Introduction to Module 2

        According to the American Speech/Language and Hearing Association’s Ad Hoc committee (1995) Central Auditory Processing Disorders (CAPD) are deficits in the ability to process audible signals that are not attributed to impaired hearing or intelligence.  An individual with a CAPD could have difficulty attending, discriminating, speaking, and reading, among other language related deficits. Boone (1987) notes that since auditory stimuli have difficulty reaching the brain, CAPD are characterized by problems in processing and understanding nonverbal and verbal auditory stimuli.  In other words “auditory processing is hearing and understanding what is heard.” (Boone, 1987, p.5)

In most instances there is a relationship between language performance and CAPD. Children with CAPD might present with speaking and reading problems (Trace, 1983).  They can also present with phonological deficits, problems with auditory discrimination and difficulties following both written and verbal directions.  Many students with CAPD might also have difficulty decoding conversational speech, and comprehending auditory information with background noise. Thus, pragmatic language (the rules underlying the functional use of language) is also affected.

The role of the speech/language pathologist is to remediate expressive language skills by developing skills such as syntax (the way words are put together in a sentence to convey meaning) and morphology (the study of how the smallest meaningful units of language are put together to form words) as well as receptive language and comprehension (Kelly, 1995). In other words, the speech and language pathologist must be able to recognize the linguistic behaviors associated with central auditory processing deficits and then plan an individualized program of remediation.  The classroom teacher also has a role in providing strategies for these children in their classroom.

Following are (a) a case study and more in-depth description of CAPD, and (b) a power point presentation that will present characteristics, symptoms, strategies and treatments for the speech therapist as well as strategies for the classroom teacher.

TIME NEEDED FOR VIEWING POWERPOINT PRESENTATION: 7 minutes