What are some ways I can help my son AT HOME;Myself & his reading teacher,both believe he has auditory processing disorder.
he will be formerly tested A.S.A.P, but he is textbook for all symptoms and even though he is tests average in his SPEAKING vocab. & above avg. in his reasoning capabilities, he tests as being slow for writing & reading. I have used every tool imaginable, including always! reading,talking and singing to my son, since he was an infant. So both myself & the teacher are sure he has a processing issue :/ He had tubes put in his ears after 8 mths. of chronic infections.
A multitude of factors can contribute to a child's struggle with reading and writing. If your son is already scheduled for a formal evaluation, it may be a good idea to schedule him for a follow-up with an audiologist. You may want to do some further investigating and be certain that the audiologist you have selected is experienced with Central Auditory Processing Disorder (CAPD).
Enriching a child's development through speaking and reading provides him/her with a jumpstart for preschool, kindergarten and elementary school. Although you’ve indicated that you have researched CAPD and didn’t indicate your son’s age, please bear in mind formal testing at a very young age cannot always result in a firm diagnosis. The audiologist will likely request and rely on your input as well as that of the classroom teacher and the evaluating speech-language pathologist.
If your child is struggling, he may need some time to 'decompress' at the end of a long school day. Perhaps you can allow him some 'free time' before delving into homework. Children with processing delays frequently have difficulty recalling information presented verbally (e.g., directions). When conversing with him, try shortening the length of your sentences and providing visual/gestural cues whenever possible. Lengthy, complex sentences can often blur the message and result in increased frustration on the part of the child. 'Chunking' bits of information may allow your son additional time to process what he's heard and sort out the important details. Allowing him ample time to respond is critical for his self esteem.
You can also schedule a conference with the school speech-language pathologist who may have specific suggestions for your child.
Auditory Processing is a disorder that affects reading, writing, spelling and listening skills throughout a child's schooling. I am going to give you a list of activities you can do at home with your child as well as some tips and suggestions for the classroom teacher:
1. Listen for Sounds. Have your child sit at your desk, close their eyes and identify sounds that you make. You can drop a pencil, bounce a ball, tap on the window, tear a paper, use a stapler, cut with scissors, open the door, type on your computer, sip a cup of coffee or write with a marker. Trade roles and then let the child make different sounds that you have to identify.
2. Take a Nature Walk. Sit outside under a tree and listen for various sounds outside of the house. Sounds like birds chirping, airplanes flying overhead, cars driving by, voices of children playing are fun to identify. You can have a little notebook on hand and keep a list of all of the different sounds you came across.
3. Repeat a Pattern. Sit across from your child and clap your hands to a rhythmic pattern alternating between slow and fast tempos. Have your child repeat the pattern. You can also use various instruments, play a drum or bounce a ball to a variety of rhythms. Switch roles and let your child be the sound leader as well.
4. Hide and Seek. Hide a metronome or a ticking clock somewhere in your home. Have your child find it by locating the sound. Another variation of this game can be played outside. You can hide somewhere and blow a whistle. The child will then follow the sounds to find where you are hiding.
5. Sing Songs. Sing songs together that involve repeating previous verses, such as “Old MacDonald Had a Farm”, “Over in the River”, “The Twelve Days of Christmas” and “The Green Grass Grows All Around.”
6. Read Rhyming Books Together. For beginning readers, repetitive and rhyming books help children listen carefully to the similar sounds of rhyming words. Some great rhyming books are “Hop on Pop”, “Fox in Socks”, “Goose on the Loose” and “Goodnight Moon.”
In the classroom:
1. Sit the child as close to the teacher as possible. Most children with auditory processing disorder will have difficulties hearing among other noises. If the child is sitting towards the back of the class he will only hear the sounds surrounding him – not the teacher’s voice. Therefore, just by moving the child nearer to the sound, at the front of the class will make a huge difference.
2. Have the child look at the speaker. The child with Auditory Discrimination Problems needs to see the face and mouth of the speaker. Give the child as much eye contact as possible.
3. Encourage all participants in the classroom to project their voices clearly. So many children have soft voices. When the teacher is asking questions and calling on students, the teacher can repeat the answer of the quieter voiced children so that everyone is able to hear and understand the answer. Not being able to hear is a lost opportunity for learning!
4. Implement lots of visual images. Using visual stimuli when explaining will give the child with auditory discrimination problems lots of clues. These can include charts, pictures or illustrations. Teachers can use their own body language to serve as a visual. This could be hand movements or facial expressions. Think of ESL teachers and how they utilize TPR (total physical response).
5. Praise the child often for being a good listener!