APD Presentation
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This case study involves a 9-year-old male who was referred for a central auditory processing disorder (CAPD) evaluation due to poor school performance, especially in verbally based subjects. Auditory tests revealed weaknesses in dichotic listening, frequency patterns, and auditory attention. Additional testing found atrophy in the right hemisphere of the brain. A multidisciplinary team was recommended to provide interventions including auditory training, prosody training using music, preferential classroom seating, and in-service teacher training.
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Auditory processing disorder
Auditory processing disorder (APD) refers to difficulties recognizing and interpreting sounds due to problems in the brain's auditory system. Children with APD may have trouble distinguishing similar sounds like "blue" and "ball" or processing information presented orally. While the exact causes are unknown, APD is often associated with conditions like dyslexia or developmental delays. Teachers can help students with APD by presenting information both visually and orally, having students repeat back instructions, and allowing extra processing time.
Classroom Management of a Child with APD
1) Auditory processing disorder (APD) refers to difficulties in the neural processing of auditory stimuli in the central nervous system that are not due to higher-order language, cognitive, or related factors. It can affect abilities like sound localization, auditory discrimination, auditory pattern recognition, and auditory performance in competing acoustic signals.
2) APD can manifest as behaviors like difficulty hearing in noise, following conversations, misunderstanding messages, and difficulty remembering spoken information. It is commonly identified in elementary school when academic demands increase.
3) Effective classroom accommodations for students with APD include preferential seating, reducing background noise, speaking slowly and clearly, using visual aids, and considering the use of an FM system
Auditory processing disorder (3)
Auditory processing disorder (APD) refers to difficulties interpreting sounds and can cause problems with attention, comprehension, memory, and academic performance. Potential causes include head injuries, ear infections, or unknown factors. Diagnosis involves ruling out other issues and evaluating hearing, language skills, and processing abilities. Treatments may include auditory training exercises, environmental modifications, and language therapy to help build comprehension. APD symptoms can overlap with other conditions and diagnosis requires an audiologist's evaluation.
Auditory processing disorder (APD) and specific language impairment
1) The document discusses auditory processing disorder (APD) and debates whether difficulties on auditory tests are caused by auditory problems or other issues like language impairment.
2) Two options are presented: APD involves higher-level brain abnormalities or problems are not auditory and instead caused by limitations in attention, memory or language.
3) Many interventions for APD lack strong evidence and more research with controls is needed to identify most effective treatments.
Introduction to CAPD - Signs & Symptoms
This document provides an introduction to central auditory processing disorder (CAPD), including definitions, prevalence, symptoms, screening, classification of deficits, and processes involved. CAPD is estimated to affect 2-7% of school-aged children and is characterized by difficulties processing auditory information in the central nervous system despite normal peripheral hearing. Symptoms include problems understanding speech in noise, sequencing sounds, and auditory attention. Screening tools evaluate skills like auditory closure, memory, and figure-ground processing to identify children for full evaluation.
Auditory Processing Disorder and Specific Language Impairment
Some children have specific language impairment (SLI) where they have problems understanding or producing language despite having no obvious medical cause. While their language issues may seem less severe as they age, formal testing still reveals difficulties. These children are often referred to audiologists to rule out hearing loss, but their hearing is typically normal. Some researchers have proposed that SLI could be caused by problems in higher-level auditory processing, but tests for auditory processing disorder (APD) are problematic because they often rely on language and can be influenced by other issues like attention. It is difficult to distinguish true auditory processing difficulties from higher-level language or cognitive impairments. Many children with listening problems actually meet criteria for neurodevelopmental
Efficacy of auditory training in adults with hearing loss and auditory proces...
