Modifications are great but what does the audiologist say about treatment and/or needs/recommendations in the school environment?
"Auditory Figure-Ground Problems: This is when the child can't pay attention when there's noise in the background. Noisy, low-structured classrooms could be very frustrating to this child....
How Can I Help My Child?
Difficulty with following directions is possibly the single most common complaint about children with Central Auditory Processing Disorder (CAPD). Some of things you can do that may help:
Reduce background noise.
Have your child look at you when you're speaking.
Use simple, expressive sentences.
Speak at a slightly slower rate and at a mildly increased volume.
Ask your child to repeat the directions back to you aloud and to keep repeating them aloud (or to himself or herself) until the directions are completed. Make certain your child understands the directions and isn't just copying your words. You can be more certain of this if your child is able to rephrase the directions. For example, "Take the garbage to the side of the house," may be restated as, "You want me to take the garbage to the side of the house, not to the front."
For directions that are to be completed at a later time, writing notes, wearing a watch, and maintaining a household routine also help. General organization and scheduling also seem to be beneficial for many children with Central Auditory Processing Disorder (CAPD).
It's especially important to teach your child to be responsible and actively involved in his or her own success. Your child can be encouraged to notice noisy environments, for example, and move to quieter places when listening is necessary."
From Florida's Ed Agency:
Auditory figure-ground is the ability to identify the primary linguistic or non-linguistic sound source from a background noise. During classroom instruction, for example, the teachers voice is the primary signal and students conversations and other noises in the room comprise the competing noise. When the primary signal and the noise levels are nearly equal, listening distress easily can occur.
There's quite a bit of info in this info about Auditory Processing Disorders (APD) management, FM systems, etc.
There's a section on WHAT MANAGEMENT STRATEGIES CAN BE USED TO REMEDIATE Central Auditory Processing Disorder (CAPD)? at https://web.archive.org/web/2010072...Outreach/seehear/spring00/centralauditory.htm
There's tons of stuff on the internet. I never found one url that had all the info I needed on Auditory Processing Disorders (APD) for my son.
I'm not sure it's in any of the links above, but I recall information such as educating a student with-Auditory Processing Disorders (APD) in a auditory friendly environment (carpet on floors, beware of buzzing flourescent lights, sit student away from doorways where foot traffic from the hallway would interfer with hearing, etc.).
The school's Speech Language Pathologist (SLP) should be able to help the IEP team with this. As you are likely aware, the audiologist diagnoses; the Speech Language Pathologist (SLP) provides treatment.