The document discusses auditory processing disorders and central auditory processing. It describes the continuum of auditory processing from detecting sounds to organizing responses. It outlines different levels of central auditory processing including brainstem, temporal lobe, and executive functions. The document discusses different types of central auditory processing deficits including auditory decoding deficits, integration deficits, and prosodic deficits. It provides examples of tests used to assess central auditory processing skills and outlines approaches to differential diagnosis and intervention.
Characteristics of student with communication disordersUsman Khan
Students with communication disorders may have impairments in speech, language, or both. Speech involves the physical production of language through respiration, voicing, resonance, and articulation, while language refers to the system of symbols used to communicate. Characteristics of students with language disorders can include problems with phonology, morphology, semantics, or pragmatics. Students with speech disorders may have difficulties with voice, articulation, or fluency. Speech-language pathologists identify communication disorders through standardized tests, observations, interviews, and language samples. General education teachers should collaborate with other professionals, involve families, encourage peer interaction, model correct speech, and provide a motivating learning environment for students with communication disorders.
The document discusses factors that can contribute to struggling readers, including social/cultural differences, cognitive characteristics, and differences in learning contexts. It describes how social factors like SES, language spoken at home, and parent expectations can impact literacy development. Cognitive issues including short-term memory, attention, language processing abilities, and vocabulary can also affect reading. The brain structures and processes involved in reading are reviewed, showing differences in brain activation between fluent and struggling readers. Effective instruction for struggling readers should explicitly teach skills, include connected reading practice, use mastery learning, and engage/motivate students. Early identification of issues is important to prevent long-term negative effects.
Communication is the process of expressing and receiving ideas through language, speech, and other means. Typical speech and language development follows predictable patterns through childhood. Speech disorders involve difficulties producing sounds, while language disorders involve challenges with comprehension, expression, or formulation of ideas. Communication disorders can be caused by brain injury, disease, lack of early stimulation, or other factors. Students with communication disorders are evaluated and teachers adapt instruction to support their needs through techniques like repetition, visual aids, and social skills training. Alternative communication systems can also help those unable to communicate verbally.
1. Speech and language development is an important indicator of a child's overall development. This document discusses normal speech and language development, types of speech and language delays, diagnosis, and management.
2. Speech refers to verbal production while language refers to conceptual processing; the left hemisphere is dominant for language in most.
3. Speech delays can be in articulation, voice, or fluency while language delays can be receptive or expressive. Developmental delays and disorders like autism can also cause speech/language problems.
Intervensi adalah bentuk hambatan yang mungkin dialami peserta didik dalam proses pembelajaran. Hal ini sangat berdampak dalam proses pendidikan, karena bisa menghambat perkembangan serta proses belajar. Intervensi dilakukan setelah asesmen dilakukan.
This document discusses communication disorders in young children. It defines communication and outlines the different forms including nonlinguistic, verbal, and paralinguistic communication. Key communication milestones are provided for different age groups from 1 month to 5 years. Common causes of communication delays like hearing loss, mental retardation, autism, cerebral palsy, and seizures are explained. The document also distinguishes between language disorders and speech disorders and provides an overview of evaluating and diagnosing communication disorders in young children.
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.
Characteristics of student with communication disordersUsman Khan
Students with communication disorders may have impairments in speech, language, or both. Speech involves the physical production of language through respiration, voicing, resonance, and articulation, while language refers to the system of symbols used to communicate. Characteristics of students with language disorders can include problems with phonology, morphology, semantics, or pragmatics. Students with speech disorders may have difficulties with voice, articulation, or fluency. Speech-language pathologists identify communication disorders through standardized tests, observations, interviews, and language samples. General education teachers should collaborate with other professionals, involve families, encourage peer interaction, model correct speech, and provide a motivating learning environment for students with communication disorders.
The document discusses factors that can contribute to struggling readers, including social/cultural differences, cognitive characteristics, and differences in learning contexts. It describes how social factors like SES, language spoken at home, and parent expectations can impact literacy development. Cognitive issues including short-term memory, attention, language processing abilities, and vocabulary can also affect reading. The brain structures and processes involved in reading are reviewed, showing differences in brain activation between fluent and struggling readers. Effective instruction for struggling readers should explicitly teach skills, include connected reading practice, use mastery learning, and engage/motivate students. Early identification of issues is important to prevent long-term negative effects.
Communication is the process of expressing and receiving ideas through language, speech, and other means. Typical speech and language development follows predictable patterns through childhood. Speech disorders involve difficulties producing sounds, while language disorders involve challenges with comprehension, expression, or formulation of ideas. Communication disorders can be caused by brain injury, disease, lack of early stimulation, or other factors. Students with communication disorders are evaluated and teachers adapt instruction to support their needs through techniques like repetition, visual aids, and social skills training. Alternative communication systems can also help those unable to communicate verbally.
1. Speech and language development is an important indicator of a child's overall development. This document discusses normal speech and language development, types of speech and language delays, diagnosis, and management.
2. Speech refers to verbal production while language refers to conceptual processing; the left hemisphere is dominant for language in most.
3. Speech delays can be in articulation, voice, or fluency while language delays can be receptive or expressive. Developmental delays and disorders like autism can also cause speech/language problems.
Intervensi adalah bentuk hambatan yang mungkin dialami peserta didik dalam proses pembelajaran. Hal ini sangat berdampak dalam proses pendidikan, karena bisa menghambat perkembangan serta proses belajar. Intervensi dilakukan setelah asesmen dilakukan.