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Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, premature birth, ear infections, and head trauma are potential factors. APD is often misdiagnosed because symptoms can resemble other conditions like ADHD. Diagnosis involves specialized tests by an audiologist to assess auditory figure-grounding, memory, discrimination, attention, and cohesion abilities. Classroom accommodations may include preferential seating, quiet spaces, visual aids, assistive technology,
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Auditory processing disorder
Auditory processing disorder (APD) refers to difficulties recognizing and interpreting sounds due to problems in the brain's auditory system. Children with APD may have trouble distinguishing similar sounds like "blue" and "ball" or processing information presented orally. While the exact causes are unknown, APD is often associated with conditions like dyslexia or developmental delays. Teachers can help students with APD by presenting information both visually and orally, having students repeat back instructions, and allowing extra processing time.
Classroom Management of a Child with APD
1) Auditory processing disorder (APD) refers to difficulties in the neural processing of auditory stimuli in the central nervous system that are not due to higher-order language, cognitive, or related factors. It can affect abilities like sound localization, auditory discrimination, auditory pattern recognition, and auditory performance in competing acoustic signals.
2) APD can manifest as behaviors like difficulty hearing in noise, following conversations, misunderstanding messages, and difficulty remembering spoken information. It is commonly identified in elementary school when academic demands increase.
3) Effective classroom accommodations for students with APD include preferential seating, reducing background noise, speaking slowly and clearly, using visual aids, and considering the use of an FM system
Auditory processing disorder (3)
Auditory processing disorder (APD) refers to difficulties interpreting sounds and can cause problems with attention, comprehension, memory, and academic performance. Potential causes include head injuries, ear infections, or unknown factors. Diagnosis involves ruling out other issues and evaluating hearing, language skills, and processing abilities. Treatments may include auditory training exercises, environmental modifications, and language therapy to help build comprehension. APD symptoms can overlap with other conditions and diagnosis requires an audiologist's evaluation.
Auditory processing disorder (APD) and specific language impairment
1) The document discusses auditory processing disorder (APD) and debates whether difficulties on auditory tests are caused by auditory problems or other issues like language impairment.
2) Two options are presented: APD involves higher-level brain abnormalities or problems are not auditory and instead caused by limitations in attention, memory or language.
3) Many interventions for APD lack strong evidence and more research with controls is needed to identify most effective treatments.
Introduction to CAPD - Signs & Symptoms
This document provides an introduction to central auditory processing disorder (CAPD), including definitions, prevalence, symptoms, screening, classification of deficits, and processes involved. CAPD is estimated to affect 2-7% of school-aged children and is characterized by difficulties processing auditory information in the central nervous system despite normal peripheral hearing. Symptoms include problems understanding speech in noise, sequencing sounds, and auditory attention. Screening tools evaluate skills like auditory closure, memory, and figure-ground processing to identify children for full evaluation.
Auditory Processing Disorder and Specific Language Impairment
Some children have specific language impairment (SLI) where they have problems understanding or producing language despite having no obvious medical cause. While their language issues may seem less severe as they age, formal testing still reveals difficulties. These children are often referred to audiologists to rule out hearing loss, but their hearing is typically normal. Some researchers have proposed that SLI could be caused by problems in higher-level auditory processing, but tests for auditory processing disorder (APD) are problematic because they often rely on language and can be influenced by other issues like attention. It is difficult to distinguish true auditory processing difficulties from higher-level language or cognitive impairments. Many children with listening problems actually meet criteria for neurodevelopmental
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Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, premature birth, ear infections, and head trauma are potential factors. APD is often misdiagnosed because symptoms can resemble other conditions like ADHD. Diagnosis involves specialized tests by an audiologist to assess auditory figure-grounding, memory, discrimination, attention, and cohesion abilities. Classroom accommodations may include preferential seating, quiet spaces, visual aids, assistive technology,
Auditory Processing Disorder
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, potential causes include premature birth, head trauma, ear infections, and lead poisoning. APD is often diagnosed by an audiologist through tests of auditory attention, discrimination, memory, and processing of complex sounds. Supports for children with APD include preferential classroom seating, use of assistive technology, visual aids, quiet testing spaces, and clear, slowed speech at home and school.
