All about my Client R.

My client R. is six years old and currently diagnosed as having DSL. R. has been in therapy since he was first referred from preschool screening. In past therapy R. has been working on articulation and some language issues, such as answering “wh” questions appropriately. Current behavior and issues at school however, have led us into considering the possibility of him having CAPD (Central Auditory Processing Disorder) or also known as APD(Auditory Processing Disorder). CAPD refers to how the central nervous system (CNS) uses auditory information. Children with CAPD exhibit a variety of listening and related complaints. For example, they may have difficulty understanding speech in noisy environments, following direction, and discriminating similar sounding speech sounds. Sometimes they may behave as though they have a hearing loss, often asking for those around them to repeat themselves. R. does this on a frequent basis. This disorder is often confused with ADHD because of similar characteristics, which causes misdiagnosis in many cases.

One way a diagnostic team has tested R. is by giving him the TAPS (Test of Auditory-Perceptual Skills). To diagnose CAPD, the audiologist will administer a series of tests in a sound treated room, which will be the next way R. is tested. These tests require the individual to listen and attend to a variety of signals and to respond to them by repetition, pushing a button, or ect. However, even though the diagnostic team has been testing R. for CAPD an official diagnosis can not be administered until he is seven, which will be in seven months. The tests require the age of seven because of the variability in brain function of younger children. But starting the testing early will give us a better idea of what direction we should be going in treating him.

Even though the results of the tests have not yet been given, we have started to work on compensatory strategies. These strategies consist of assisting listeners in strengthening central resources such as following directions, memory, and attention skills. An example of the memory skills we have worked on is having R. repeat a series of numbers or words given verbally by the clinician. The following directions part of therapy is also given verbally. However, it is important to understand that there is no “sure-fire” cure for CAPD and different strategies may work well for one client and not for another.

Teri James Bellis, Ph.D., CCC-A (2007). Understanding Auditory Processing Disorders in Children. Retrieved October 16,2007, from http://www.asha.org/public/hearing/disorders/understand-apd-child.htm