Central Auditory Processing Disorder & The Listening Program - Mothering Forums

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#1 of 31 Old 07-26-2010, 10:00 AM - Thread Starter
 
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Has anyone used The Listening Program with their child? If so, would you mind sharing your opinion? It's expensive but I'll find the money if will help our son.

TIA

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#2 of 31 Old 07-27-2010, 03:27 PM
 
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I have not heard of that particular program. However, based on my education (MS in SLP), I am not a fan of those kind of computer listening program. The term 'auditory processing' is actually incorrect. When people say that someone has an auditory processing disorder, what they are really talking about is a 'receptive language disorder.' It's not that the child is not hearing the sounds properly, it is farther up in the brain and has to do with complex language, not just simple sounds. A lot of those computer programs are based on the 'sound level' and not the more complex language level. So the premise that they are built on is incorrect. A true auditory processing disorder has to do with impaired ability to hear sounds when there is background noise and should be treated as a hearing problem by audiologists. Almost all kids who have an 'auditory processing disorder' label, actually have a receptive and/or expressive language disorder. 'auditory processing' is a label that just stuck because it is more understandable by lay people. Unfortunately, it has lead to a lot of products that are not targeting the correct area of difficulty and are usually expensive.
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#3 of 31 Old 07-27-2010, 04:31 PM - Thread Starter
 
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Thanks for the feedback! Actually, since I didn't get a response right away here, I called my son's audiologist (she's also a language pathologist). She just laughed and said "Foxxy, there's a reason we don't offer that here. Save your money".

It really upsets me that people take advantage of parents of special needs children (and other groups for that matter). Like most parents, I'd sell my soul to help my child and they know it. Grrrrrrr. I'm going to have to have a chat with our speech therapist.

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#4 of 31 Old 07-27-2010, 04:41 PM
 
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Quote:
Originally Posted by gr33nie View Post
I have not heard of that particular program. However, based on my education (MS in SLP), I am not a fan of those kind of computer listening program. The term 'auditory processing' is actually incorrect. When people say that someone has an auditory processing disorder, what they are really talking about is a 'receptive language disorder.' It's not that the child is not hearing the sounds properly, it is farther up in the brain and has to do with complex language, not just simple sounds. A lot of those computer programs are based on the 'sound level' and not the more complex language level. So the premise that they are built on is incorrect. A true auditory processing disorder has to do with impaired ability to hear sounds when there is background noise and should be treated as a hearing problem by audiologists. Almost all kids who have an 'auditory processing disorder' label, actually have a receptive and/or expressive language disorder. 'auditory processing' is a label that just stuck because it is more understandable by lay people. Unfortunately, it has lead to a lot of products that are not targeting the correct area of difficulty and are usually expensive.
That's very interesting. Thank you for sharing that information!

I'm not familiar with the program OP mentioned, but I've been looking into Fast ForWord and we've been trying Earobics Step 1 at home with DS. Do you think these types of program have a positive effect at all?

(My DS is 6 and has ASD with Hyperlexia. He read well, but has difficulty understanding and using verbal language.)

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#5 of 31 Old 07-27-2010, 04:57 PM
 
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Well, I certainly do not think that fast forward and earobics can hurt. A lot of people feel that it really helped their child. Having said that, is it that the program is really doing what it is supposed to be doing or is it that any program that requires that much time, sitting with an adult is going to show something? There is also the issue that when we as parents have spent so much time and $$ on something, we tend to feel that it has helped and our children. Studies have not shown that these programs are truly effective compared to other programs. At least studies that have not been done by people with a financial link to them. One of the big problems with those programs is that they are not able to key in on 'teachable' moments. You need a real therapist to be able to see and hear what your child is doing and respond in the moment to really 'teach.' Someone who can play around and find something that works to teach your individual child.

I think that fast forward and other programs like it are an easy way for someone to make $ w/out doing 'real' therapy.

