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Learning Disability (LD), but doesn't test Learning Disability (LD)? Any ideas? Thanks! (LONG)
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<blockquote data-quote="seriously" data-source="post: 428744" data-attributes="member: 11920"><p>Our ability to process sound and make sense of it does change as kids grow due to normal (or abnormal) changes in the brain's ability to process sound. So it is possible to have problems with sound perception and interpretation "go away" because the brain matures. I think difficult child 2 had something like this happen but he developed a unilateral hearing loss and central auditory processing cannot be tested if you do not have good hearing in both ears. At the time he was tested he had slow temporal lobe processing. He also coached himself through tasks out loud because his brain wasn't communicating well between the two hemispheres. By talking out loud he was passing the info between the two sides of his brain externally instead of the internal processing most kids can do.</p><p></p><p>How did the school district test her for Central Auditory Processing Disorder (CAPD)? We have a school of speech and language here that includes one of the earliest pioneers in this field. She still does Central Auditory Processing Disorder (CAPD) testing. And it is NOT something a regular audiologist has the tools to do. To do it correctly, it requires a specific set of recordings, a somewhat different sound booth setup and a lot of specialized training. At least that's what this person explained to me several years ago.</p><p></p><p>When I brought the results of easy child's testing (clearly showed deficits) to the school district they refused to accept them. They said THEIR definition of Central Auditory Processing Disorder (CAPD) was based solely on school performance and they did not believe she had any deficits. Uh huh. She could not follow more than one step directions in 3rd grade.</p><p></p><p>One easy way to try to figure out if she has Central Auditory Processing Disorder (CAPD) is to ask - how easy is it for her to spell or to use the individual sounds (phonemes) in words? Can she rhyme, repeat or recognize nonsense words, make sense of each individual word in the oral instructions? If so then it's my understanding that she would not be diagnosed with Central Auditory Processing Disorder (CAPD).</p><p></p><p>That is not to say that she doesn't have language processing issues too or instead.</p><p></p><p>easy child's language processing deficits cause her to have problems:</p><p></p><p>Figuring out what information was important in a sentence or story or lecture</p><p>Being able to sequence information - she still can't tell you a story from beginning to end the first time.</p><p>Spelling - was tough until we really hammered home the phonics stuff.</p><p>Memorization of things like times tables was nearly impossible for her. I was told that she would always have difficulty with information other kids were able to make "automatic". That means she doesn't automatically recall information like 2x2=4 when she sees or hears it. Instead she has to figure it out or intentionally recall it which takes a lot more time and attention.</p><p>Because she has to focus so much of her brain power on understanding language and recalling information she often seems distracted or like she's not paying attention. It's not because of ADD - it's due to language processing deficits.</p><p></p><p>By 5th grade easy child was failing and the school said she just wasn't trying hard enough. I pulled her out to homeschool her. We did intensive speech therapy twice a week for 2 years with 2 different speech centers. Each one focused on different aspects of her language processing problems. We figured out that easy child didn't have an internal voice - she wasn't "talking" to herself, processing language verbally in her head. So the speech therapist worked with her on using icons/pictures to help her recall information and to intentionally develop and use an internal voice. That seemed to help easy child a lot.</p><p></p><p>She is now in high school, carrying mostly B's with the occasional A (or C) in an academically demanding program. 5 years ago she did not believe she would ever succeed at school. She was convinced she was stupid and could not do anything right. I knew better - she is clearly gifted in many ways but managing language will always be awkward for her.</p></blockquote><p></p>
[QUOTE="seriously, post: 428744, member: 11920"] Our ability to process sound and make sense of it does change as kids grow due to normal (or abnormal) changes in the brain's ability to process sound. So it is possible to have problems with sound perception and interpretation "go away" because the brain matures. I think difficult child 2 had something like this happen but he developed a unilateral hearing loss and central auditory processing cannot be tested if you do not have good hearing in both ears. At the time he was tested he had slow temporal lobe processing. He also coached himself through tasks out loud because his brain wasn't communicating well between the two hemispheres. By talking out loud he was passing the info between the two sides of his brain externally instead of the internal processing most kids can do. How did the school district test her for Central Auditory Processing Disorder (CAPD)? We have a school of speech and language here that includes one of the earliest pioneers in this field. She still does Central Auditory Processing Disorder (CAPD) testing. And it is NOT something a regular audiologist has the tools to do. To do it correctly, it requires a specific set of recordings, a somewhat different sound booth setup and a lot of specialized training. At least that's what this person explained to me several years ago. When I brought the results of easy child's testing (clearly showed deficits) to the school district they refused to accept them. They said THEIR definition of Central Auditory Processing Disorder (CAPD) was based solely on school performance and they did not believe she had any deficits. Uh huh. She could not follow more than one step directions in 3rd grade. One easy way to try to figure out if she has Central Auditory Processing Disorder (CAPD) is to ask - how easy is it for her to spell or to use the individual sounds (phonemes) in words? Can she rhyme, repeat or recognize nonsense words, make sense of each individual word in the oral instructions? If so then it's my understanding that she would not be diagnosed with Central Auditory Processing Disorder (CAPD). That is not to say that she doesn't have language processing issues too or instead. easy child's language processing deficits cause her to have problems: Figuring out what information was important in a sentence or story or lecture Being able to sequence information - she still can't tell you a story from beginning to end the first time. Spelling - was tough until we really hammered home the phonics stuff. Memorization of things like times tables was nearly impossible for her. I was told that she would always have difficulty with information other kids were able to make "automatic". That means she doesn't automatically recall information like 2x2=4 when she sees or hears it. Instead she has to figure it out or intentionally recall it which takes a lot more time and attention. Because she has to focus so much of her brain power on understanding language and recalling information she often seems distracted or like she's not paying attention. It's not because of ADD - it's due to language processing deficits. By 5th grade easy child was failing and the school said she just wasn't trying hard enough. I pulled her out to homeschool her. We did intensive speech therapy twice a week for 2 years with 2 different speech centers. Each one focused on different aspects of her language processing problems. We figured out that easy child didn't have an internal voice - she wasn't "talking" to herself, processing language verbally in her head. So the speech therapist worked with her on using icons/pictures to help her recall information and to intentionally develop and use an internal voice. That seemed to help easy child a lot. She is now in high school, carrying mostly B's with the occasional A (or C) in an academically demanding program. 5 years ago she did not believe she would ever succeed at school. She was convinced she was stupid and could not do anything right. I knew better - she is clearly gifted in many ways but managing language will always be awkward for her. [/QUOTE]
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Learning Disability (LD), but doesn't test Learning Disability (LD)? Any ideas? Thanks! (LONG)
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