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ENT not aware of Auditory Processing Disorders (APD)??
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<blockquote data-quote="buddy" data-source="post: 509949" data-attributes="member: 12886"><p>I think you are probably right. It would be great if there was one answer and that was it I suppose but given his other symptoms, it is likely he does have some thinking patterns and sensory issues as you have discussed in the past. Still, the important thing is that even with the Speech Language Pathologist (SLP) saying there is a language processing problem you can get many of the same accommodations that you would want overall. As time goes on you can keep gathering data and get that evaluation done. Q has his auditory trainer based on only the language processing disorder diagnosis. Even if his inability to retell stories is related to having a difficulty sequencing and formulating the words (also happens independent of processing problems, so could be for a couple of reasons as you said) you would work on it by giving very short broken up directions. You can use visuals to help tell and retell stories. I have bought two paperback children's stories. You can use one to tell a story. Cut up pictures from the important parts from the other book. Start with only two pictures one from the beginning one from the end... first this happened then this happened. Eventually add simple words to it.... First the dog dug a hole. Then the dog hid his bone.</p><p></p><p>As time goes on you can add pictures, expand the stories, talk about the characters and help him build up memory and words.</p><p></p><p>You can do the same with your own adventures.... take pictures of what you do. Make cheap copies and practice putting them in order with simple statements. </p><p></p><p>With your schedule boards the same thing can be done... have pics of your car, your house, his coat/mittens/etc...</p><p></p><p>You can play games and put things in order and tell stories.</p><p></p><p>When there is a task to do really just give him only one thing at a time. V come into mommy's room. Pick up your toy. Go to your room (follow him). Put the toy in the bucket.</p><p></p><p>For grade K, the typical things like preferential seating, using non verbals, make sure you have his attention before talking, facing the kids when talking, etc... will to be included in the IEP accommodations. I'd make sure the wording is that...at a minimum these things will be done.... not "may include but not limited to..." because they come off as options. </p><p></p><p>In school he can have the visual schedules and task boards we discussed a long time ago... so when there is a school assignment...like how kids in K will get papers, have to cut along the lines, then glue pieces onto another paper in the right places.... those kinds of directions can be put on a small personal white board with little boxes to check off as he does each one. I typically drew (and I am no artist) pics of scissors, trash can, glue, etc.. sometimes I had a pile of pics that are laminated with velcro and then you can put htem in order and add little drawings for pics you dont have. Teachers can give directions by doing demonstrations which is often what they do in K anyway... but they often do the whole thing then have the kids do it...would be good to ask teachers to do things step by step. If they can't/dont to have the task board as a back up along with an adult to help guide him at those times. Play time and recess become tricky because there are social issues mixed in. It is a great time to work on goals but people dont use the opportunity wisely.... you can push for it though and try to get them to use the visuals etc. to help teach rules and strategy etc.</p><p></p><p>There will be a way, you are so ahead of the game knowing this is an issue! But, be prepared, in my humble opinion you will be doing a lot of educating from the very beginning and what is super frustrating is you will probably have to do it again during the year and for sure each year he starts with a new teacher even though you will have transition meetings the year before. people listen and say they understand but then when they really live it day to day they forget and you have to point out THAT is exactly what I was trying to tell you.</p><p></p><p>Where are you with the "behavior therapy" that you have listed as weekly... these are the folks that came and went right? (do I remember right? sorry) Seems like if you use this any more they would have to be very educated on these issues so they are approaching the cause of the issue. Do you need them now? or do you think upping the Occupational Therapist (OT), Speech Language Pathologist (SLP), Special Education stuff will be more helpful? </p><p></p><p>V and sweet pea have such an amazing mom to dig in to these things and be so on top of things. I will be so interested to hear how your journey unfolds.</p></blockquote><p></p>
[QUOTE="buddy, post: 509949, member: 12886"] I think you are probably right. It would be great if there was one answer and that was it I suppose but given his other symptoms, it is likely he does have some thinking patterns and sensory issues as you have discussed in the past. Still, the important thing is that even with the Speech Language Pathologist (SLP) saying there is a language processing problem you can get many of the same accommodations that you would want overall. As time goes on you can keep gathering data and get that evaluation done. Q has his auditory trainer based on only the language processing disorder diagnosis. Even if his inability to retell stories is related to having a difficulty sequencing and formulating the words (also happens independent of processing problems, so could be for a couple of reasons as you said) you would work on it by giving very short broken up directions. You can use visuals to help tell and retell stories. I have bought two paperback children's stories. You can use one to tell a story. Cut up pictures from the important parts from the other book. Start with only two pictures one from the beginning one from the end... first this happened then this happened. Eventually add simple words to it.... First the dog dug a hole. Then the dog hid his bone. As time goes on you can add pictures, expand the stories, talk about the characters and help him build up memory and words. You can do the same with your own adventures.... take pictures of what you do. Make cheap copies and practice putting them in order with simple statements. With your schedule boards the same thing can be done... have pics of your car, your house, his coat/mittens/etc... You can play games and put things in order and tell stories. When there is a task to do really just give him only one thing at a time. V come into mommy's room. Pick up your toy. Go to your room (follow him). Put the toy in the bucket. For grade K, the typical things like preferential seating, using non verbals, make sure you have his attention before talking, facing the kids when talking, etc... will to be included in the IEP accommodations. I'd make sure the wording is that...at a minimum these things will be done.... not "may include but not limited to..." because they come off as options. In school he can have the visual schedules and task boards we discussed a long time ago... so when there is a school assignment...like how kids in K will get papers, have to cut along the lines, then glue pieces onto another paper in the right places.... those kinds of directions can be put on a small personal white board with little boxes to check off as he does each one. I typically drew (and I am no artist) pics of scissors, trash can, glue, etc.. sometimes I had a pile of pics that are laminated with velcro and then you can put htem in order and add little drawings for pics you dont have. Teachers can give directions by doing demonstrations which is often what they do in K anyway... but they often do the whole thing then have the kids do it...would be good to ask teachers to do things step by step. If they can't/dont to have the task board as a back up along with an adult to help guide him at those times. Play time and recess become tricky because there are social issues mixed in. It is a great time to work on goals but people dont use the opportunity wisely.... you can push for it though and try to get them to use the visuals etc. to help teach rules and strategy etc. There will be a way, you are so ahead of the game knowing this is an issue! But, be prepared, in my humble opinion you will be doing a lot of educating from the very beginning and what is super frustrating is you will probably have to do it again during the year and for sure each year he starts with a new teacher even though you will have transition meetings the year before. people listen and say they understand but then when they really live it day to day they forget and you have to point out THAT is exactly what I was trying to tell you. Where are you with the "behavior therapy" that you have listed as weekly... these are the folks that came and went right? (do I remember right? sorry) Seems like if you use this any more they would have to be very educated on these issues so they are approaching the cause of the issue. Do you need them now? or do you think upping the Occupational Therapist (OT), Speech Language Pathologist (SLP), Special Education stuff will be more helpful? V and sweet pea have such an amazing mom to dig in to these things and be so on top of things. I will be so interested to hear how your journey unfolds. [/QUOTE]
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