My son in on the autism spectrum and struggles with all language, both receptive and expressive. If I truly thought it worked, I would do it in a heartbeat but my personal opinion is that it's not worth the $$.

However, like I said, I don't think that it would hurt but hours spent with a qualified speech therapist are going to be much better spent than on a computer.

just mho
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#6 of 31 Old 07-27-2010, 05:14 PM
 
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Thanks. DS gets speech therapy at school. We used to do private speech therapy during the summer, but my new insurance does not cover ST for autism and we cannot afford it out of pocket. Fast ForWord is beyond our budget at this point. But I was able to get Earobics from the lending library at the Special Education Regional Resource Center. I've gotten other materials from there as well, so we do more language exercises than just the computer games.

DS seems to enjoy most of the games in Earobics. I'm not sure if it is really doing what it claims to, in terms of auditory processing/receptive language. I mean, he is obviously getting better at the games, but I don't know if that really translates into real-life skills. However, I do think that the games are helping him learn how to listen and be attentive overall. So even if he isn't getting better at distinguishing "la" from "ra" in real life, he seems to at least be better at displaying good listening behavior (close mouth, look at the speaker, pay attention - that sort of thing).

I'm not sure if we will make it all the way through the Earobics program. DS completed a couple of the games already and in the others is getting to the point where they are no longer fun and just frastrate him. (And to be honest, I can't always tell the difference between the computer voice's "ra" and "la" either.).

Thank you for sharing your insight and experience.

Lolly
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#7 of 31 Old 07-27-2010, 06:14 PM
 
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Lolly

you put it perfectly! He probably is learning direction following and other useful things. I just do not believe that these listening programs 're-wire' the brain by using small units of sound like they claim to. I think computer programs, especially with an adult who is actively participating can work on various skills. For example, if the child were to pick the picture that matched the spoken sentence 'the squirrel is sitting in the tree' or ' The boy in running away from the bee' or maybe a program that asked 'Wh' questions and the child was able to chose a visual representation of the answer. There are so many possibilities like that (that you could also do with books and other materials too) that would be targeting actual language processing, not just sound discrimination or 'listening skills'. I think that 'listening' is very different from 'understanding'. One happens right as sound is perceived by the ear and one is much more complex and happens after the sounds travel up farther into the brain and have to be decoded into meaning (receptive language).
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#8 of 31 Old 05-09-2011, 04:30 PM
 
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The Listening Program is not a computere program.
Central Auditory Processing Disorder (CAPD)is a distinct disorder that is diagnosed by an audiologist, often after screening by a speech-language pathologist. The SLP may have already diagnosed an auditory processing disorder (APD). Research indicatees the areas of the brain that are affected and evidence-based treatment options are available.

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www.fagancenter.com
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#9 of 31 Old 05-09-2011, 05:02 PM
 
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Speak directly with a qualified Speech-Language patholigist who has studied The Listening Prgram after that person has done a complete review of your child's history. TLP may or may not be appropriate.
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#10 of 31 Old 05-09-2011, 06:02 PM
 
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Can you claifiy for me a bit?

 

Here CAPD is an auditory processing disorder that affects the ability to PROCESS sound (auditory). The term (which we use here)  does outline the actual deficit. The inability to process auditory imput (sound, language). It has nothign to do with hearing, as you said, but with processing area of the brain. My nephew has it.

 

 Is the label technically is used correctly if the deficiet is in the processing of auditory imput. Receptive language disorder may include this, but that label fails to include that the issue isnt with the hearing itself, but with the processing.

 

 

Also, here CAPD wont get you hearing help. It is not labelled as a hearing impairment and any of our Hearing Itinerary workers will not step in and work with CAPD kids as they have little supports aside from offering FM systems.

 

It like Corticial Visual Impairment. My DD sees, but her brain doesnt process visual information due to fragile and underdeveloped nerve pathways caused by lack of pigment (which brings blood supply to create nerve pathways).

