How to Manage Auditory Processing Disorder

There are many suggestions how to help a child to deal with

Auditory Processing Disorder (APD), also known as 

Central Auditory Processing Disorder (CAPD).

Basically a caregiver or teacher should:

1.      Treat a child with APD as you would treat a child with a hearing loss.

2.      Help a child to avoid breakdowns in auditory processing by 

setting the environment to be friendly for him/her.

3.      Teach a child to use some strategies independently.

http://www.amazon.com/dp/1557047251/ref=asc_df_15570472512001468?smid=ATVPDKIKX0DER&tag=pg-1583-17-20&linkCode=asn&creative=395097&creativeASIN=1557047251 

Suggestions for the parents and teachers how they can set the environment and help the child:

• Seat a child away from visual, auditory, and motor distractions, such as fans, heaters, windows, doors, and pencil sharpeners.
• Make sure light is on a speaker’s face, not child’s.
• Allow a child to move to a quiet area when doing silent reading and independent work.
• Wait for the room to become quiet before giving instructions or directions.
• Enforce appropriate speaker-listener manners for all children when together – one person talks at a time; others listen quietly.
• Gain child’s attention before giving new work or directions.
• Speak clearly, with a moderate rate, and stand in one place, facing child.
• Give child a longer time to respond, beyond what you might consider normal, when asking questions.
• Simplify/explain new vocabulary; encourage child to ask questions for clarification.
• Give concrete, interesting examples, demonstrations, and written or pictorial information when presenting new concepts orally.
• Break complicated directions into fewer parts and give child time to complete the first step before going on to the next part.
• Prior to a discussion, write down two or three main points for child to listen for; then check for memory and understanding of those points.
• Use child’s strengths to convey information (e.g., if your child is a good reader, give reminders in writing; use closed captioning during TV or video programs.)

Go on

http://specialchildren.about.com/od/auditoryprocessing/tp/capdbooks.htm

to see more books of interest to parents of children with

Central Auditory Processing Disorder (CAPD)

Instructions for a child to follow to avoid auditory processing breakdowns:

• Keep your eyes on the speaker, and try to get eye contact.
• Use good listening behavior - quiet body and closed mouth.
• Ask to have directions repeated or clarified when you feel confused or unsure of what to do.
• Repeat information quietly to yourself, after directions or information are presented orally.
• Ask someone to explain what words mean, or use a dictionary or electronic thesaurus, when you aren’t sure.
• Visualize – make a picture in your mind, to help you remember important points.
• Wait until your parent or teacher finishes giving directions and answers questions before starting a task.
• Write down your assignments at school to help you remember what you’re supposed to do when you get home.

http://www.amazon.com/Get-How-John-Figures-Out/dp/0984738002/ref=sr_1_2?ie=UTF8&qid=1336069125&sr=8-2

A parent/care giver can also reach for other type of intervention, such as:

1.      Speech therapy provided by a therapist experienced in Auditory Processing Deficits.

2.      Environmental aids, such as Auditory Trainers or Assistive Listening Devices, either individual or group, which can be used at home or in classrooms.

3.      Phonemic Training and other reading methods.

To learn more about Auditory Processing Disorder please see below webs:

http://www.asha.org/public/hearing/disorders/understand-apd-child.htm

http://kidshealth.org/parent/medical/ears/central_auditory.html

http://www.ldonline.org/indepth/processing

Games to Improve Your Child Performance

R.O.C.K.

Repeat what you say and do!

Offer opportunities for your child to take his turn!

Cue your child to take his turn!

Keep it fun! Keep it going!

Encouraging Face-to-Face Communication

The following activities encourage children to look at the faces and eyes of others. Fun games like below can be a good starting point for children to realize that they can get important information by watching people's faces, especially by looking at what the eyes are "saying."

 “Let's Face It!”

We've all heard the expression, "It's not what you say, it's how you say it."
Well, an important part of how we communicate with each other has a lot to do with our faces and gestures, rather than our actual speech and language.
In fact, research shows that:

• Non-verbal communication conveys 93 % of the meaning of what we say.
• 55% of that meaning is conveyed in facial expression alone!

As part of typical development, most children naturally learn how to "read faces" and understand what different facial expressions mean. Even a very young child can tell if a parent is happy, angry or worried by looking at her eyes and the expression on her face.