This document discusses communication disorders in young children. It defines communication and outlines the different forms including nonlinguistic, verbal, and paralinguistic communication. Key communication milestones are provided for different age groups from 1 month to 5 years. Common causes of communication delays like hearing loss, mental retardation, autism, cerebral palsy, and seizures are explained. The document also distinguishes between language disorders and speech disorders and provides an overview of evaluating and diagnosing communication disorders in young children.
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.
This document provides information about specific learning disabilities, including:
- It defines specific learning disabilities as lifelong neurological disorders that affect a child's ability to acquire and apply knowledge.
- It discusses the NH criteria for identifying a specific learning disability, including identifying a severe discrepancy in areas like oral expression, listening comprehension, reading, writing, or math.
- It describes common characteristics and classroom strategies for specific types of learning disabilities, including dyslexia (affecting reading), dysgraphia (affecting written expression), and dyscalculia (affecting math).
This document provides information about specific learning disabilities, including:
- It defines specific learning disabilities as lifelong neurological disorders that affect a child's ability to acquire and apply knowledge.
- It discusses the NH criteria for identifying a specific learning disability, including identifying a severe discrepancy in areas like oral expression, listening comprehension, reading, writing, or math.
- It describes common characteristics and classroom strategies for specific types of learning disabilities, including dyslexia (affecting reading), dysgraphia (affecting written expression), and dyscalculia (affecting math).
- It emphasizes that identifying a learning disability requires a team approach and following the special education process.
This document discusses communication, including that it is the basis for human interaction, a dynamic process that facilitates understanding and builds trust. It aims to develop skills for effective communication, including active listening, understanding feelings and non-verbal messages. Verbal communication includes speech and writing, while non-verbal communication confirms or denies spoken words through body language, gestures, appearance and environment. Barriers to effective communication include different perceptions, interests, expression and distractions from the environment, past experiences or hierarchy.
The document discusses effective communication skills, defining communication as the transmission of ideas or feelings so that the sender and receiver share the same understanding. It outlines the communication process, types of communication, components of communication, and barriers to communication. It emphasizes the importance of active listening, providing tips to improve verbal and non-verbal communication skills. Mastering communication is key to professional success.
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.
Rehabilitation of adult communication deficitsmrinal joshi
This document discusses rehabilitation of adult communication deficits following brain injury or stroke. It begins by defining communication and outlining the four D's of communication impairments - dysphonia, dysarthria, dyspraxia, and dysphasia. Each communication impairment is then defined, and the typical characteristics, pathophysiology, assessment, and rehabilitation approaches are described. Both formal and informal assessment methods are discussed. The document emphasizes the importance of patient-centered rehabilitation focused on participation and using strategies like augmentative communication devices.
Importance & correlation of hearing mechanism in the development of speec...DuaShaban
Hearing plays a critical role in speech and language development in children. A hearing loss can cause delays in communication skills, language development, and academic achievement if left unaddressed. Early intervention is important to prevent long-term negative impacts. Multiple factors like age of identification, treatment, and family support influence how a child with hearing loss develops communication skills. Hearing allows children to learn sounds and words that help them learn to speak. The brain has areas that are important for both receptive and expressive language.
This document provides an introduction to communication disorders by discussing normal communication processes. It defines communication as the act of sharing information between people using talking, writing, or gesturing. The normal communication process involves formulation, transmission, reception, and comprehension of messages using various modes. General categories of communication include language, speech, hearing, and cognitive-communicative skills like attention and memory. Non-verbal communication and pragmatics, which involve practical language use in social contexts, are also discussed.
Communication skill - A four-fold analysis of Communication skills - Skill of...Vijayalakshmi Murugesan
The document discusses communication skills, specifically focusing on listening skills. It provides a four-fold analysis of communication skills, identifying the main components as listening, speaking, reading, and writing. Of these four, listening is described as the most important skill, with people spending more time listening than any other communication activity. Effective listening is characterized as an active process that involves hearing, understanding, and judging what is being communicated. Barriers to listening and techniques for improving listening skills are also outlined.
Aphasia is a disorder of language caused by damage to the language centers of the brain. There are several types of aphasia depending on the location and extent of the brain damage. Broca's aphasia involves damage to Broca's area in the frontal lobe, resulting in non-fluent speech. Wernicke's aphasia involves damage to Wernicke's area in the temporal lobe, resulting in fluent but meaningless speech. Global aphasia occurs when both areas are damaged, severely impairing speech production and comprehension.
This document provides an overview of tests used to assess functions of different brain lobes, including the frontal, temporal, parietal, and occipital lobes. Tests of frontal lobe function include assessments of motor skills, executive function, verbal fluency, and more. Temporal lobe tests evaluate auditory and visual processing, memory, language comprehension, and emotion/behavior. Parietal lobe assessments include tests of sensory function, constructional abilities, numeracy, and body awareness. The document outlines specific tests and what functions they are designed to evaluate for each brain lobe.
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.
Communication problem & its management.Srinivas Nayak
what is communication ? Types of communication problems and how to identify communication problems and their ways of management and multi disciplinary TEAM approach
1) Language learning disorders like dyslexia affect around 20-30% of children and cause difficulties with reading, writing, and spelling due to problems with phonological processing.
2) Brain imaging has found neurological differences in the brains of those with dyslexia. Early intervention programs focusing on phonological awareness, decoding, and reading fluency can help train the brain to read more automatically.