 

Which is why glasses dont work. Same as why hearing aides dont work for CAPD.

 

I am a bit confused why CAPD is not appropriate for an auditory processing issue?

 

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#11 of 31 Old 05-10-2011, 03:35 AM
 
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Central Auditory Processsing Disorder ( CAPD) is a disorder of the central auditory nervous system ( CANS) tha encompases areas of both right and left hemisphere and the corpus callosum but also engages the auditory brainstem and subcortical pathways. CAPD can affect the ability to locate and lateralize sound, auditory discrimination, auditory pattern recognition, temporal integration, temporal gap detection, integration and masking, dichotic listening and auditory performance with a degraded acoustic signal. If a child younger than 7 is having trouble knowing that key and tea are different, that is discrimination and work can be done. By age 7, the CANS Has matured enough for an audiologist to do a CAP evaluation. That person should have studied this field extensively and use health history (did the child have jaundice, history of ear infections, etc. ) as a portion of the diagnistic criteria.
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#12 of 31 Old 05-11-2011, 08:20 AM
 
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We did The Listening Program with my son.  He bombed his TAPS test (which was comprehending the spoken word).  TLP is just a program where they listen to music that is chosen for it's specific effect on the ears or brain--not sure which.  No games, no time with adults specifically, no working with an adult (although mine was in therapy at the time, they didn't use TLP during his therapy times).  Mine is also flagged for ADHD and is dx'd Asperger's (although apparently the two are often misdiagnosed as one another--so who knows... his developmental history is profoundly problematic in a way that is absolutely more spectrum than ADHD).

 

It helped him focus much better and by proxy, understand more of what was being said to him because he was better focused.  It also reduced his reactions to sensory stimuli.  We're actually going back to it (it's been a few years).

 

I'm not one for the labels.  There's too much "analysis by paralysis" and often missing the real problems that come with the template of a label.  Great jumping off point.  Notsomuch for programming.

 

HTH


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#13 of 31 Old 05-16-2011, 11:33 AM
 
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Efagan,

 

Please explain to me how any of the current evaluations can actually pinpoint a problem with the CANS and rule out receptive and expressive language delays or attention problems.

 

The problem with the construct of CAPD is that the tests used currently DO NOT at all demonstrate a problem with the CANS.  The TAPS is a horrible test and most kids bomb it.  Look at the manual on the TAPS can check out its reliability.  Its laughable.  They state in their own manual that the reliability is somewhere between 28 and 100 percent reliable.  I'll translate:  it is not reliable.  That range is insane.

 

I am also an SLP and I 100% agree with Gr33nie.

 

Here is an example of a prompt on the TAPS test.  I don't even know what in the heck the directions are nut.gif.

 

TAPS - Auditory Interpretation of Directions
 “I am going to say some sentences to you. You do not have to repeat the sentences exactly as I say them, but you must remember the meaning well enough to tell me what you would do, based on what I said.”

 

Umm, that was a mouthful.  What exactly are we doing again?

 

Then the prompt is:
  “If your teacher asked you to put your hat on the table, what would you do?”

 

And the child is expected to respond:

"I would put my hat on the table."

 

This is a LANGUAGE task.  Not a listening task.  A listening task would simply involve telling the child "Put your hat on the table" and see if they do it.  Further, it would be best accomplished in a real world normal setting (like the playground or the classroom) rather than a weird testing situation.

 

There are so many problems with the construct of CAPD.  It just baffling to me that its such a thriving business.