However some children have trouble reading faces. These children often experience social challenges, because they do not respond to the non-verbal messages of those around them. They need help to learn to look at the faces and eyes of those around them.

“Follow My Eyes to The Prize”

You need:

• a small toy or treat
• a scarf to use as a blindfold

How to play:

1. Tell your child that you are going to hide something, then show him the toy or treat that you will be hiding.
2. Tell your child that he needs to close his eyes while you hide the "prize" (alternatively you could place a blindfold over the child's eyes or have him leave the room).
3. Hide the "prize."
4. Have your child open his eyes.
5. Tell your child to watch your eyes to find out where the "prize" is hidden.
6. If your child can't follow your eyes at first, point to the hiding spot.
7. After your child masters the game, let him be the one to hide the prize and direct you with his gaze.

“The Hat Game”

You need:

• A fun hat (e.g., cowboy hat, fireman hat, etc.)

How to play:

This game works best in a group, where children have an opportunity to scan the crowd. If you are playing with only one child, sit across from him or her. If you have more than one child, sit in a circle.

1. Chant: "(Your Name) has a hat! What do you think of that?! She takes off her hat and passes it to _______!" (name the child and put the hat on his or her head)
2. Repeat the same chant, using the name of the child now wearing the hat. Let him then put the hat on another child's head as everyone calls out the recipient's name.
3. Go around the circle and play over until the children let you know it's time to end the game.

“Tornado Tubes”

It is an inexpensive toy to encourage your child to communicate. Tornado tubes are small plastic connections you can use to join two plastic bottles together and create a water tornado for your child.

You need:

• 1 tornado tube (available in science or teacher stores )
• 2 empty plastic water or pop bottles
• food coloring (optional)
• glitter (optional)

How to make it:

1. Fill one bottle about 3/4 full with water and screw the tornado tube onto it.  Before placing the second bottle on top of the first bottle, put several drops of food coloring, some confetti or glitter, if you want. Then attach the second bottle by screwing the empty bottle to the end of the tube.
2. Placing a hand securely on top and resting the bottom bottle on a flat surface, shake the upper bottle briefly in circular motion. You will create a swirling funnel that looks exactly like a tornado.

How to play:

1. Place the bottles in front of your child.
2. Wait for your child to let you know with a look, a smile or a word that he wants you to make another tornado.

“Play-dough Activity”

           Play-dough is a long time favourite kids’ activity. The fact that the play dough can be edible makes your child happier, so give a try and make some with your child.

A. Cooked version play-dough recipe

This is more work and takes longer due to cooking and cooling, but it is smoother than the non-cooked one. 

Ingredients:

·         1 cup flour

·         1/2 cup salt

·         1 cup water

·         1 Tablespoon oil

·         2 teaspoons cream of tartar

·         Food coloring by drops

How to make it:

1.      Combine all ingredients in a pan and stir. Cook over low heat, stirring until a ball forms.

2.      Add food coloring and mix thoroughly until desired color.

3.      Cool on foil.

4.      Store in covered container.

B. No-Cook Play-dough Recipe

This is an easier to make version of a play-dough recipe, where no cooking is involved.

Ingredients:

·         1 cup salt

·         1 1/2 cup flour

·         1/2 cup water

·         2 Tablespoons oil

·         A few drops of food coloring

How to make it:

1. Mix all ingredients very well.
2. Store in plastic bag or covered jar.

How to play:

Before you start, choose a space where clean up is easy and where you and your child can sit face-to-face. Have a sink or cloth close by for easy clean up. As you gather the ingredients, comment on what you’re doing. When possible, let your child help carry ingredients to the table. Be sure to go slow - even set up can be an interactive language-learning opportunity. Once you have all the ingredients and tools you’re ready to start. As you follow the recipe, point to the print and illustrations and use language at your child’s level. No need to worry about using exact measurements! If the play-dough is too sticky, add more flour. If the play-dough is too dry, you can knead in more water (always be careful with hot water). If your child is old enough, let him carefully stir the dough. Once the play-dough is mixed it will be quite hot. As you continue to knead, it will gradually cool. You can take a handful of play-dough and flatten it down to help it cool more quickly, and your child can start with this piece while waiting for the rest. With the play-dough made, you’re ready for fun! Be sure to join in and follow your child’s interest – it gives them the opportunity to use language. You can add tools and other materials to expand the experience, such as flour in a shaker, a small rolling pin (or piece of dowel), play dishes, a garlic press, Popsicle sticks or birthday candles. Don’t add too much at once; expand the activity slowly and over separate occasions. As you both play you can comment on what your child is doing, using language at his or her level. When you’re finished playing, remember that clean up can also be a time for language learning if you keep it fun! Store the play-dough in an airtight plastic bag or container to help keep it soft.