3) Effective intervention requires early and intensive instruction in phonics, phonemic awareness, and reading strategies, along with accommodating student strengths and needs. Speech pathologists play an important role in providing targeted literacy support.
The influence of lexical knowledge on phoneme discrimination in deaf children...Yi-Cheng Tsai
1. CI children showed poorer phoneme discrimination compared to NH children, especially for place of articulation and nasality features which rely more on temporal fine structure cues that CIs poorly encode.
2. Both CI and NH children showed similar lexical effects, with better word than pseudoword discrimination, suggesting similar influence of lexical knowledge on speech perception abilities.
3. The deficits in phoneme discrimination seen in CI children may be due to limitations in encoding temporal fine structure cues and individual differences in CI signal processing across devices.
This document discusses communication disorders, their prevalence, and how they are evaluated and accommodated for in students. It notes that approximately 16% of Americans have a communication disorder, which can impact academic performance. Communication disorders are evaluated through observations, screenings, prereferrals, and formal assessments. Evaluations consider cultural and linguistic factors for ELL students. Accommodations may include changes to presentation, response, setting, and the use of assistive technology.
This document discusses communication abilities and disorders. It outlines two main categories of communication disorders: speech disorders related to voice, articulation, and fluency, and language disorders related to comprehension and use of spoken or written words. It then provides details on evaluating communication skills, types of speech and language delays, the importance of early intervention, roles of professionals, and methods that encourage versus discourage language development.
Primary progressive aphasia (PPA) is a rare neurological syndrome that causes a gradual decline in language abilities, primarily affecting individuals over age 50. There are three main variants of PPA - non-fluent/agrammatic PPA, semantic dementia, and logopenic PPA. Non-fluent PPA is characterized by effortful and halting speech with agrammatism, while semantic dementia involves loss of word comprehension and knowledge over time. Logopenic PPA causes word-finding difficulties and reduced verbal output with relatively spared grammar. Neuroimaging often shows left-sided temporal and frontal lobe atrophy depending on the variant. A diagnosis of PPA requires language impairment to be the primary deficit, with progressive decline and
This document discusses phonemic awareness and how it differs from phonological awareness. Phonemic awareness refers to the ability to identify, manipulate, and blend phonemes, the smallest units of sound, in spoken words. It is an oral skill that predicts reading ability. The document provides examples of how to assess and teach phonemic awareness through direct instruction, small group activities, and phoneme manipulation games.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides information about specific learning disabilities, including:
- It defines specific learning disabilities as lifelong neurological disorders that affect a child's ability to acquire and apply knowledge.
- It discusses the NH criteria for identifying a specific learning disability, including identifying a severe discrepancy in areas like oral expression, listening comprehension, reading, writing, or math.
- It describes common characteristics and classroom strategies for specific types of learning disabilities, including dyslexia (affecting reading), dysgraphia (affecting written expression), and dyscalculia (affecting math).
This document provides information about specific learning disabilities, including:
- It defines specific learning disabilities as lifelong neurological disorders that affect a child's ability to acquire and apply knowledge.
- It discusses the NH criteria for identifying a specific learning disability, including identifying a severe discrepancy in areas like oral expression, listening comprehension, reading, writing, or math.
- It describes common characteristics and classroom strategies for specific types of learning disabilities, including dyslexia (affecting reading), dysgraphia (affecting written expression), and dyscalculia (affecting math).
- It emphasizes that identifying a learning disability requires a team approach and following the special education process.
This document discusses communication, including that it is the basis for human interaction, a dynamic process that facilitates understanding and builds trust. It aims to develop skills for effective communication, including active listening, understanding feelings and non-verbal messages. Verbal communication includes speech and writing, while non-verbal communication confirms or denies spoken words through body language, gestures, appearance and environment. Barriers to effective communication include different perceptions, interests, expression and distractions from the environment, past experiences or hierarchy.
The document discusses effective communication skills, defining communication as the transmission of ideas or feelings so that the sender and receiver share the same understanding. It outlines the communication process, types of communication, components of communication, and barriers to communication. It emphasizes the importance of active listening, providing tips to improve verbal and non-verbal communication skills. Mastering communication is key to professional success.
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.
Rehabilitation of adult communication deficitsmrinal joshi
This document discusses rehabilitation of adult communication deficits following brain injury or stroke. It begins by defining communication and outlining the four D's of communication impairments - dysphonia, dysarthria, dyspraxia, and dysphasia. Each communication impairment is then defined, and the typical characteristics, pathophysiology, assessment, and rehabilitation approaches are described. Both formal and informal assessment methods are discussed. The document emphasizes the importance of patient-centered rehabilitation focused on participation and using strategies like augmentative communication devices.
Importance & correlation of hearing mechanism in the development of speec...DuaShaban
Hearing plays a critical role in speech and language development in children. A hearing loss can cause delays in communication skills, language development, and academic achievement if left unaddressed. Early intervention is important to prevent long-term negative impacts. Multiple factors like age of identification, treatment, and family support influence how a child with hearing loss develops communication skills. Hearing allows children to learn sounds and words that help them learn to speak. The brain has areas that are important for both receptive and expressive language.
This document provides an introduction to communication disorders by discussing normal communication processes. It defines communication as the act of sharing information between people using talking, writing, or gesturing. The normal communication process involves formulation, transmission, reception, and comprehension of messages using various modes. General categories of communication include language, speech, hearing, and cognitive-communicative skills like attention and memory. Non-verbal communication and pragmatics, which involve practical language use in social contexts, are also discussed.
