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Processing Disorders and Auditory Processing Disorders
Do Now <ul><li>Please write the first 16 words of the Gettysburg address in pig latin. </li></ul><ul><li>Standard heading,...
Rules For Pig Latin enormous-hay  enormous ote- quay   quote  ite-wray  write  ig-pay Atin-lay  pig Latin  anguage-lay Lan...
Processing Disability <ul><li>Learning Disabilities (LD)  are neurologically-based processing problems. These processing p...
Processing Disability <ul><li>The types of LD are identified by the specific processing problem. They might relate to gett...
Processing Disability Signs and Symptoms <ul><li>Slow to initiate tasks </li></ul><ul><li>Methodical, can’t skip a step </...
Processing Disability Signs and Symptoms <ul><li>Literally not on the same page as everyone else </li></ul><ul><li>May app...
CAPD definition <ul><li>Difficulty processing and remembering language-related tasks </li></ul><ul><li>http://www.ldanatl....
CAPD signs and symptoms <ul><li>Has difficulty processing and remembering language-related tasks but may have no trouble i...
CAPD signs/symptoms <ul><li>May be confused by figurative language (metaphor, similes) or misunderstand puns and jokes; in...
CAPD signs/symptoms <ul><li>May misinterpret or have difficulty remembering oral directions; difficulty following directio...
Processing Speed Accommodations <ul><li>Instructional Accommodations   </li></ul><ul><ul><li>Tell student in advance what ...
Processing Speed Accommodations <ul><li>Structured classroom with predictable routines  </li></ul><ul><ul><li>Make routine...
Processing Speed Accommodations <ul><li>Note-Taking Accommodations   </li></ul><ul><ul><li>Provide a copy of the lecture n...
Processing Speed Accommodations <ul><ul><li>Testing Accommodations   </li></ul></ul><ul><ul><li>Provide extended test time...
CAPD Strategies <ul><li>Show rather than explain  </li></ul><ul><li>Supplement with more intact senses (use visual cues, s...
CAPD Strategies <ul><li>Reword or help decipher confusing oral and/or written directions  </li></ul><ul><li>Teach abstract...
CAPD Strategies <ul><li>Allow them additional time to respond (“think time”)  </li></ul><ul><li>Have the student constantl...
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Processing Disorders And Auditory Processing Disorders

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  • Just saw your comment today (sorry about that!). You should have a 504 plan that explains your disability and the specific accommodations (testing or otherwise) that follow from that disability.
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  • I am a student enrolled in a masters program, and I am continually frustrated with constantly having to justify why I need certain accommodations for test taking. Please repond. Thank You Mr Frustrated
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Processing Disorders And Auditory Processing Disorders