You may also notice that play-dough offers another benefit: the sensory experience of kneading and squishing the dough can have quite a calming and relaxing effect! 

  “Sing a Song”

Right from birth, children love music. Singing songs and enjoying music and rhythm together are wonderful ways for parents to connect and have fun with their child while helping to nurture language skills. We’ve assembled the lyrics to some all-time favorites that you can print off from our web site and enjoy. Remember to sing the songs slowly to make it easy for your child to learn and follow along! If your child is not yet using words, don’t worry. You can encourage her to take part in songs that include gestures and movement.

http://www.amazon.com/It-Takes-Two-Talk-Practical/dp/0921145195/ref=sr_1_1?ie=UTF8&qid=1336186058&sr=8-1

References:

1. It Takes Two To Talk Guidebook, Pepper & Weitzman, 2004
2. Gutstein, S., & Sheely, R. (2002a). Relationship development intervention with young children: Social and emotional development activities for Asperger Syndrome, autism, PDD, and NLD. London: Jessica Kingsley.
3. Gutstein, S., & Sheely, R. (2002b). Relationship development intervention with older children, adolescents, and adults: Social and emotional development activities for Asperger Syndrome, autism, PDD, and NLD. London: Jessica Kingsley.

Sensory Diet Activities

The sensory diet, a term originally developed by Occupational Therapist and Sensory Processing Disorder research pioneer Patricia Wilbarger, is a carefully designed, personalized activity schedule that provides the sensory input a person's nervous system needs to stay focused and organized throughout the day. A person whose nervous system is on "high trigger" will need more calming input, while someone who is more "sluggish" will need more arousing input to "jazz" up her nervous system. Infants, young children, teens, and adults can all benefit from a well-designed sensory diet.

http://www.amazon.com/Raising-Sensory-Smart-Child-SensoryProcessing/dp/0143115340/ref=sr_1_fkmr0_1?s=books&ie=UTF8&qid=1336190524&sr=1-1-fkmr0

References: 

Raising a Sensory Smart Child, By Lindsey Biel, OTR/L and Nancy Peske, with a foreword by Dr. Temple Grandin 

More Sensory Resources (Including Sensorimotor, Movement & Self-Regulatory Titles) you will find at

http://www.parentbooks.ca/Autism_Sensory_&_Sensorimotor.html 

  

Tactile

Tactile input is the sense of touch and includes texture, temperature, pressure, and more. Don't forget that the tactile system includes not only the skin covering your body but also inner skin linings such as inside the mouth.

        

Toddlers and Preschoolers

Let her drink plain seltzer or carbonated mineral water to experience bubbles in her mouth (you can flavor with lemon, lime, etc.). Play with foamy soap or shaving cream, add sand for extra texture, use fingerpaint, play with glitter glue, mix cookie dough and cake batter, and so on. Let your child use the playground sandbox or create your own at home, filling a bin with dry beans and rice or other materials. Use clay such as Play-Doh (the classic Play-Doh Fun Factory provides excellent proprioceptive input as well). Don't force a child who is unwilling to touch all these "yucky" substances. Let her use a paintbrush, stick, or even a toy for cautious exploration.

      

Schoolage kids

Eat frozen foods (popsicles, frozen fruit or vegetables), dress up in fun costumes to get used to the feel of unfamiliar clothing, garden and repot indoor plants, play with make-up and face painting.

Smell

If your child has sensory problems, certain odors can stimulate, calm, or send him into sensory overload.

• Explore scents with your child to find the ones that work best to meet your goal (either to calm or to wake up). While everyone has different preferences, lavender, vanilla, and rose are generally calming. Peppermint and lemon are usually invigorating. Let's say your child needs help staying calm and loves lavender. You can use lavender soaps and bath oils to ease bath time, lavender candles or oils in an aromatherapy burner or machine at bedtime, and lavender body lotion. 
• If your child is overtired at the mall and you know scents help, have her smell her favorite scent or stop into a strongly-smelling store that sells candles and soaps. 
• Play a smelling game with your SI child. Have her close her eyes or wear a blindfold and try to identify smells such as maple syrup, apple, peanut butter, and soap. 
• Life stinks sometimes. Accept your child's opinion about something she thinks smells "gross." Then help her find something that smells nice.