Communication skill - A four-fold analysis of Communication skills - Skill of...Vijayalakshmi Murugesan
The document discusses communication skills, specifically focusing on listening skills. It provides a four-fold analysis of communication skills, identifying the main components as listening, speaking, reading, and writing. Of these four, listening is described as the most important skill, with people spending more time listening than any other communication activity. Effective listening is characterized as an active process that involves hearing, understanding, and judging what is being communicated. Barriers to listening and techniques for improving listening skills are also outlined.
Aphasia is a disorder of language caused by damage to the language centers of the brain. There are several types of aphasia depending on the location and extent of the brain damage. Broca's aphasia involves damage to Broca's area in the frontal lobe, resulting in non-fluent speech. Wernicke's aphasia involves damage to Wernicke's area in the temporal lobe, resulting in fluent but meaningless speech. Global aphasia occurs when both areas are damaged, severely impairing speech production and comprehension.
This document provides an overview of tests used to assess functions of different brain lobes, including the frontal, temporal, parietal, and occipital lobes. Tests of frontal lobe function include assessments of motor skills, executive function, verbal fluency, and more. Temporal lobe tests evaluate auditory and visual processing, memory, language comprehension, and emotion/behavior. Parietal lobe assessments include tests of sensory function, constructional abilities, numeracy, and body awareness. The document outlines specific tests and what functions they are designed to evaluate for each brain lobe.
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.
Communication problem & its management.Srinivas Nayak
what is communication ? Types of communication problems and how to identify communication problems and their ways of management and multi disciplinary TEAM approach
1) Language learning disorders like dyslexia affect around 20-30% of children and cause difficulties with reading, writing, and spelling due to problems with phonological processing.
2) Brain imaging has found neurological differences in the brains of those with dyslexia. Early intervention programs focusing on phonological awareness, decoding, and reading fluency can help train the brain to read more automatically.
3) Effective intervention requires early and intensive instruction in phonics, phonemic awareness, and reading strategies, along with accommodating student strengths and needs. Speech pathologists play an important role in providing targeted literacy support.
The influence of lexical knowledge on phoneme discrimination in deaf children...Yi-Cheng Tsai
1. CI children showed poorer phoneme discrimination compared to NH children, especially for place of articulation and nasality features which rely more on temporal fine structure cues that CIs poorly encode.
2. Both CI and NH children showed similar lexical effects, with better word than pseudoword discrimination, suggesting similar influence of lexical knowledge on speech perception abilities.
3. The deficits in phoneme discrimination seen in CI children may be due to limitations in encoding temporal fine structure cues and individual differences in CI signal processing across devices.
This document discusses communication disorders, their prevalence, and how they are evaluated and accommodated for in students. It notes that approximately 16% of Americans have a communication disorder, which can impact academic performance. Communication disorders are evaluated through observations, screenings, prereferrals, and formal assessments. Evaluations consider cultural and linguistic factors for ELL students. Accommodations may include changes to presentation, response, setting, and the use of assistive technology.
This document discusses communication abilities and disorders. It outlines two main categories of communication disorders: speech disorders related to voice, articulation, and fluency, and language disorders related to comprehension and use of spoken or written words. It then provides details on evaluating communication skills, types of speech and language delays, the importance of early intervention, roles of professionals, and methods that encourage versus discourage language development.
Primary progressive aphasia (PPA) is a rare neurological syndrome that causes a gradual decline in language abilities, primarily affecting individuals over age 50. There are three main variants of PPA - non-fluent/agrammatic PPA, semantic dementia, and logopenic PPA. Non-fluent PPA is characterized by effortful and halting speech with agrammatism, while semantic dementia involves loss of word comprehension and knowledge over time. Logopenic PPA causes word-finding difficulties and reduced verbal output with relatively spared grammar. Neuroimaging often shows left-sided temporal and frontal lobe atrophy depending on the variant. A diagnosis of PPA requires language impairment to be the primary deficit, with progressive decline and
This document discusses phonemic awareness and how it differs from phonological awareness. Phonemic awareness refers to the ability to identify, manipulate, and blend phonemes, the smallest units of sound, in spoken words. It is an oral skill that predicts reading ability. The document provides examples of how to assess and teach phonemic awareness through direct instruction, small group activities, and phoneme manipulation games.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. A rose by any other name… understanding
auditory processing disorders
Jeanane M. Ferre, PhD
Audiologist, CCC-A
Oak Park, IL
708.848.4363
Email: jmfphd@comcast.net
www.dr-ferre.com
2.