 

To me, what's dangerous about a CAPD diagnosis is that often speech therapists rely so much on standardized testing. They don't look at reliability, if the test is testing what it says it does, etc. Then they base their therapy on activities similar to the subtests the child does crummy on. For example, a goal I see written a lot for kids who have this diagnosis is digit recall. That means a speech pathologist says a list of numbers and the kid repeats them back. WHAT does that accomplish? It is in no way functional for daily life. IMO even if the child did have trouble with digit recall, there is no reason to target that. that subtest tells me nothing other than possible deficits in short term memory. I do not know of anyone who knows how to fix this. I might work with them on memory strategies (tied to language so its functional) and also teach them now to use a cognitive organizer. Not everyone has the best memory. Its A-OK to write down a phone number....most of us do. You give the kid strategies and functional routines to assist them with trouble areas. Drilling digit recall makes absolutely no sense. I always try to check myself "If I was this child's parents, would I feel like I was getting my money's worth?" KWIM? 

 

Rather than treat the language disorder, they go for low level perceptual drills based on test conclusions that  could not be reliably made, and assumptions that counter everything we know about speech and language and how we learn language.  Its baffling to me.

 

XOXO

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#14 of 31 Old 05-23-2011, 04:05 AM
 
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CAPD is diagnosed by an audiologist. The screening performed by a SLP may include the TAP but generally Is the SCAN-3 because it includes dichotics, gap detection, time compressed speech and filtered speech. The screening may also include The Listening Inventory and complete neuropsychological and language evaluations.
The Listening Program is a wonderful therapy tool for many reasons but is seldom specified as a specific therapy for CAPD.
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Quote:
Originally Posted by gr33nie View Post

I have not heard of that particular program. However, based on my education (MS in SLP), I am not a fan of those kind of computer listening program. The term 'auditory processing' is actually incorrect. When people say that someone has an auditory processing disorder, what they are really talking about is a 'receptive language disorder.' It's not that the child is not hearing the sounds properly, it is farther up in the brain and has to do with complex language, not just simple sounds. A lot of those computer programs are based on the 'sound level' and not the more complex language level. So the premise that they are built on is incorrect. A true auditory processing disorder has to do with impaired ability to hear sounds when there is background noise and should be treated as a hearing problem by audiologists. Almost all kids who have an 'auditory processing disorder' label, actually have a receptive and/or expressive language disorder. 'auditory processing' is a label that just stuck because it is more understandable by lay people. Unfortunately, it has lead to a lot of products that are not targeting the correct area of difficulty and are usually expensive.



Hello, it's my first post here, so I apologize if this has been covered elsewhere...

 

I am also looking for a review of the Listening Program (compared to Earobics, also). I personally disagree with the comment that "When people say that someone has an auditory processing disorder, what they are really talking about is a 'receptive language disorder.'" While some parents may say that, my daughter happens to has true CAPD (as well as language processing disorder). She has trouble listening/ comprehending in noisy situations (even with background noise most people don't pay attention to, such as an air conditioner), cannot distinguish when more than one person is speaking, has had sensory integration issues (not with textures or stimming, but with "switching gears" from listening to oral directions into doing writing or motor skills).

 

She will have a sound system in school, but I'm looking to help her overcome some of these issues (I know they cannot be cured, but training helps). Based on various reports and evals done by her audiologist and SLP, programs were suggested. Her audiologist suggested Fast ForWord, Earobics, or another one (something like Linda Mood Bell?). She stated that she's heard good reviews of The Listening Program, but cannot recommend it because of the lack of clinical proof. Her SLP suggested The Listening Program. I am not how to choose which to do. If anyone can advise, please help.

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#16 of 31 Old 07-07-2011, 04:25 AM
 
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Quote:

Originally Posted by efagan View Post

CAPD is diagnosed by an audiologist. The screening performed by a SLP may include the TAP but generally Is the SCAN-3 because it includes dichotics, gap detection, time compressed speech and filtered speech. The screening may also include The Listening Inventory and complete neuropsychological and language evaluations.
The Listening Program is a wonderful therapy tool for many reasons but is seldom specified as a specific therapy for CAPD.


Yes. Ds had an evaluation for Asperger's/SPD/ADHD that included an SLP suggesting CAPD. We took ds to an audiologist at the university who concluded that he did not have CAPD, "just" the receptive language disorder.

