd appear within a teaching environment when compared to ADHD.
 

(Regarding ADHD: If a child's undertaken the WISC-IV with a psychologist, the subscore percentile ranks can be very useful in helping a teacher to teach more effectively. In my personal view, this tool has been one of the most effective in our situation as it allows me to express to a teacher the strengths and weaknesses of my child, and for me to mention ways that they can work with him most effectively - tried and tested at home first.)

 

Hope some of this material helps a little.

post #31 of 31

Thankyou so much for your detailed reply.

 

Are you able to distinguish yourself when his symptoms  are resultiung from APD or ADHD, especially when they overlap? Do you notice a difference in his behaviors outside the school environment, or in a place where his auditory processes arent challenged?

 

The school psychologist told me in a recent email, that my ds not only lacks focus in the classroom, but seems to lack impulse control in places where his auditory processing isnt challenged.

 

Again, in the home environment, i dont see this. I asked her for examples, but she hasnt gotten back to me. I can see my kid singing or making noises when he is tired, or in a group environment, but in a way that is normal for a child. But certainly nothing that would beg a diagnosis.

 

The other issue is that noone is sure of the exact cause of APD. Is there something in the brain that overlaps with what causes APD with the brain function causing ADHD?

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