3. Continuum of Processing
• Detect, analyze,
& synthesize
Acoustic processing
What we HEAR
• Attach meaning
& integrate
with other
information
Phonologic/linguistic
processing
What we KNOW • Organize,
execute a
response,
maintain focus
Linguistic /cognitive
processing
What we DO
6. Central auditory processing
• neural processing of auditory/acoustic stimuli
– Auditory discrimination
– Temporal processing
– Binaural processing
• deficiency in skills subserved by CENTRAL
auditory mechanism in brainstem/brain =
CAPD
7. Brainstem level Central Auditory Functions
• Binaural interaction – how the two EARS
work together
– “additive” functions – provide a more robust
signal for higher centers
– “difference” functions – help with localization
and hearing in noise
• Acoustic feature extraction: timing and
frequency cues
– Assists in signal perception
– Different cells respond differently
8. • Auditory discrimination – ability to analyze
fine acoustic differences in signal spectra
• Occurs through the thalamic level AND
primary auditory cortex (Heschl’s gyrus)
• Perception of ACOUSTIC signal
9. • Dichotic listening – interaction between the
two HEMISPHERES
• Reflects integrity of the left hemisphere, right
hemisphere, and corpus callosum
–Binaural integration: process all
information presented to the two ears
–Binaural separation: “hear” what’s in both
ears BUT ignore one target or the other
10. • Temporal processing – ability to use timing
aspects of signal
–Temporal resolution- a left hemisphere skill
involving ability to perceive “1” versus “2”
targets
–Temporal patterning – a right hemisphere skill
involving ability to perceive order/sequence
• BOTH skills important for perception of
running speech
11. Impact of deficits in specific CAP skills
• CAPDs adversely academics, communication, and
psychosocial wellness
– Reading, writing, spelling, math
– Development of speech-language skills
– Sense of self
– Daily listening skills
• CAPDs can co-exist with, share symptoms of,
exacerbate and be exacerbated by other disorders
12. • Attention Deficit Disorder
– distractible, inattentive, disorganization
• Executive Function Difficulties
– poor working memory, strategy development
• Behavior Disorders
– opposition, perseveration, noncompliance
• Asperger’s Syndrome
– poor social language, impaired affect
• Nonverbal Learning Disability
– impaired prosody, use of nonverbal cues
• Speech-Language Impairment
– poor phonological awareness, pragmatic language
CAPDs can look like/exist with …
13. Differential Diagnosis Needed
• Differentiates among disorders having similar
symptoms/manifestations
• Audiologists examine specific CA processes
• SLPs examine phonetic-phonemic, linguistic,
memory, and related skills
• Psychologists/others probe listening and related
skills
• Patterns across tests identify DEFICIT-specific
processing disorders
• Results lead to DEFICIT-specific intervention
14. Differential Intervention
◦ Balance of treatment & management based on
neuroscience & derived from assessment
◦ Customized treatment and management plans to
treat skills & minimize impact on listener’s life
Neuroscience foundations
management
treatment
15. Central Auditory Processing Language Processing
Transition Area
Phonemic Processing
audiologist speech-language pathologist
audiologist and speech-language pathologist
Acoustic Linguistic
16. • Screens processing continuum
• 8 subtests delivered via CD
• 3 auditory processing
• 2 phonemic/phonic
• 3 language
• Identifies where to refer and/or spend more
time in assessment
• Available from www.proedinc.com
17. Diagnostic CAPD Testing Battery
• What?
–Battery of tests to determine how
efficiently CANS operates
• How?
–Overloading or overworking it
• Who?
–Children as young as 6 years
–Results compared to age-matched peers
Performance profiles yield insights into
nature of CAPD
18. CAPD Test Assessment
• Minimize influence of language, cognition & other
sensory skills on performance
• Results examined re:
–central auditory processes being taxed
–Auditory discrimination, binaural processing,
temporal processing
–anatomical sites subserving those skills
–Brainstem, right/left hemispheres, corpus
callosum
19. Considerations for testing
• Hearing sensitivity
• Sufficient expressive speech skills
• Sufficient receptive language skills
• Intelligence test results
20. brainstem,
primary auditory
cortex
Binaural fusion
Masking level difference
LISN
Low-pass filtered speech
Time-compressed speech
Underlying Site
Processes Assessed
Test Type
signal transmission
Tympanogram
Acoustic reflexes
OAEs
hearing sensitivity
acuity
Puretone air & bone
conduction
Speech thresholds
Word recognition
peripheral/central
auditory closure,
discrimination
peripheral
mechanism
interaction btw ears
localization
brainstem
21. RH, LH, CC
Temporal patterning
Temporal resolution
Pitch patterns test
Duration patterns test
Random gap detection
Gaps in noise
Speech-in-noise tests varied
varied
Underlying Site
Processes Assessed
Test Type
LH, RH, CC
Binaural separation
Competing Sentences
LH, RH, CC
Binaural integration,
closure
ordering
Dichotic digits
Dichotic Rhyme
Staggered Spondaic Words
Dichotic Sentence
Identification
22. Test Interpretation
• NOT CAPD
–Below normal single test
–Below normal on all tests
–Contradictory findings
• Evidence of CAPD
–Poor scores on sets of tests taxing similar skills
–Bellis/Ferre model describes 5 test profiles
–Three primary
–Two secondary
25. Auditory decoding deficit
• Poor discrimination of fine acoustic
differences in signal
–Probable site: primary auditory cortex
–Signal distortion – poor neural
representation
–Exhibit impaired discrimination, closure, &
temporal resolution
–Poor scores on low redundancy tests, gap
detection, and (possibly) binaural
integration
–Behaviorally: they can’t “hear”
26. Integration Deficit
• Deficit in performing tasks requiring
interhemispheric communication
–Probable site: corpus callosum
–Insufficient development of corpus
callosum
–Poor integration skills
–Excessive LE suppression on dichotic tasks
AND poor labelling with good mimicking of
patterns
