Auditory Processing in the Classroom

Catherine Routley

Description

Auditory Processing Disorder (APD) is a difficulty with the brain's interpretation of sounds. It is not a hearing impairment. The book looks at the various theories which give rise to a diagnosis of APD. Although awareness and research of APD has been chiefly carried out in the USA, it is now increasingly becoming acknowledged in the UK. Teachers are becoming aware of the impact of APD on a wide range of classroom learning. Assessments, awareness of APD in the classroom and its co-existence with other learning problems are areas which are discussed. The book is essentially a practical one, offering a range of strategies of how pupils can be helped, teaching strategies, modifying the classroom environment and providing details of both low and high cost strategies. The difficulties of APD relating to the various key stages are referred to, with ideas of how parents can provide support.

Sujets

• Education

Informations

• Publié par: Austin Macauley Publishers
• Date de parution: 30 avril 2019
• Nombre de lectures: 0
• EAN13: 9781528956772
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Auditory Processing in the Classroom
Catherine Routley
Austin Macauley Publishers
2019-04-30
Auditory Processing in the Classroom About The Author About The Book Copyright Information © Acknowledgment Preface Introduction Chapter 1 APD: A Controversial Issue? Summary of Profile – Possible Case of APD An Auditory, A Cognitive or Neural Deficit? Diagram Showing the Part Played by Both Forms Not a Straightforward Diagnosis The Nature of Diagnostic Testing Coexistence/Comorbidity Causes of APD Relevant Points from Chapter 1: Chapter 2 How APD Affects Classroom Learning School-based assessments Five Profiles of APD Auditory Association What Is It Like for the Pupil? Relevant Points from Chapter 2: Chapter 3 Looking at High and Low-Cost Remediation Strategies for the Classroom (b) Chunking Categorising Use of Visual Aids Classroom Organisation Our Voice Levels (b) Classroom Arrangement Remediation of APD High-Cost Strategies Are They Beneficial? Verbalisation and Visualisation Classroom Modifications Relevant Points from Chapter 3: Chapter 4 Assessment Carried Out on a Pupil Aged 9 Years (Year 4), Silly Sensible Sentences Complex Sentences Following Instructions: Auditory Comprehension Sound Discrimination Story Structure Writing Relevant Points from Chapter 4: Chapter 5 Case Studies Case Study 1 Support Plan Vocabulary Case Study 2 Interventions Proposed Outcomes Intervention 2: Auditory Memory Without Clues Evaluation of Interventions Chapter 6 Auditory Processing Disorder and the KS1 Pupil (US Equivalent Last Grade Elementary) The Classroom Within the Classroom Adjustments Main Points from Chapter 6: Chapter 7 KS1: Information for Parents Social Skills At School Relevant Points from Chapter 7: Relevant Points from Chapter 6: Chapter 8 The Pupil at Secondary School Year 7–13 (US Grades 7, Upwards Middle– High School) Strategies for Teachers Key Points from Chapter 8: Glossary of Terms Used Appendix 1 Appendix 2 References
About The Author

Catherine Routley has worked extensively with children who have special needs. Her main interest lies in language development strategies. She has worked as a teacher of the deaf, education audiologist for several education authorities and is still active in this role. Catherine is a consultant for pupils with suspected Auditory Processing difficulties, working in both independent and Local Authority schools. She has written several articles on the subject for education journals.
About The Book
Auditory Processing Disorder (APD) is a difficulty with the brain’s interpretation of sounds. It is not a hearing impairment. The book looks at the various theories which give rise to a diagnosis of APD. Although awareness and research of APD has been chiefly carried out in the USA, it is now increasingly becoming acknowledged in the UK. Teachers are becoming aware of the impact of APD on a wide range of classroom learning. Assessments, awareness of APD in the classroom and its co-existence with other learning problems are areas which are discussed. The book is essentially a practical one, offering a range of strategies of how pupils can be helped, teaching strategies, modifying the classroom environment and providing details of both low and high cost strategies. The difficulties of APD relating to the various key stages are referred to, with ideas of how parents can provide support.
Copyright Information ©
Catherine Routley (2019)
The right of Catherine Routley to be identified as author of this work has been asserted by her in accordance with section 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.
Any person who commits any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.
A CIP catalogue record for this title is available from the British Library.
ISBN 9781528956772 (ePub e-book)
www.austinmacauley.com
First Published (2019)
Austin Macauley Publishers Ltd
25 Canada Square
Canary Wharf
London
E14 5LQ
Acknowledgment