Auditory processing disorder apd
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Children with APD experience difficulties understanding speech in noisy environments, following instructions, learning sounds and language. While the exact causes are unknown, APD may be related to premature birth, head trauma, ear infections or lead poisoning. APD is diagnosed through tests conducted by an audiologist to assess auditory figure-ground problems, auditory memory, discrimination, attention and cohesion. At school, accommodations can include preferential seating, assistive technology and visual aids. At home, providing a quiet study space and using short
Auditory Processing Disorder
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, potential causes include premature birth, head trauma, ear infections, and lead poisoning. APD is often diagnosed by an audiologist through tests of auditory attention, discrimination, memory, and processing of complex sounds. Supports for children with APD include preferential classroom seating, use of assistive technology, visual aids, quiet testing spaces, and clear, slowed speech at home and school.
Auditory processing disorder
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, premature birth, ear infections, and head trauma are potential factors. APD is often misdiagnosed because symptoms can resemble other conditions like ADHD. Diagnosis involves specialized tests by an audiologist to assess auditory figure-grounding, memory, discrimination, attention, and cohesion abilities. Classroom accommodations may include preferential seating, quiet spaces, visual aids, assistive technology,
Hearing, Speech and Language Impairment
Hearing impairment is defined as any hearing loss that affects educational performance but is not deafness. There are four categories of hearing loss based on location: conductive, sensorineural, mixed, and central. Common signs are difficulty hearing or understanding speech. In school, students may struggle with subjects involving listening, note-taking, discussions, and videos. Teachers and parents can help by designating note-takers, using assistive technology, ensuring proper seating, and not underestimating intelligence due to impairment.
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Case study presentation hearing impairment yunfan jiang
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- Relationships between temporal processing abilities, speech skills, and brain structure in children with ANSD. Poor temporal processing correlated with poorer speech scores.
- Brain imaging found cortical thickness and white matter differences associated with speech abilities in children with ANSD, indicating auditory experiences influence brain development.
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Auditory Processing Disorder
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, potential causes include premature birth, head trauma, ear infections, and lead poisoning. APD is often diagnosed by an audiologist through tests of auditory attention, discrimination, memory, and processing of complex sounds. Supports for children with APD include preferential classroom seating, use of assistive technology, visual aids, quiet testing spaces, and clear, slowed speech at home and school.
Auditory processing disorder apd
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Children with APD experience difficulties understanding speech in noisy environments, following instructions, learning sounds and language. While the exact causes are unknown, APD may be related to premature birth, head trauma, ear infections or lead poisoning. APD is diagnosed through tests conducted by an audiologist to assess auditory figure-ground problems, auditory memory, discrimination, attention and cohesion. At school, accommodations can include preferential seating, assistive technology and visual aids. At home, providing a quiet study space and using short
Auditory Processing Disorder
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, potential causes include premature birth, head trauma, ear infections, and lead poisoning. APD is often diagnosed by an audiologist through tests of auditory attention, discrimination, memory, and processing of complex sounds. Supports for children with APD include preferential classroom seating, use of assistive technology, visual aids, quiet testing spaces, and clear, slowed speech at home and school.
Auditory processing disorder
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, premature birth, ear infections, and head trauma are potential factors. APD is often misdiagnosed because symptoms can resemble other conditions like ADHD. Diagnosis involves specialized tests by an audiologist to assess auditory figure-grounding, memory, discrimination, attention, and cohesion abilities. Classroom accommodations may include preferential seating, quiet spaces, visual aids, assistive technology,
Hearing, Speech and Language Impairment
Hearing impairment is defined as any hearing loss that affects educational performance but is not deafness. There are four categories of hearing loss based on location: conductive, sensorineural, mixed, and central. Common signs are difficulty hearing or understanding speech. In school, students may struggle with subjects involving listening, note-taking, discussions, and videos. Teachers and parents can help by designating note-takers, using assistive technology, ensuring proper seating, and not underestimating intelligence due to impairment.