  1. 1. Processing Disorders and Auditory Processing Disorders
  2. 2. Do Now <ul><li>Please write the first 16 words of the Gettysburg address in pig latin. </li></ul><ul><li>Standard heading, please! </li></ul>
  3. 3. Rules For Pig Latin enormous-hay enormous ote- quay quote ite-wray write ig-pay Atin-lay pig Latin anguage-lay Language Pig Latin English
  4. 4. Processing Disability <ul><li>Learning Disabilities (LD) are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing, or math. They can also interfere with higher level skills such as organization, time planning, and abstract reasoning. </li></ul><ul><li>http://www.ldanatl.org/aboutld/teachers/understanding/types.asp </li></ul>
  5. 5. Processing Disability <ul><li>The types of LD are identified by the specific processing problem. They might relate to getting information into the brain (Input) , making sense of this information (Organization) , storing and later retrieving this information (Memory) , or getting this information back out (Output) . Thus, the specific types of processing problems that result in LD might be in one or more of these four areas. </li></ul>
  6. 6. Processing Disability Signs and Symptoms <ul><li>Slow to initiate tasks </li></ul><ul><li>Methodical, can’t skip a step </li></ul><ul><li>Can appear perseverative </li></ul><ul><li>Can’t fill in the gaps if misses something </li></ul><ul><li>Relies on routines; does not adapt well to change </li></ul>
  7. 7. Processing Disability Signs and Symptoms <ul><li>Literally not on the same page as everyone else </li></ul><ul><li>May appear to tune out or zone out </li></ul><ul><li>Often fatigues easily </li></ul><ul><li>Can’t multitask </li></ul><ul><li>Standardized tests (WISC IV) shows slow processing speed </li></ul>
  8. 8. CAPD definition <ul><li>Difficulty processing and remembering language-related tasks </li></ul><ul><li>http://www.ldanatl.org/aboutld/parents/ld_basics/central.asp </li></ul>
  9. 9. CAPD signs and symptoms <ul><li>Has difficulty processing and remembering language-related tasks but may have no trouble interpreting or recalling non-verbal environmental sounds, music, etc. </li></ul><ul><li>May process thoughts and ideas slowly and have difficulty explaining them </li></ul><ul><li>Misspells and mispronounces similar-sounding words or omits syllables; confuses similar-sounding words (celery/salary; belt/built; three/free; jab/job; bash/batch) </li></ul>
  10. 10. CAPD signs/symptoms <ul><li>May be confused by figurative language (metaphor, similes) or misunderstand puns and jokes; interprets words too literally </li></ul><ul><li>Often is distracted by background sounds/noises </li></ul><ul><li>Finds it difficult to stay focused on or remember a verbal presentation or lecture </li></ul>
  11. 11. CAPD signs/symptoms <ul><li>May misinterpret or have difficulty remembering oral directions; difficulty following directions in a series </li></ul><ul><li>Has difficulty comprehending complex sentence structure or rapid speech </li></ul><ul><li>“Ignores” people, especially if engrossed </li></ul><ul><li>Says “What?” a lot, even when has heard much of what was said </li></ul>
  12. 12. Processing Speed Accommodations <ul><li>Instructional Accommodations </li></ul><ul><ul><li>Tell student in advance what question(s) they will be called on to answer in class. </li></ul></ul><ul><ul><li>Provide large print handouts. </li></ul></ul><ul><ul><li>Do not change subjects rapidly. </li></ul></ul><ul><ul><li>Allow student extra time to process information. </li></ul></ul><ul><li>http://www.mnsu.edu/affact/accommodating/accommodations.html#processing </li></ul>
  13. 13. Processing Speed Accommodations <ul><li>Structured classroom with predictable routines </li></ul><ul><ul><li>Make routines explicit </li></ul></ul><ul><li>Modify quantity of work expected from this student </li></ul>
  14. 14. Processing Speed Accommodations <ul><li>Note-Taking Accommodations </li></ul><ul><ul><li>Provide a copy of the lecture notes before class starts. </li></ul></ul><ul><ul><li>Allow someone else to take notes for the student. </li></ul></ul><ul><li>Technological Accommodations </li></ul><ul><ul><li>Allow access to computers and/or word processors. </li></ul></ul>
  15. 15. Processing Speed Accommodations <ul><ul><li>Testing Accommodations </li></ul></ul><ul><ul><li>Provide extended test time. </li></ul></ul><ul><ul><li>Provide large print tests. </li></ul></ul><ul><ul><li>Provide large work areas adjacent to problems. </li></ul></ul><ul><ul><li>Allow alternative demonstration of mastery. </li></ul></ul>
  16. 16. CAPD Strategies <ul><li>Show rather than explain </li></ul><ul><li>Supplement with more intact senses (use visual cues, signals, handouts, manipulatives) </li></ul><ul><li>Reduce or space directions, give cues such as “ready?” </li></ul>
  17. 17. CAPD Strategies <ul><li>Reword or help decipher confusing oral and/or written directions </li></ul><ul><li>Teach abstract vocabulary, word roots, synonyms/antonyms </li></ul><ul><ul><li>Preview key vocabulary; review key vocab </li></ul></ul><ul><li>Vary pitch and tone of voice, alter pace, stress key words </li></ul>
  18. 18. CAPD Strategies <ul><li>Allow them additional time to respond (“think time”) </li></ul><ul><li>Have the student constantly verbalize concepts, vocabulary words, rules, etc. </li></ul><ul><li>Avoid asking the child to listen and write at the same time </li></ul>

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