Treatment of children with (Central) Auditory Processing Disorder (APD) fall into the scope of practice of speech-language pathologists. A speech-language pathologist working in the public school system may have students diagnosed with APD on their caseload and will have to assist in evaluation of APD and provide services. Thus, all speech-language pathologists must be aware of intervention approaches for APD. Similar to other communication disorders, there is no one cure-all method of treating APD. Instead, intervention should include a combination of multiple approaches and should be based on the needs of the child. Intervention approaches for APD include environmental modifications, compensatory strategies and central resources training, and direct skills remediation (ASHA, 2005a). This paper will provide information for the school-based speech-language pathologist regarding each therapy approach and provide suggestions for how they can be used Environmental modifications serve as one type of intervention for APD (Bellis, 2003). These modifications are “intended to improve the individual’s access to auditory information by enhancing the clarity of the acoustic signal and facilitating listening and learning in the academic, home, work, or social environment” (ASHA, 2005a). Examples of environmental modifications include preferential seating, use of visual aids, use of assistive listening systems, architectural intervention to “reduce reverberation and improve the signal-to-noise ratio” (ASHA, 2005a). When serving clients in the school system, the speech language pathologist should ensure that all students with APD have a personal FM system to “amplify and transmit the teacher’s voice at intensity levels well above the envir... ... middle of paper ... ...-language pathologist should be knowledgeable of both informal and formal AT intervention approaches and employ a mix of strategies when treating students with APD (Miller et al., 2005). In conclusion, speech-language pathologists have a responsibility to be knowledgeable regarding to intervention approaches for auditory-processing disorders. Intervention should incorporate “comprehensive programming, incorporating bottom up (e.g. acoustic signal enhancement, auditory training) and top-down (i.e. cognitive, metacognitive, and language strategies) approaches” (ASHA, 2005a). The school-based speech-language pathologist should employ aspects of informal and/or formal auditory training, environmental modifications, and compensatory strategies and central resources training to create an individualized intervention approach for the students with APD on their caseload.
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
Sheridan, M. (2009) Bookreview of Cognitive-Behavioral Therapy for Deaf and Hearing Persons with Language and Learning Challenges.
Darrow advocates that music education is just as important for students with hearing loss as it is for those without. Students with hearing loss often have just as much a desire and interest to learn music as any other student and should not be withheld from the opportunity to explore and learn about this field. Darrow states that one of the most important adaptive strategies for teaching students with hearing losses is “the use of visual and tactile aids.” It is also mentioned that “special attention should be given to [appropriate] am...
Therefore, I plan on closely examining audiology not only in a clinical setting but also in a research setting after my first year in USF’s program. I plan on closely examining innovative audiological strategies, as a graduate student, inside and outside of the classroom, while immersing myself in the intellectual community within the department. While my future classmates at USF may claim that they were born audiologists, I am proud to proclaim, as I have reflected on my journey thus far, that I have gained an intellect and love for audiology that drives my unrelenting passion for the field.
The purpose of Application of a Motor Learning Treatment for Speech Sound Disorders in Small Groups was to evaluate the effectiveness of motor-learning based therapy, also called Concurrent Treatment, within groups of up to four elementary public school students with disordered articulation, normal language, and normal hearing. The authors of this paper recognized that while many studies have been done to determine the efficacy of students in individualized therapy settings, few studies had been done to look at therapy within small groups. Therefore, the researchers tested twenty-eight 6-9 year old children within a small group using Concurrent Treatment. The children were able to acquire their targeted speech sounds within 40 30-minute sessions (20 hours over 20 weeks).
At Clarke I currently teach in a self contained classroom of four year old children that are deaf and hard of hearing who are learning to listen and speak. I assist under the direction of the classroom teacher in planning, preparing and executing lessons in a listening and spoken language approach. I have the opportunity to record, transcribe and analyze language samples on a daily basis. In addition, I facilitate the child's communication in the classroom and ensure carryover of activities between the classroom and individual speech therapy sessions. Every week I contribute and participate in meetings with the educational team to discuss each child's progress using Cottage Acquisition Scales of Speech, Language and Listening (CASSLLS).
Specific Purpose: To help people to understand what Audism is and that the lack of an ability to hear does not mean they are incapable of performing tasks.
Over seven million people just in the US have some sort of speech disorder. Just think about how many it is around the world! There are many different types of speech disorders, such as: stuttering, lisping and, mumbling, to name a few. Many of these disorders become noticeable during early childhood, however, this is not the only time a speech disorder may occur. Many people that suffer from strokes or other traumatic accidents encounter struggles with speech through their recovery. Those who struggle with speaking after an accident, though, have more access to treatments than children that are born with speech impediments. The treatments that are most known for children include: phonology, semantics, syntax, and pragmatics. There are speech
American Speech-Language-Hearing Association. American Speech-Language-Hearing Association. Web. The Web. The Web.
National Institute on Deafness and Other Communication Disorders. (November 2002). Retrieved October 17, 2004, from http://www.nidcd.nih.gov/health/hearing/coch.asp
It’s interesting to know that clinics like the one I volunteer for are approved by the Department of Education and can provide additional services to children who need them. I have been told by quite a few people that in the past, speech-language pathologists had to know a little bit of everything, and while that still holds true today, specialized speech-language pathologists are becoming more of the norm. The American Speech-Language-Hearing Association offers SLPs the opportunity to receive their Clinical Specialty Certification, which is a step beyond the Certificate of Clinical Competence. These areas include Child Language and Language Disorders, Fluency and Fluency Disorders, Swallowing and Swallowing Disorders, and Intraoperative Monitoring; Auditory Verbal Therapy (AVT), what the SLP that worked with Student A was certified in, is governed by the Alexander Graham Bell Academy for Listening and Spoken Language. As a future speech-language pathologist, I will be able to refer a child whose speech and language issues go beyond hearing loss to the appropriate SLP and work collaboratively with him/her; educators will be able to advocate for their
In such instances, therapists focus on encouraging them to practice psychical skills. As a result, they build confidence and creativity. Kids with sensory processing issues also benefit from this approach of therapy. Speech therapy focuses on children with troubles of speaking plainly including those with language-bias problems and young ones depicting dyspraxia. Therapists work with kids to enable them to understand their challenges to alleviate communication barriers in different settings. Educational therapy revolves around specific attention and learning issues among children. Therapists work to train them on how to boost their performance on various subjects such as math. The focus centers on shunning the negative attitudes regarding learning. Therapists work to ensure that children improve their educational
National Institute of Health. (2011). National Institute on Deafness and other communication disorders: Improving the lives of people who have communication disorders. National Institute on
On the other hand, the Kendall Support Services Team (2003) indicates that FM hearing aids allow children to hear at the same volume regardless of where they are seated. In fact, FM systems may cover over 100 feet and are portable (Colorado Commission for the Deaf and Hard of Hearing). These systems require teachers to wear microphones and students to wear special hearing aids (Kendall Support Services Team, 2003). Similarly, soundfield systems amplify the instructor’s voice, not only for the deaf students, but for the w...
Teachers must remember to eliminate anxiety for the selectively mute child as much as possible. Explain changes in routine ahead of time and help the child prepare. Encourage other students to act as peer helpers to the child, but be careful that they don't make too much of a fuss when he