–“it’s too much” – not synthesizing inputs
27. Prosodic deficit
• Deficiency in use of prosodic (timing)
features of target
–Probable site: right hemisphere
–Inefficient RH pattern recognition
–Trouble with acoustic contours
–Exhibits poor temporal patterning
–Poor scores both labelled AND mimicked
on patterning tasks AND excessive LE
suppression on dichotic tasks
–Behaviorally: it’s all “blah, blah, blah”
28. Interpretation
• Secondary test patterns
–Associative deficit
• Likely reflects impaired language
processing
–Output-organization deficit
• Likely reflects cognitive/executive
function issues
29. Associative deficit
• NOT applying rules of language to acoustic signal
• May be due to poor communication between
primary and secondary (association) cortices
• Poor scores for both ears on dichotic tests, good
labelling/mimicking, adequate discrimination
• Poor “translators”, “I don’t get it”
• Issues manipulating multiple targets
30. Output-organization deficit
• Deficient ability to organize, sequence, plan
appropriate response
• May be due to deficient efferent, motor
planning, or executive function
• Exhibit difficulty with expression/execution
• Poor scores multiple target tasks, in noise,
sequencing errors
• Can’t get it back out
31. Processing
Level
Anatomic
location
Processing
skills
Assessment
examples
Acoustic Outer, middle, inner
ear; 8th nerve;
brainstem, Heschl’s
gyrus, RH, CC
Auditory Acuity;
Neurologic transfer;
Discrim/Integration of
acoustic cues
Pure tone hearing, word
recognition, patterning,
binaural recognition,
degraded speech
Phonologic Heschl’s gyrus,
temporal lobe
Discrim/recognition of
phonemic aspects of
signal
Word segmentation
Rhyming
Phoneme blending
Auditory closure
Linguistic Temporal Lobe –
Wernicke’s area and
angular gyrus
Discrim/recognition of
linguistic aspects of
signal; attach meaning
using code
Identifying objects
Identifying concepts
Semantics (synonym,
antonym, homonym)
Executive
functions
Prefrontal/Frontal
lobes; Motor Strip
Planning and executing
response
Pragmatic language
Problem solving/
reasoning
Prosodic Interpretation
32. Differential Intervention
◦ Balance of treatment & management based on
neuroscience & derived from assessment
◦ Customized treatment and management plans to
treat skills & minimize impact on listener’s life
Neuroscience foundations
management
treatment
33. Management Remediation
Modification of the
communicative
environment
Use of compensatory
strategies
Minimizes adverse
effect of disorder of
client’s life
Formal and informal
therapy to develop
deficient skills AND
Teach compensatory
strategies
Designed to reduce
or resolve deficit
34. • Bottom-up - stimulus driven
–Therapy: adaptive/repetitive skills
training
–Management: focus on access to signal
• Top-down - concept driven
–Therapy: use of cognitive/linguistic
strategies
–Management: focus on accommodations
& communication
37. Focus on the environment
• Noise & reverberation
• Distance & lighting
• Direct Signal enhancement via ALD
• Educational accommodations
38. Noise & reverberation
• Listener’s ability to function in background
noise depends upon
– Type of noise
– Loudness of noise relative to target (signal-noise
ratio- SNR)
– Location of noise relative to target
– Task demands
• Reverberation (echo)
– Measured in reverberation time (RT)
39. Noise & reverberation
• ASHA recommends classroom SNR should exceed
+15dB with RT of <0.4 seconds
• Noise abatement
– Increase absorptive material
– Use baffles, damp reflective surfaces
– Eliminate open classrooms
– Floor plan changes
– Infrastructure changes
– Earplug/earphone use
– Noise abatement using “masking”
40. Distance & Lighting
• Sound intensity decreases with increasing distance
from source
• Sound may be direct or reverberant
– Direct reaches listener without obstruction
– Reverberant composed of reflected waves
• As distance increases from source, amount of
reverberant sound increases
41. Distance & Lighting
• Lighting can affect use of visual cues and
ability to maintain focus
• Optimal speaker-listener distance = 3-6 ft
• Optimizing distance/lighting
– Change lighting
– Avoid being backlit
– Use preferential seating to maximize auditory and
visual cues
42. Direct signal enhancement via ALDs
• Improves SNR reaching listener’s ear
–Personal wearable – FM, digital, PSAPs
–Soundfield systems
–Personal soundfield systems
• Can improve attention to, discrimination of, and
memory for signals
• NOT an option for all students
43. Other environmental considerations
• Change location for tests, studying
• Use of study/work carrels
• Consult with OT regarding type of seating and
sensory diet needs
44. Focus on the message
• Clear Speech
• Visual cues
• Clear Language
• Educational accommodations
45. Speed of processing
• 3-5 yr.-olds process speech at 120-124wpm
• 5-7 yr.-olds can handle 128-130 wpm
• 5-6th graders can process speech at 135 wpm
• Middle school-high school – 135-140 wpm
• Average wpm of most adults is 160-180 wpm and
may reach 190 wpm
• Check your rate – use Clear Speech
46. Clear Speech
• Clear Speech improves perception/recognition
(Picheny, M., Durlach, N., & Braida, L. 1985)
• Speaking at slightly slower rate, including strategic use of
pausing and slightly increased loudness
• Simple repetition with Clear Speech ensures perception
for most listeners
47. Visual cues
• Couple clear speech with AV presentation
–Model look and listen
• Not all listeners can look and listen
–Use look or listen
• Add complementary visual cues
–Show me
• For teachers and parents
–Look then listen
48. Clear Language
• Improves comprehension
• Say what you mean and mean what you say
• Rephrase
• Minimize generic/ambiguous language
• Add “tag” words
• Consider overall amount of information
• Break instructions down
• Allow “waiting” and “thinking” time
• Verbal cueing
• Preteaching
49. Educational accommodations
• Extended time/Untimed tests
• Test reader
• Adjusting homework loads
• Using technology- “smart pens”, notetaking apps
• Changes in curriculum
51. Direct Remediation for PDs
• Remediation based on research in neural plasticity.
