AUDITORY REFERENCE INFORMATION:
- When the Brain Can't Hear: Unraveling the Mystery of Auditory Processing Disorders. By Terri J. Bellis, Ph.D. From Atria Books. 2002.
- Treating Auditory Processing Difficulties in Children. By Christine Sloan, Ph.D. From Singular Publishing. 1991.
- Central Auditory Processing Disorder: Strategies for Use with Children and Adolescents. By Dorothy Kelly, D.A., CCC-SLP. From Communication Skill Builders. 1995.
- Assessment and Management of Central Auditory Processing Disorders in the Educational Setting: From Science to Practice. By Teri James Bellis, M.A. From Singular Publishing. 1996.
- Central Auditory Processing New Perspectives. By Gail D. Chermak, Ph.D., and Frank E. Musiek, Ph.D. From Singular Publishing. 1997.
- TheraGuides TM: Understanding Central Auditory Processing Disorder. By Dorothy Kelly, D.A., CCC-SLP. From Communication Skill Builders.
- Processing Power: A Guide to CAPD Assessment and Treatment. By Jeanane M. Ferre, Ph.D. From Communication Skill Builders.
RESOURCES IN THE ACTG Kretsch LIBRARY:
- Auditory Integration and Autism (video) by Dr. Rimland
- Dancing in the Rain by Annabel Stehl
- The Conscious Ear by A.A. Tomatis
- The Sound of a Miracle by Annabel Stehl
ARTICLES AVAILABLE THROUGH THE ACTG AUDITORY DEPARTMENT:
(all titles below by K. Johansen)
- Sensory Deprivation - A Possible Cause of Dyslexia
- Frequency Specific Left Hemisphere Stimulation with Music and Sounds in Dyslexia Remediation
- Hearing - An Overlooked Factor in Relationship to Dyslexia
- Frequency Specific, Binaural Stimulation of Students with Reading and Spelling Difficulties
- Some Thoughts on Research in Dyslexia and Related Disorders
- Diagnosing Dyslexia: A Screening of Auditory Laterality
- Left Hemisphere Stimulation with Music and Sounds in Dyslexia Remediation
- General Laterality, Unilateral Hearing Loss, Ear Advantage and Language Problems
COMMUNICATION DEVELOPMENT CHART :
| Age |
Typical Behavior |
| 0-6 months |
Acknowledges sound of mother's voice by awakening or quieting to it. Turns eyes and head in the direction of a sound source. |
| 7-10 months |
Turns head and shoulders toward familiar sounds, even when he/she cannot see what is going on. These sounds do not have to be loud for him/her to turn. |
| 11-15 months |
Displays understanding of some words by showing appropriate behavior when he/she hears the word. Will point to a certain person or object on request. Will make babbling sounds in response to a human voice. Might cry when there is thunder or startling sounds. May pout when scolded. Imitation of sounds shows he/she is trying to match sounds heard to own sound production. |
| 1 1/2 years |
Starts to identify parts of the body (nose and eyes). Should be using a few single syllable words. The words may not be complete or pronounced accurately, but the meaning is clear. |
| 2 years |
Should be able to follow a few simple commands with and without visual cues. Might enjoy being read to and looking at simple picture books. Will point out pictures when asked. Should be using various everyday words that are commonly used in his/her environment. Will refer to him/herself by name. Will begin to use incomplete sentences or phrases. |
| 2 1/2 years |
Can say or sing some rhymes or songs and enjoys listening to music or singing. If a child has good hearing and enjoys certain things he/she will react to sounds by running to look or telling someone what he/she hears. |
| 3 years |
Should understand and use some common verbs, pronouns, prepositions and adjectives. Should be able to locate where a sound is coming from. Should be using complete sentences some of the time. |
| 4 years |
Should be able to recall recent experiences in an appropriate manner. Should be able to perform a sequence or two simple directions. |
| 5 years |
Speech should be intelligible, may have a few sounds that are still mispronounced. Can carry on a conversation if the vocabulary is at his/her experience level. Should use some pronouns correctly. Generally, should match the patterns of grammar used by the adults in his/her environment. |
Taken from Building Blocks information distributed by Grant Wood Area Education Agency in Cedar Rapids, IA.
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