Taste

Taste input is strongly influenced by smell (e.g.: chew gum until the flavor is gone, then hold a lemon under your nose; the gum will taste like lemon). 

• Strong tastes can stimulate the mouth of a child with SI and make him more willing to try new foods. Before presenting new foods, let the child have one peppermint, sour gummy bear, or other strong-flavored food. 
•  If your child does not have a strong negative reaction to refined sugar (becomes very "hyper" or gets very sleepy), get an assortment of flavored jellybeans. Eat one at a time, and have her guess which flavor it is. 
• Children will be more likely to taste something if they help make it. Let him help you select foods. For example, let him choose between chicken or fish, string beans or sugar snaps, and potato or rice. Then let your child arrange the meat in the baking pan, break off vegetable tips and dump in water, and so on. Let him help you arrange food on each plate into a pleasing presentation. 
• Don't forget to play with your food. A so-called picky eater may be more willing to eat "rocks and trees" than meatballs and broccoli.

Sample Sensory Diet

Here is a sample sensory diet, created for a second grade child whose sensory seeking behavior interfered with his attention and learning. We've used the annoying term, "as directed," to avoid providing a cookbook recipe. Activities should be individualized for each child and modified frequently to meet changing needs. A separate program was worked out for this child with the school, including frequent movement breaks, an inflatable seat cushion for wiggling while remaining seated, and providing crunchy/chewy oral comfort snacks at handwriting time. 

Morning Routine Massage feet and back to help wake up   Listen to therapeutic listening CD  Use vibrating toothbrush and vibrating hairbrush  Crunchy cereal with fruit and some protein   Spin on Dizzy Disc Jr. as directed  Jump on mini-trampoline as directed

After school Go to playground for at least 20 minutes Push grocery cart or sister's stroller Spinning as directed  Mini Tramp — add some variety: have him play catch or toss toys into a basket while jumping Massage feet to "reorganize," use theraputty, body sox, make body sandwiches, wheelbarrow walk Do ball exercises as directed Listen to therapeutic listening CD  Oral work — sucking thick liquids through a straw (smoothies, etc.), crunchy and chewy snacks (to give input into jaws and teeth) prior to and/or during homework

Dinner Time Help with cooking, mixing, chopping, etc.   Help set table, using two hands to carry and balance a tray  Provide crunchy and chewy foods

Night time Family time: clay projects, painting projects, etc.  Warm bath with bubbles and calming essential oil  Massage during reading time

Sensory Problems - Management Tips

Tips adopted from a book, Raising a Sensory Smart Child, by Lindsey Biel, OTR/L and Nancy Peske

http://www.amazon.com/Raising-Sensory-Smart-Child-SensoryProcessing/dp/0143115340/ref=sr_1_fkmr0_1?s=books&ie=UTF8&qid=1336064418&sr=1-1-fkmr0

You can find more interesting books placed under each section. Enjoy.

Toothbrushing

·   To desensitize gums, provide tactile input. Wear a rubber finger cot, swipe with a washcloth, or use an Infadent finger cot or Toothettes (available from Achievement Productsfor Children)

·   If your child can't tolerate foamy toothpaste, try Orajel toddler toothpaste, which does not foam.

·   Develop a predictable routine for when and how to brush. Help your child choose the brushing pattern which will always be used. For example, she could decide to always start with the top teeth and to brush from left to right, front to back. A consistent brushing pattern will help your child motor plan this complex activity, learn to predict when and where she will feel various sensations (rather than be a "victim" of horrible sensations), and help your child feel proud about keeping her mouth and teeth nice and clean.

http://www.amazon.com/Brushing-Your-Teeth-Can-Fun/dp/0789315947/ref=sr_1_1?s=books&ie=UTF8&qid=1336065098&sr=1-1

Bathing

·   If your child doesn't like "slimy" soap or shampoo, try foamy soap (also good for tactile play—unlike shaving cream, it doesn't have a strong smell).