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Seminar Presentation
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
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Sections Included:
1. Front Page
2. Introduction
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The document provides an overview of understanding hearing impairment. It defines hearing impairment and discusses causes, classifications, and characteristics. It also describes rehabilitation programs including assessment, educational options, and communication methods like sign language. Visual gestural communication methods like sign language, finger spelling, and simultaneous communication methods are explained. Tips for communicating with those who have hearing impairments are provided.
Otitis media with effusion: an illustration of ascertainment bias
Otitis media with effusion (OME) provides an example of how ascertainment bias can induce spurious correlations. Early work suggested it impacted children's language, but when unbiased samples are studied, the effect is absent or very small
Dyslexia
Dyslexia is a genetic and neurological disorder that causes difficulty reading and spelling despite adequate intelligence. It is caused by flaws in the brain that connect speech sounds to written words. Dyslexia can affect anyone regardless of background and its characteristics include difficulties with spelling, reading enjoyment, and relating language to meaning. Treatment involves neurological exams to assess impacts and multisensory teaching strategies like oral blending, segmentation, and using visual and kinesthetic methods to help students learn.
HEARING IMPAIRMENT
Hearing impairment can be either pre-lingual, occurring before speech is acquired, or post-lingual, occurring after speech is acquired. It can be conductive, affecting the outer or middle ear, sensorineural affecting the inner ear, psychogenic with psychological causes, or central affecting the brain. Early detection is important for child development, and educational provisions include hearing aids, vocational training, auditory training, classroom arrangements conducive to hearing, nursery education, and speech reading. Teachers and parents both play important roles in developing hearing impaired children through clear speech, checking hearing aids, and organizing programs according to individual needs and abilities.
Case study presentation hearing impairment yunfan jiang
Lily is a 4-year-old girl with severe hearing impairment starting childcare for the first time. Her parents are newcomers to Toronto from China and primarily speak Cantonese. The document discusses the needs of Lily and her family in adjusting to childcare, including addressing Lily's hearing impairment, communication barriers, and providing family support. It also provides strategies for meeting Lily's needs within the childcare setting through visual aids, teaching techniques, and inclusion activities. Referral agencies and resources are listed to help support Lily and her family's needs.
Hard of Hearing
Students who are hard of hearing have been medically diagnosed with hearing loss that affects how they process information in the classroom. There are three main types of peripheral hearing loss: conductive, sensorineural, and mixed. Conductive hearing loss is caused by physical abnormalities, infections, or objects in the ear impacting sound transmission. Sensorineural hearing loss is caused by illnesses, genetics, drugs, aging, trauma, or loud noise affecting the inner ear. Mixed hearing loss combines conductive and sensorineural factors. Hearing loss negatively impacts speech, language, learning, social skills, and career choices, with earlier intervention minimizing these effects. Teachers can help hard of hearing students through seating, visual aids, equipment, instruction modifications, and
Psychological Affects of Hearing Loss in Teens
Understanding the causes of hearing loss is therefore important, but perhaps more important is understanding the psychological effects this can have on a teen. Only with a firm grasp of how hearing loss affects identity, social interaction and emotional well being can parents, teachers, speech therapists, psychologists and others hope to help teens adjust to their circumstances. Published by Ann Steele, MFT, http://mastersinpsychologyguide.com/reports/PsychologicalAffectsOfHearlingLossInTeens.pdf
Speech therapy
This document provides an overview of speech therapy and communication disorders. It discusses that communication involves the exchange of information verbally and non-verbally. Speech disorders are classified as aphasia, dysarthria, or dysphonia. Aphasia is caused by brain damage and impairs language comprehension and use. Types of aphasia include Broca's, Wernicke's, and conduction aphasia. Dysarthria refers to motor speech defects from trauma or disease that affect articulation, loudness, and other speech aspects. Speech therapy treats conditions like cleft palate, cerebral palsy, autism, and Bell's palsy through techniques like imitation, repetition, listening, and sign
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- Brain imaging found cortical thickness and white matter differences associated with speech abilities in children with ANSD, indicating auditory experiences influence brain development.