– Plasticity is brain’s ability to organize/reorganize in
response to internal/external changes.
• When choosing treatment program, consider
– Reported efficacy for specific populations – Does it
work?
– Program’s neuroscientific foundations – Should it
work?
– Appropriateness for deficit identified – Does it fit?
53. Auditory Discrimination deficit
• Characterized by poor analysis of fine acoustic
differences in speech spectra
• Management focuses on improving access to,
clarity, and use of auditory signal
• Treatment focuses on improving perceptual
skills
54. Auditory discrimination deficit
• Impacts
– Phonological
awareness
– Spelling
– Listening stamina
– Direction following
– Comprehension
– Language skills
• Treatment needs
– Discrimination &
closure
– Phonemic awareness
– Recognition in noise
– Use of visual cues
– Listening
comprehension
55. Discrimination (auditory decoding) deficit
• Improving access
– Preferential seating
near/facing speaker
– Need noise abatement
– Use Clear Speech
– Repeat information
– ALD trial
• Accommodations
– ASL - 2nd language
– Preteaching
– Adjust class schedule to
minimize auditory
overload
– Explicit multisensory
environment
– Verbal info
supplemented with
written/graphic cues
56. Binaural processing – brainstem level
• Impacts
–Listening in noise
–Processing speed
–Localization
• Treatment needs
–Localization
–Training
temporal/spatial
recognition
–Recognition of
speech in noise
57. Binaural processing – brainstem level
• Improving access
– Preferential seating
– Noise abatement
– Use Clear Speech
– Repeat information
• Accommodations
– Minimize auditory
overload
– Explicit multisensory
environment
– Verbal info
supplemented with
visuals
58. Binaural processing – cortical level
• Impacts
– Verbal
comprehension
– Spelling
– Processing speed
– Direction following
– Task completion
– Note-taking
– Working memory
• Treatment needs
– Dichotic listening
– Interhemispheric
communication
– Synthesis of multiple
auditory targets
– Manipulation of
auditory & non-
auditory signals
59. Binaural processing deficit –
interhemispheric integration type
• Characterized by poor synthesis and
manipulation of multiple signals
• Management focuses on improving the
quantity and structure of incoming signals
• Treatment focuses on improving
interhemispheric communication
60. Integration deficit
• Improving Access
– Look OR listen
– Look THEN listen
– Repeat with cue or
demonstration
– DON’T rephrase
– Limit amount of
information given
– Present information
sequentially
– Use notetaker or
recorder
• Accommodations
– Extended time
– Write in test book not
computer score sheet
– Audiobooks, study guides,
Cliff’s Notes
– Music while studying
– “Wait/thinking” time
– Different room for tests
– Computer technology
– Movement breaks
– Explicit multisensory learning
needs
– Provide structure
61. Binaural processing deficit –
intrahemispheric type
• Characterized by difficulty applying linguistic rules to
incoming information (auditory-language Association
deficit)
• Auditory tests reflect impact of language processing
disorder
• Management focuses on improved linguistic quality
of target and use of linguistic rules
• Treatment focuses on applying rules of language
62. Associative deficit
• Improving Access
– Use Clear Language
– Speak the “same”
language
– Formatting
– Say what you mean-
mean what you say
• Accommodations
– Give parameters
– Waive language req.
– Use non language-biased
IQ instruments
– Audiobooks, study guides,
Cliff’s Notes
– RULE-based learning
63. Intrahemispheric integration –
associative deficit
• Impacts
– Verbal
comprehension
– Spelling
– Processing speed
– Direction following
– Task completion
– Note-taking
– Working memory
• Treatment needs
– Manipulation of
auditory & non-
auditory signals
– Applying phonetic
and linguistic rules
– Visualizing
information
– Listening
comprehension
64. Temporal processing deficit (prosodic)
• Characterized by difficulty analyzing,
synthesizing, and attaching meaning to rapidly
changing acoustic patterns
• Management focuses on improving quality
and structure of incoming signal
• Treatment focuses on using temporal cues,
e.g., patterning, temporal resolution
65. Temporal processing
• Impacts
– Comprehension –
reading/listening
– Working memory
– Processing speed
– Social/pragmatic
language
– Direction-following
– Reading fluency
• Treatment needs
– Pattern recognition
– Use of prosody
– Listening
comprehension
– Use of visual cues
– Working memory
– Sequencing
66. Prosodic deficit
• Improving access
– Repeat with
emphasis on key
words
– Clear Speech
– Preferential seating
– Consider ALD
– Noise abatement
– Seating
• Accommodations
– Explicit multisensory
environment
– “Animated” teacher
– Previewing
– Notetaker, recorder
– Extended time
– Clear Language
– Provide structure
– Give parameters
67. Ordering-sequencing issues
• Characterized by difficulty organizing,
sequencing, and executing a response
(output-organization deficit)
• Management focuses on adjusting quantity
and structure and teaching organization rules
• Treatment focuses on executing response/
expressive skills
68. Output-organization deficit
• Improving Access
– Consider ALD if
difficulty in noise
– Minimize
distractions
– Notetaker, recorder
– Limit amount of
information given
– Break tasks down
• Accommodations
– Preteach rules
– Outlines/checklists
– Closed-set tests
– Oral responses on
written tests
– Keyboarding/word
processing
– Extended time
– Answers written in
test booklet-not score
sheet
69. Level System Task Management Treatment examples
Acoustic
(AUD)
Receiving the
signal/intact
transmission –
I “hear it”
Focus on quality