 

We do have listening program CDs that we borrow from his ST, and they seemed to have some benefit while he was in school--not sure why, but it wasn't hurting so shrug.gif.

 


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#17 of 31 Old 07-07-2011, 08:36 AM
 
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A few years back my son did the Earobics home program:

 

http://www.amazon.com/Earobics-Step-Home-Version-Foundations-Windows/dp/0669524425

 

He was tested for CAPD by an audiologist but we were told he did NOT have it. However as listening was definitely not his strength either, the audiologist recommend he do the Earobics program at home. I must say it did help and even my son, 11 at the time, had to admit it helped improve his listening skills. Honestly I think a lot of people childen and adults could benefit from doing it.

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#18 of 31 Old 07-10-2011, 06:48 AM
 
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I wanted to post an update since this thread is active again.

As I mentioned upthread, last summer I did Earobics Step 1 with DS at home. He liked games in the program a lot and we did see some improvement in his listening behavior.

Last month, DS was tested for CAPD. I have wanted to have him tested for several years, but he had to wait until he turned 7. He was tested at the audiology department at the local Children's Hospital. DS was very cooperative with the testing and seemed to enjoy the tests. They started with a full hearing test, which he passed. Then the audiologist did the SCAN-3 and another test I forgot the name of.

DS was found to have significant auditory processing delays/deficits. The audiologist is not ready to diagnose him with the disorder, but she would like to test him again in another 18 months and see how he progresses. She also said that there are additional tests that can be done as he gets older. Part of the difficulty in DS's case is that the tests are not normed for children with autism and there just isn't a lot of research in how auditory processing develops in kids like DS.

The area DS scored lowest in was dichotic listening, which is where the two ears receive competing messages. This makes sense to us because it seems like when we are in busy environments, crowds, or places with multiple things going on, DS simply cannot hear us.

The two areas DS scored very well in (above average for his age), was phonemic awareness and listening with general background noise. The audiologist told me that these are the two areas targeted by the Earobics program we did. So I was glad that we did Earobics, since it does seem to have had a positive affect on his abilities.

I asked the audiologist about The Listening Progrsm. She told me it more for Sensory Integration Disorders involving sensitivity to noise/sounds rather than true CAPD.

Lolly
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#19 of 31 Old 07-15-2011, 01:18 PM
 
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Ask your audiologist about treating the dichotics with DIchotic Interaural Intensity Difference (DIID) training.
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#20 of 31 Old 07-18-2011, 12:51 PM
 
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Is TLP the same as Therapeutic Listening (TL)? My son's OT recc'd TL for his sensory issues, and it has helped us tremendously. He concentrates better and his listening is actually much better too. His teacher has noticed it as well. We did not have to pay for the system, and he has used it for 3 months. I do think that we have reached 'the peak' of what it can do, and now he no longer needs it.

 

Dunno if that little anecdote helps you any.


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#21 of 31 Old 07-22-2011, 12:12 PM
 
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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.

 

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#22 of 31 Old 01-21-2012, 10:46 PM
 
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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. 

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#23 of 31 Old 01-29-2012, 12:23 AM
 
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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?

 

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#24 of 31 Old 08-19-2012, 08:59 AM
 
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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.  

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#25 of 31 Old 05-01-2013, 09:27 PM
 
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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.
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#26 of 31 Old 05-06-2013, 08:14 AM
 
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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...

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#27 of 31 Old 05-06-2013, 08:16 AM
 
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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.

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#28 of 31 Old 05-06-2013, 07:27 PM
 
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DS has both ADHD and APD. Teachers really shouldn't be talking about possible diagnoses at all.
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#29 of 31 Old 05-07-2013, 12:32 PM
 
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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....

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#30 of 31 Old 05-07-2013, 07:06 PM
 
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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.

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