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Sources for all imagery and sources listed in references section where possible. I do not claim ownership of any images or graphics. Slides for educational purposes only, and should not replace clinical judgement. No monetary gain was made for this work.
SPL SRS Poster 3-6-15
This document discusses a study that found children with cerebral palsy (CP) have smaller vowel spaces acoustically than their typically developing (TD) peers. The smaller vowel spaces in CP may be due to movement deficits that decrease intelligibility. The study also found that larger oral openings, as measured by oral area index (OAI), are associated with greater vowel contrast and improved intelligibility. However, the relationship between OAI and vowel space differs between children with CP and TD peers, with changes in mouth shape having a more pronounced effect on vowel contrast for those with CP due to their reduced tongue control. Children with CP and high OAIs can compensate for this with greater lip and jaw movements, while those with low O
Value of early intervention for hearing impairment on speech and language aqu...
The document discusses the critical period for language acquisition in deaf children and the effects of early intervention. It summarizes a study that assessed language and speech outcomes in 58 deaf children who received hearing aids or cochlear implants at different ages. The study found that children who were amplified before 6 months of age achieved significantly higher language scores than those amplified between 6-12 months or 12-24 months. Children who received cochlear implants after 12-24 months showed better outcomes than those receiving hearing aids only, indicating electrical stimulation can still support language acquisition past the critical period. The document concludes early detection before 6 months is best for language outcomes, and cochlear implants may provide benefits even after 24 months.
Apd 2
This document discusses auditory processing disorders (APD), including a historical overview of the study and diagnosis of APD. It notes that interest in APD dates back over 50 years, and that understanding of APD has advanced due to developments in neuroscience and functional neuroimaging. APD is often co-morbid with other disorders like language impairment, ADHD, and dyslexia. Both behavioral tests and electrophysiological measures can be used to assess APD. Effective management of APD may involve auditory training and addressing any co-existing disorders.
Apa citation
This document contains abstracts from 9 sources related to speech and language development and disorders in children. The abstracts cover topics such as language skills in bilingual children with cleft lip/palate, speech and language delays in children with neurofibromatosis type 1, the impact of child-directed speech, language delays in foster children, screening tools for detecting speech and language delays, outcomes for very preterm infants, early childhood vocabulary development, and issues related to diagnosing language disorders in bilingual children.
Apa citation
This document contains 14 abstracts from research studies and review articles on topics related to speech and language development, delays, and disorders in children. The abstracts cover a range of topics including studies comparing language skills in children with cleft lip/palate to typically developing children; assessing speech and language in children with neurofibromatosis type 1; the impact of child-directed speech; language delays in foster children; screening tools for detecting speech and language delay; and factors influencing language outcomes in preterm infants.
Speechreading
(1) When both auditory and visual information is available, individuals with hearing loss tend to do better on communication tasks. (2) By 5 months of age, infants already attend to visual speech cues, preferring synchronous facial and speech movements. (3) Training children in speechreading may enhance their understanding in noisy situations by releasing masking and allowing them to make use of visual speech cues.
Audiogram assessment paper
The patient is an 18-year-old female who was referred for an audiology assessment due to articulation errors and suspected hearing loss. Testing revealed a bilateral, sloping sensorineural hearing loss that was worse in higher frequencies. The audiologist recommended hearing aids, speech therapy, an FM system, and counseling to address her communication challenges and self-consciousness about her speech. Further investigation is needed to determine if the hearing loss is congenital given her preterm birth and lack of newborn screening.
Children who are Hard of Hearing: Still Forgotten?