of ACOUSTIC
signal and
environment
Discrimination training
Patterning training
Lipreading
Active listening
Dichotic listening
Phonologic
(AUD & SLP)
Analyzing signal
– discrimination
& recognition –
I “know” it
Focus on quantity
and structure
ACOUSTIC
Sound Blending
Analysis-synthesis
Closure
Sound-symbol association
Linguistic
(SLP)
Attaching
meaning
- I “get” it
Focus on
comprehension /
communication
LANGUAGE
Concept Development
Word/Object Association
Answering wh questions
Compare/Contrast Tasks
Executive
Functions
Managing and
organizing a
response –
I can “use” it
Focus on ease of
expression,
speed of
processing
Role-play pragmatics
Work on impulse control
Judgment and interpretation
Active listening
70. Resources for therapy
• www.proedinc.com - Differential Processing Training
Program – auditory, phonologic and linguistic goals
• www.acousticpioneer.com – dichotic listening and
temporal patterning training
• www.neurotone.com – LACE: Listening & Communication
enhancement – for adults
• www.clearworks4ears.com – activities for auditory
processing & related skills
• www.brainHQ.com- enhances auditory, visual and
thinking/reasoning skills
71. Resources for therapy
• www.scilearn.com – Fast ForWord program
discrimination, temporal/phonologic processing
• www.capdots.com – dichotic listening program
• www.hearbuilder.com – phonologic awareness,
discrimination, memory for auditory info, usage
• www.lipreading.org – using visual cues
• www.interactivemetronome.com – multisensory
training, enhances sequencing, speed, attention
• www.capd.nal.gov.au/lisn-learn - enhances spatial
listening and auditory vigilance
72. Resources for therapy
• Apps from
• www.superduperinc.com
• www.smartyears.com
• www.virtualspeech.com
• www.hamaguchiapps.com
• Central Auditory Processing Disorder. ASHA Practice
Portal www.asha.org/Practice-Portal/Clinical-
Topics/Central-Auditory-Processing-Disorder/
73. A word about treatment outcomes
• Studies of CAP tx efficacy note improved performance
pre- and post TX in specific auditory skill (i.e., “if you drill
it, it will come”)
• Some evidence of improved phonologic awareness
• Very few published reports of generalizability of
improved auditory-specific processing to academic
and/or learning skills
• Some reports of improved language-learning-cognition
following use of multi-modal training programs
• Virtually all report improved “hearing”, listening ease
and listening stamina
74. Why do outcome data look so discouraging?
• Some therapies not grounded in “good science”
• Poorly defined experimental groups with respect
to diagnosed deficits/needs
• Logistics associated with matched group
treatment efficacy studies- how “matched”
• Lack of consistent experimental methods
• AT rarely done in isolation - difficult to gauge
effects of AT (many interaction effects)
• Few studies designed to examine generalizability
to language-learning
75. Games that enhance processing and related skills
Game Processing skills taxed
• Battleship listening, patterning, integration
• Boggle pattern recognition, integration
• Bopit, integration, vigilance
• Catch Phrase integration, vocabulary, output
• Clever Endeavour language strategies, listening
• Feely Bag interhemispheric communication
• Ending sound game auditory discrimination
• Mad Gab temporal patterning, language
• Marco Polo localization, binaural interaction
76. Game processing skills taxed
• Musical Chairs vigilance
• Name that tune interhemispheric integration
• Password vocabulary, linguistic skills
• Plexers metalinguistic strategies
• Rags to Riches metalinguistic skills (idioms)
• Read My Lips lipreading/speechreading
• Scattergories vocabulary, linguistic strategies
• Simon auditory-visual patterning
• Simon Says vigilance, active listening
• Taboo vocabulary, linguistic strategies
• Twister integration, critical listening
• UpWords integration, visual patterning
• Wheel of Fortune auditory closure
77. M33 -9 tips to enhance processing
• Attention all shoppers – gain listeners’ attention
• If I told you once… - children NEED repetition
• Show me! - use pictures, demos, examples
• Say what you mean and mean what you say
• I’m listening as fast as I can – children DO NOT process
speech at the same rate as adults
• TMI – break lengthy info into smaller units
• Are we there yet? – give parameters
• Tag, you’re it – use “tag” words (first, then)
• Gimme a break – provide listening breaks
78. M33 – 9 self-help processing tips
• Twice is nice - ask for repetition
• Mind over mutter – use the clues, take a guess
• Wait for it… - wait for all instructions
• I’ll be watching you – look and listen
• Noise annoys – stay away from noisy spaces
• Oh dear, it’s not clear – ask for clarification/help
• Be the tortoise, not the hare – take your time
• ABC/123, going in order will set you free – start at
beginning and go step by step
• Go with the flow – listen for key words and changes in
tone of voice
79. Summary
• It really is a PROCESS
• Deficit in one or more skills subserved by CANS
• Adversely affects communication, learning, and
psychosocial wellness; Can co-exist with other
conditions
• Audiologic tests available to reliably assess skills
with adjustment to protocol as needed
• Results help define nature and clarify impact of
deficit to ensure deficit-specific intervention
80. Summary
• Effective intervention MUST be deficit-specific
AND include remediation and management
• Bottom-up strategies focus on access to clear
signal, top-down focus on functional
communication- you MUST know deficit type
• TX for CAPDs typically includes both bottom-up
training and top-down strategies
• Monitor skills at periodic intervals