Now, I am going to go into talking about the article title, “Auditory Processing disorders: Acquisition and treatment”, which discusses the treatment and tools for children diagnosed with auditory-processing disorder. Another definition of ADP is “A disorder in the recognition, discrimination, ordering, grouping, and localization of sounds, with both organizations emphasizing the processing of non-speech sounds” (Moore, 2007, p. 295-304). There are studies shown that there are similarities in that of dyslexia. That is why it gets overlooked so much when assessing the child for auditory-processing. The children tend to perform on a lower scale of the non-speech detection as spoken previously (Moore, 2007, 295-304).…
EA is a fun adventurous three year old boy who enjoys playing and exploring new things. His mother experienced a normal pregnancy with no complications at birth. EA was born with a mild unilateral hearing loss. He was referred to an early intervention program by the state of California. At 3 months, EA began Early Intervention through Capistrano Unified school district.…
The primary outcome measures included severity of ASD symptoms communication skills and cognitive ability (IQ). An ABA intervention was implemented, as well as focusing on including social and communication development in the current curriculum. Cognitive ability was measured using the Mullen Scales of Early Learning (MSEL) and communication was measured using the Vineland Adaptive Behaviour Scales 2nd Edition. Upon completion of the intervention, the children demonstrated significant advances in Vineland Communication domain standard scores and IQ scores on the MSEL. However, after the intervention finished ASD severity increased in some children, which indicates the need for a longer intervention in order to maintain improvements in development and target the core ASD symptoms.…
There are many times when “English language learners often show the same difficulties with learning, attention, social skills, and behavioral and emotional balance as students with learning disabilities” (The Iris Center, n.d., p. 4). This was the case with Sergio. He was showing all the different signs of being disabled because of the way he was tested. It is said that “second language learners often go through a silent period where they process what they hear but do not verbalize a reply,” (The Iris Center, n.d., p. 5) which fit Sergio perfectly.…
The above described damages to the central, peripheral, and autonomic nervous systems lead to a multitude of neuropsychological symptoms. In the beginning stages of PDD, simple attention is usually preserved; however, complex sustained attention is moderately impaired. In contrast, individuals with PDD struggle with working memory tasks early on in the disease process. Executive functioning deficits in areas such as planning, conceptualization, maintenance, and ability to shift sets are forerunners of PDD (Trosten & Brower, 2013). Language comprehension and repetition are usually intact until later in the progression of disease; however, verbal fluency is impaired early in the client’s experience of PDD.…
hand coordination. The child’s eyes feel like they cant see well with blurring feeling while trying to look at letters. The children who experience this learning disability will also confuse letters that look very similar to each other. An example of these letter are u and n, w and m, also b and d, q and p. The child can be seen holding the book or paper at different angles or closing one eye leaving the other one open.…
A Review of Childhood Apraxia of Speech and the Effectiveness of Motor-Based Intervention Therapy Childhood Apraxia of Speech (CAS), also referred to as Developmental Apraxia of Speech, is one of the most perplexing and poorly understood speech disorder found among children. Due to its perplexity, professionals have been unable to compose a definitive definition for CAS. The American Speech-Language-Hearing Association (ASHA, 2007) broadly defines CAS as a neurological pediatric speech sound disorder in which the motor movements needed in speech production lack accuracy and consistency with no signs or forms of neuromuscular deficit. Generally speaking, children diagnosed with CAS show difficulty planning and sequencing the motor movements…
Five participants were recruited for this study from a daycare center in a mid-western city. The age range of the participants was from two to four years of age. Two of the subjects 3 years old and 2.5 years old both had tentative diagnosis of ASD. The remaining three participants were typically developing students who were four years old. The study was conducted across 14 days which included two days of a peer training phase, followed by 12 days of the intervention phase.…
These treatments must be specific to the deficits that the child has, and it is very likely that a treatment that was used for certain children will not work for all children. The goal for treatment with children diagnosed with APD is the ability to communicate more efficiently in everyday life. Treatment plans should be conveyed to the team of parents, teachers and anyone who is there to help support the child. “Treatment of APD generally focuses on three primary areas: changing the learning or communication environment, recruiting higher-order skills to help compensate for the disorder, and remediation of the auditory deficit itself.” (ASHA, 2015)…
Childhood Apraxia of Speech (CAS), also known as developmental apraxia of speech (DAS), is a childhood speech sound disorder caused by the impairment of the motor movements of the articulators related to speech production. This impairment impacts the coordination and accuracy of the muscles used to coordinate the speech production (Vinson, 2001). This disease differs from dysarthria, which impacts the execution of the utterance instead of the planning and programming of the speech movement. The prevalence of this disorder ranges from as low as 1 out of 1000 children per birth to as high as 3-4 children per 100 children (Dale & Hayden, 2013). All of the children who has been diagnosed with CAS are at risk for several speech and language concerns…
Introduction There are a large number of interventions that have been recommended for school-aged children who have auditory processing disorder (APD). This literature review focuses on eight studies referring to APD interventions and discusses major themes including the difference in populations used as the participants, if Fast ForWord – Language is beneficial to children with language impairments and APD and some articles could draw no concrete conclusions based on their results. Limitations of the data and ideas for future research are also identified. Theme Paragraph All eight studies have used school-aged children as their participants, with seven using children from six years old, and Ross-Swain’s study (2007) using children as young…
Background Neurodevelopment is defined as “the dynamic inter-relationship between genetic, brain, cognitive, emotional, and behavioral processes across the developmental lifespan [1].” Neurodevelopmental disorders are defined as a group of conditions caused by damage to the neurological development process which cause long term delays in development. These disorders normally begin in infancy, when development is most crucial, and remain fairly consistent throughout adulthood. Neurodevelopmental disorders include but are not limited to the following: autism spectrum disorder (ASD), Rett Syndrome (RTT), developmental coordination disorder (DCD), cerebral palsy, intellectual disabilities (ID), attention-deficit/hyperactivity disorder (ADHD),…
Often, they are affected by having trouble sitting still and focusing their attention on one task. For example, solving a math problem, lessoning, or receiving directions form an elder or teacher. All cases of Attention-deficit hyperactivity disorder are not the same. Some suffer more than others. “Critics claim that ADHD is over diagnosed, often being used to describe normal rambunctiousness or to blame children for their miss-behavior.”…
Children with ASD are often developmentally behind or delay in reaching what the “typical” milestones are. Examples of this are speech, theory of mind, problem solving, and perspective taking. There is a developmentally based intervention for ASD called Floortime that has been receiving some attention recently. In Floortime, adults follow a child’s lead in play and interaction, in hopes of helping children to be at the appropriate developmental point of emotional and social relating. Floortime seems promising so far, but needs more research to prove…
Lieberman and Yoder preformed a meta-analysis of concurrent and longitudinal correlational studies examining the association between object play and intentional communication in children aged 18-60 months with ASD (441 participants total). Using 12 reports, they conducted a single internally valid trial that was randomized showing a casual play and communication relationship (Lieberman & Yoder, 2012). The review targeted the following questions: is there a positive correlation between play and intentional communication in children with ASD, and what specific categories of object play, is this relationship still significant after controlling for other aspects, and in the ASD population if there casual relationship evidence for play and intentional…