This document summarizes research from the Outcomes of Children with Hearing Loss study. The study followed over 300 children with mild to moderate hearing loss and normal hearing children for 3 years, measuring outcomes related to language, speech, academics, and family/intervention factors. Key findings include:
- Degree of hearing loss, audibility provided by hearing aids, duration of hearing aid use, and quality of linguistic input were associated with better language and speech outcomes.
- Children received inconsistent access to language due to periods without amplification and limitations of hearing aids.
- Early intervention services explained a significant portion of variability in language scores at age 3.
- Factors like milder hearing loss, better audibility, consistent aid
Hearing impairment
In this PPT you can understand concept of Hearing Loss, Classification of Hearing Loss & Characteristics of H.I
Similar to APD Presentation (20)
Auditory measures of attention & working memory in children with learning dis...
Auditory measures of attention & working memory in children with learning dis...
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Hearing, listening and reading: A complex interplay of factors that contribut...
Hearing, listening and reading: A complex interplay of factors that contribut...
CAPD Screening and checklists for paediatric population
CAPD Screening and checklists for paediatric population
Evaluation of Hearing in Children - from birth until 7 years old
Evaluation of Hearing in Children - from birth until 7 years old
Value of early intervention for hearing impairment on speech and language aqu...
Value of early intervention for hearing impairment on speech and language aqu...
Children who are Hard of Hearing: Still Forgotten?
Children who are Hard of Hearing: Still Forgotten?
APD Presentation
- 1. Central Auditory Management Project Holly Dircks & Tiffany Colon Auditory Diagnostics II
- 5. CAPD Test Battery
- 6. Children’s Auditory Performance Scale C.H.A.P.S.
- 12. Summary of the Results
- 15. Role of Professionals in a Multidisciplinary Approach
Editor's Notes
- Has difficulties both at home and in school.
- CHAPS is a survey performed by the Teacher/Educator. Goes from +1 (less difficulty) to -5 (cannot function at all) He was borderline at “Ideal” (quiet room, no distractions, eye contact) = Normal Worse at MEM – Auditory Memory Sequencing (recalling spoken info.) Teacher reported he did poorly in verbally based subjects and didn’t seem to understand auditory information.
- Assess ability to integrate or separate out different auditory stimuli presented simultaneously to both ears. Provide information regarding neuromaturity of CANS.
- Patients with lesions to aud reception centers on right or left side exhibit scores in mod. range in ear contra to damaged hemisphere. Ear Effect: Right Ear = 6; Left Ear = 21. Significant. No Sig. Order Effect
- Frequency Pattern Test is valuable for detecting central auditory processing deficits in children with learning disabilities (Musiek, 1994). Tests of auditory pattern recognition provide info about the perception of suprasegmental cues in speech.
- WRS by px w/ temporal lobe lesions are poorer in the ear contralateral to the lesion. Monaural low redundancy speech tests assess ability to understand degraded speech (speech in noise). Inconsistent with Findings!!
- Tests selective attention (correct responses to stimuli) and sustained attention (maintain throughout testing).
- ABR – Assess auditory pathways and brainstem functions. Should have been done first!! RGDT – Temporal deficits documented by poor performance on FPT, DPT, and RGDT Since he’s poor in the FPT, and normal in DPT – it would be helpful to include a 3 rd test (RGDT)
- Right Temporal Lobe: Primary Auditory Cortex (Brodmann areas 41 and 42) Semantics in Speech & Vision Long-Term Memory (Hippocampus) Comprehension & Naming Right Parietal Lobe: Integrating Sensory Info. From different parts of body Multisensory Left Side Neglect
- Chermak (2002) – Many behaviors of ADHD and CAPD overlap. Created a Chart for Behavioral Observations of ADHD vs. CAPD. Rate of Information Processing, Poor Memory, & Difficulty Discriminating Speech = Unique to APD.
- Preferential Seating: 24% decrease in children’s WRS as speaker-listener distance doubles from 6-12 feet (Crandell, 1993).