Doesn't follow oral directions well, especially if they are complex and have to be carried out some time later.
Has problems recalling names, dates, times, and other information.
Has poor memory for numbers, letters, words, and other information that is heard.
Has difficulty with directions, especially if they are complex, lengthy, presented in a noisy background or to be carried out some time later.
Asks for statements to be repeated.
Is slow to respond to questions or directions.
Gives inappropriate answers to simple questions.
Has difficulty interpreting abstract information.
Has poor musical abilities.
Is slow to respond to questions or directions.
Has difficulty with verbal math problems.
Shows unusual reaction to sudden or loud sounds.
Has difficulty identifying the source or location of a sound.
Is easily distracted by noises.
Performs better in one-to-one settings (Kelly, D.A., 1995).
Definition: Central Auditory Processing Disorder (CAPD) is defined as a deficit “in information processing of audible signals not attributed to impaired hearing sensitivity or intellectual impairment” (Roeser & Downs, 1995, p.101). Prevalence data for CAPD is sparse, especially for children, but in Chermak, Hall & Musiek (1999) they cited Chermak and Musiek (1997) as saying it is estimated that CAPD occurs in 2-3 percent of children, with a 2:1 ratio of boys and girls (p.290).
CAPD Modifications, Treatment Strategies
Children with CAPD and articulation disorders may need a lot of work with phonemic awareness skills. Here are some suggestions:
Place cups in front of the child with the target phonemes (sound) written on each. When you say a word or "silly syllable," the child must toss a bean into the cup for which s/he hears the phoneme (specific sound) Ex: say, "when you hear /sh/ (the sound, not the letters) throw a bean in the cup...then say chuck, shake, snack." The child should have thrown the bean when they heard "shake".
Use minimal pairs to teach the child the difference a sound makes! Minimal pairs are two words that differ by only one phoneme (i.e. fat and sat, light and white, sight and tight).
Tap or clap out syllables.
Count the sounds in a word. For example, "sat" has 3 sounds (s-a-t), "make" has 3 (m-a-k), "two" has 2 (t-oo).
Rhyming is a great phonemic awareness skill. Name or even draw things that rhyme with ________.