·   Try using a large container of water for rinsing since the extra weight of the water might feel soothing. Alternately, your child might be more comfortable if he simply feels in control of the water. In this case, provide a sprinkling can (beach or garden toy) or a hand-held shower attachment. Count together to rinsing: "1, 2, 3, rinse."

·   Use a foam visor or a washrag held over the face when rinsing. This is good for a child who hates water on his face or who hates tilting his head back for rinsing. You might also have him dry his face immediately after washing it even if he's still in the shower or bath.

·   If toweling dry is a problem, experiment with softer (or harder) towel textures. You can also try pre-warming the towel in the dryer for a few minutes.

http://www.amazon.com/Bathing-Without-Battle-Person-Directed-Individuals/dp/0826101240/ref=sr_1_fkmr0_2?ie=UTF8&qid=1336063948&sr=8-2-fkmr0  

Going to Bed

·   Make sure the room is dark enough (or light enough) for your child to sleep. A small amount of light might comfort one child, while light creeping in through the curtains or under the door might disturb another.

·   Try a white noise machine, fan, aquarium, or even a radio set on static to create white noise to block out sleep-disturbing sounds. Some children fall asleep more easily listening to gentle clasical music or CDs specifically designed to promote sleep. Check out Baby Go to Sleep sleep CDs.

·   Give calming deep pressure input via a backrub or massage using long, firm strokes. Even just squeezing her feet, legs, hands, and arms, can be very soothing at bedtime. You can also try using a weighted blanket (available from SouthpawEnterprises and Abilitations.)

http://www.amazon.com/Theres-Monster-Under-My-Bed/dp/0689714092

Getting a Haircut

·   Massage your child's scalp before a haircut using your hands or a vibrating hairbrush (available from Abilitations).

·   Go to a kid-friendly haircutting place or create your own at home with candy and an absorbing video to watch.

·   Have the barber or stylist give the child a big soft brush or a dry washrag with baby powder on it to brush off stray hair as it is cut. Use baby powder on irritated skin afterward.

http://www.amazon.com/Its-Haircut-Time-overcame-haircut/dp/1935567330/ref=sr_1_fkmr0_1?s=books&ie=UTF8&qid=1336065471&sr=1-1-fkmr0

Clothing

·   Some tactile-defensive kids insist on supersoft, all-cotton clothing (think: pre-worn = pre-softened).

·   Some children are more comfortable wearing snug clothing or tight clothing worn beneath their other clothes. Try bicycle shorts, tights, "too small" t-shirts, etc.

·   When buying clothes for a tactile-sensitive child, avoid scratchy nylon threads and items made of polyester blends which can pill and cause discomfort.

·   Buy seamless socks.

http://www.amazon.com/Animals-Should-Definitely-Wear-Clothing/dp/0689708076/ref=sr_1_1?s=books&ie=UTF8&qid=1336067715&sr=1-1

Shopping

·   Avoid shopping during peak hours when stores are most crowded and noisy.

·   Let your child push the grocery cart for sensory input. Many grocery stores have junior carts for smaller children. Also, pushing a stroller can help a toddler or preschooler get calming input. Add packages for extra weight.

·   Give your child some control and a sense of predictability. Young children can help find groceries on the shelf, match groceries to a picture list, or follow a picture list of chores you will be doing that day. Older kids can help you write lists, find items, pull out coupons, or check items off your to-do list.

http://www.amazon.com/Possum-Child-Shopping-Little-Critter/dp/0590328069/ref=sr_1_1?s=books&ie=UTF8&qid=1336066530&sr=1-1

Potty Training

·   Some children are disturbed by the size and feel of a large toilet seat. Bring your child to the store and help her to pick out a potty chair or a small, cushioned vinyl ring that fits onto an adult toilet seat.

·   Some children are frightening by the sound of flushing. A sense of control might help: together, count off to the flush, for example: "1, 2, 3, FLUSH!" Make lots of noise as the toilet is flushing, shouting "hooray!"

·   Sometimes, tight clothes provide sensory input that distracts a child from the sensation of needing to use the potty. Loose clothing such as boxer shorts may help him recognize when he has the urge to go.

http://www.amazon.com/It-Hurts-When-Poop-Children/dp/1433801302/ref=sr_1_1?s=books&ie=UTF8&qid=1336067283&sr=1-1

See all 15 Favorite Potty Training Books

http://www.parents.com/toddlers-preschoolers/potty-training/gear/15-favorite-potty-training-books/