Both
indirect (environmental and direct (therapy) procedures are used
to manage central auditory processing problems. Individual patients
benefit from a combination of helpful interventions. Your audiologist
can help you determine which procedures will be most useful for
your child.
1.
TREATMENT PROCEDURES TO ENHANCE AUDITORY AND VERBAL
INFORMATION PROCESSING:
- MULTITASKING:
Auditory
information processing in the context of vestibular and visual
asks.
- Expanding
auditory word memory
for word categories and phoneme contrasts.
- Analysis
of auditory detail for phoneme, syllable, tonal and temporal
pattens
- Auditory
localization
(temporal processing)
Your
audiologist can provide treatment for central auditory processing
problems, or can refer you to someone who specialises in
this kind of treatment
2.
Auditory management of the listening environment: silence, sound and
language
- Preferential
seating:
A seat where the child is close to the teacher provides louder.
clearer sound from the teacher's voice, and may reduce other classroom
distractions.
- Quiet
listening environment:
Everyone hears, better in a quiet room. Especially a child with
a central auditory processing problem. Listening activities which
show all children the difference between hearing in quiet and
hearing in noise can help make the classroom a better listening
environment.
- Eye
contact:
Call a child by name wait for eye contact, and then begin talking.
A child with an auditory processing problem needs extra time to
1.
realize that someone is talking,
2.
recognise that something important is being said, and
3.
localise to find the person who is talking
- The
three R’s: Reinforce
new ideas by repeating key words and writing them on the board.
Re-word important language so that the child hears key concepts
in different words.
“yes
man" always answers "yes'. This is own as "yes-man
syndrome. This syndrome can be cured by saying, "Now you tell
me what you're going to do "
