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Found 8 results

  1. This was in my FB feed today. I'm hoping it's fantastic. http://www.additudemag.com/adhdblogs/29/11608.html#st_refDomain=www.facebook.com&st_refQuery=/ Webinar TODAY. If you register, you will get a link to listen to it later even if you don't attend the webinar today. "In this free webinar, Martha Burns, Ph.D., will discuss: 1. How language and auditory processing overlap with attention in the brain 2. Why learning disabilities and ADHD often co-occur 3. The neuroscience behind brain plasticity and brain-based approaches to intervention 4. How to improve attentional skills, auditory processing and language, and learning disabilities through brain training" Adding bio: "About the Host Martha S. Burns, Ph.D., is a neuroscientist and leading expert on how children learn. Director of neuroscience education at Scientific Learning Corporation, a joint appointment professor at Northwestern University, and a fellow of the American Speech-Language-Hearing Association, Burns served on the medical staff of Evanston-Northwestern Hospital for 35 years. The author of over 100 articles, three books, multiple book chapters, and the Pearson Assessment Burns Brief Inventory of Communication and Cognition, Burns speaks frequently on the importance of applying the science of learning in early childhood education, understanding the adolescent brain, and the K-12 classroom."
  2. I have an 8 yo that is a struggling reader. He has spent 18 months in AAR and though he has improved...he hasn't been able to get to the next level. My little guy is delayed and he is speech delays. He has some auditory processing issues . I recently started AAS with him because after talking with a tutor, she suggested that he really needs to have the spelling and reading going on to cement things. Well, I am realizing with the phenomnic awareness exercises just how poor his is. We are just doing the exercises that you pull a token for each sound you hear...good gravy. He can't begin to hear all of the sounds in a word like swift. Now I know why he was having such a hard time blending. I am 99.9% sure he is dyslexic. We are finishing up vision therapy which has been very helpful for him (he no longer gets tired reading or with looking at written work). I have never switched phonics programs before but after all this time I think we need a different approach so I am going to try Dancing Bears and maybe Apples and Pears. Any advice or experience with these? I am thinking about doing LIPS or Earobics or something for the auditory piece?? I have to be honest. I am so so so tired of the OG method of tiles and flashcards and rules that no one remembers...lol ( I have 3 kids doing AAS and 3 doing AAR). Any suggestions? Or maybe just encouragement? :)
  3. Ive just bought the Processing Program Level 1 book from SuperDuper. We are having problems figuring out Sublevel 2. It seems like DD (4 yo, Autism dx) has a lot of auditory memory issues. She only seems to remember the last word. Anyone who hasnt used this- it contains a set of pictures that you have to touch on command. For eg, if I say "Touch the sled with the cup and the dog". She gets very anxious first of all and then touches any picture containing a cup (after hearing the word cup) and then a dog (after hearing the word dog). She seems to hear and understand the word cup and dog ok. But doesnt get that she needs to touch a picture of both of them. It seems to me that she is eager to please so she just tries touching anything without waiting for completion of the sentence. Possibly typical impulsivity due to autism?. Or is it that she has very low auditory memory, so she is trying to compensate by doing things as soon as possible? My Speech therapist is very anal who wont hear of any "home work" being done at home by me- so I dont know who to ask.. Is this the kind of thing that can get remediated by Hearing Builder Auditory Memory or the Fast Forward? Could auditory programs like TLP help for this kind of thing? DD also seems to not hear us when she is engaged in playing on her own. Also, her reception of language is pretty low.
  4. Hello! Im brand new to this site- and Ive read a couple of very useful threads on here already. So, Im bursting to ask all the questions that I have. I hope someone can help. Im the mother of a 4yo girl on the autism spectrum. Though she can verbalize for her basic needs by pointing and ocasional sentences starting with "I want" , teaching her new concepts take a lot of time. From what I can tell, she has significant issues with auditory processing. For example, Ive been trying to teach her colors for the past 4 months now, but it hasnt internalized much. She doesnt seem to understand what words mean. Im trying to find a good foundational program for understanding and processing words. Will earobics or other software like Hearbuilder help? Or should I start with something else. Any recommendations on the modules to start with would be helpful too! Thank you.
  5. What resources will help with working memory? I have no idea how to improve that for DS. Drill & kill doesn't work for him.
  6. