From the Presentation of Management of Auditory Processing Disorders By Dilys Treharne http://www.shef.ac.uk/uni/academic/R-Z/spsu/academics/treharne_dilys.html

This is a parent's summary of a presentation by Dilys Treharne More detailed information is available from Dilys Treharne via Sheffield University.

Processing Problems Separating target sound from background noise Auditory Closure tasks Memory: Sequential and processing Recognising sounds Sequencing sounds Sequencing Verbal Concepts Rhythm/ pattern perception and prosody Processing at speed Integrating Speech with Movement

An Auditory Processing Diagram

Environment Compensation Remediation Bellis 1996 Tripod FM sound reproduction systems Visual aides / clues handouts Demonstrations of task to be performed Limited auditory input APD is not curable Use an Auditory recording device.

Remediation Activities To reduce the degree of difficulty by training specific skills To stimulate the system to produce a functional change Reduce Redundancy of language - sample language

The Listening Program (TLP) from Learning-Solutions or Rocky Mountain Learning Systems or Advanced Brain Technologies What is The Listening Program? Sound Stimulation auditory training program Derived from the Principles of Tomatis Home programme User friendly 8 week duration 8 CD set classical music - filtered sounds of nature sounds played different speeds, and intensity etc. What Mechanisms does it employ? Sonic Neuro-technologies Filtering Gating Binaural beat effects Psycho-acoustic refinements

Assessments Scan C revised (Keith 2000) base line measure for screening GFW Auditory Skills Battery Selective attention Memory (Woodstock 1976) TAPS-R Selected subtest (Gardner 1985) Rhythm test TraCoL (Treharne 1999)

Selective attention Problems hearing Speech in a noisy background Test used : GFW Test of Selective attention Subtests Active listening - report what had been heard. Fan background (white noise) Cafeteria babble background (pink noise) Voice - person reading a story

Memory Test of Auditory Perceptual Skills - Revised Gardener Digit Span forwards Digit Span reverse Auditory Sequential memory Digit span (TAPS) Working memory Reversed digit span (TAPS)

Rhythm Temporal Pattern perception   TraCoL For more detailed results and statistical data of the research done; please contact Dilys Treharne via Sheffield University.

Separating Target from background noise Test : SCAN, GFW selective attention. Therapy : TLP, Earobics Discrimination tasks with increasing background noise

Auditory Closure Tasks Test : SCAN, ITPA Therapy : Familiar lines completion Rhyme activities Missing syllable exercises Missing phoneme exercises Add background noise Localisation training TLP Vocabulary building

Working Memory Test : Digit Word and sentence span (TAPS) GFW memory Therapy : Aunt Sally Kim's game Logic puzzles Matching games Earobics

Recognising Sounds Test : Tallal type discrimination tasks SCAN Standard auditory discrimination tasks- timed Non speech patterns (eg TraCoL) Therapy : Phoneme discrimination training Earobics Prosody Training

Sequencing Test : Tallal type tasks Verbal comprehension of a series of verbal concepts Non speech sequences eg TraCoL Therapy : Earobics Aunt Sally went to market Kim's game with sequences Some FastForward activities.

Temporal Pattern Processing Tests : TraCoL Therapy : Training in the recognition and use of prosodic aspects of speech eg stress change eg record / Record Sentence stress training Non speech patterb recognition Copying and word prosody recognition

Processing at Speed and Inter-hemispheric Processing Test : SCAN Verbal comprehension tasks timed eg TROG Therapy : TLP Cross modal exercies Brain Gym Singing to music

Processing at Speed and Inter-hemispheric Processing Test : SCAN Verbal comprehension tasks timed eg TROG Therapy : TLP Cross modal exercies Brain Gym Singing to music

Following the use of The Listening Program during trials (For more detailed results and statistical data of the research done; please contact Dilys Treharne via Sheffield University.)

An improvement in auditory figure ground task was evident An improvement in sequential memory tasks was evident Qualitative changes in attention were noticed Change was more marked in those more severely effected.

© D.Treharne 2003- © APDUK 2003-

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