I would like to thank Linda Bell for her invaluable help with reading through the manuscript and helpful suggestions; Ezgy Kosar for her help in researching some of the topics and for the many children I have worked with over the years.
Preface
Writing this book has been an interesting experience. Few topics have been the subject of such confusion, misinformation, methods of remediation and diagnosis. I first began to realise the existence of the difficulty when I was assisting at a clinic assessing children’s hearing. Hearing would prove to be normal, but parents would comment ‘but he says he can’t properly hear what the teacher is saying’. The advice would not be helpful as Auditory Processing Disorder had not, as yet, been ‘discovered’, especially in the UK. Over many years, I have worked with a large range of children who presented symptoms similar to what we now recognise as presenting a profile of APD.
There have been many new theories about the disorder, its diagnosis and remediation and there are bound to be many more until there is something approaching a universal agreement.
In the meantime, I hope this book gives the reader some practical ideas and insight into the subject. I would like to thank Linda Bell for her invaluable help with reading through the manuscript and giving helpful suggestions, Ezgy Kosar for her help in researching some of the topics and for the many children I have worked with over the years.
Catherine Routley July 2017
Introduction
This book is designed for teachers, special needs coordinators, learning support assistants and parents. Auditory Processing Difficulties (or Disorders) sometimes referred to as “brain deafness” remains something of an unexplained quantity, despite considerable research being conducted in the USA. Many of the features of APD are shared by, among others, pupils with a hearing impairment; in fact, some services for the hearing impaired will provide basic advice on APD. The prime focus of the book is a practical one with emphasis on classroom practice with examples of how interventions could be effected. I felt it was essential, however, to include chapters on medical diagnosis and information for parents. Many of the terms have been used interchangeably and where this is the case, initially both or, in some cases, several have been shown.
Chapter 1

APD: A Controversial Issue?
This chapter explores the various theories as to what exactly difficulty is meant by APD, on which there is a range of opinions. The lack of a “gold standard” in testing has meant there is considerable discrepancy in diagnosis, having recently shifted from one which has been purely auditory, to one which now acknowledges the importance of cognitive and attention skills. The issue of comorbidity, highlighting how challenging it is to arrive at the correct diagnosis, an all- important aspect, especially for parents wishing to secure an EHCP for their child. The chapter opens with a fairly “classic” profile of a pupil with APD.

Summary of Profile – Possible Case of APD
M, a pupil in class 4, at a school classed as ‘good’ by Ofsted, was showing slow progress in literacy and phonics, especially with high frequency consonants, particularly th/f. Creative writing indicated a lack of vocabulary and grammatical rules, particularly with comparatives. Speech was not always easy to understand. Teacher also mentioned that M was always slow at following directions, those which involved the concepts of ‘before’, ‘after’, ‘then’; the pupil found it necessary to use the strategy of copying others after teacher’s directions. Word association was a particular difficulty, M could not perceive the common factor in each category. No behaviour issues indicated. Earlier indications of middle ear difficulties but no surgery deemed necessary as it had cleared spontaneously, the possibility of a sensory neural hearing loss was suspected but a hearing test revealed normal levels and above. Levels indicating normal hearing with a history of middle ear difficulties, together with below average language would alert to the possible presence of APD. Some quotes by the experts may be helpful at this point:
‘APD means different things to different people.’ (Jerger, 2009)
‘Despite lofty claims to the contrary, there is no clear consensus concerning the battery of tests that lead to a diagnosis of CAPD.’ (Burkard, 2009)
‘What we do with what we hear.’ (Stecker, 1992)
‘APD is a complex and controversial issue.’ (Ross-Swain,
’The efficiency and effectiveness by which the CNS utilises
auditory information.’ (ASHA, 2005)
As these quotes illustrate, APD, also known as Central Auditory Processing Disorder (CAPD), Auditory Perceptive Problem, Auditory Comprehension Deficit or Auditory Processing Difficulty, is the subject of many varying descriptions. For the purpose of this book, the terms Auditory Processing Difficulty and Auditory Processing Disorder will be used interchangeably, the abbreviations APD being chiefly cited. The definition, aetiology, signs symptoms, treatment and outcomes of Auditory Processing (AP) and Auditory Processing Disorders have been reasoned and debated for more than 80 years; however, as Jerger (2009), states, ‘Identification and understanding continue to remain elusive’. It was first described by Henry Head in 1926 whereby the term “word deafness” was used to describe the inability to understand the spoken word, suggesting this was due to a problem with auditory perception. In 1954, Myklebust observed that some children referred for hearing tests indicated normal hearing but showed reduced functioning in listening conditions when the acoustic signal was unclear due to background noise or mul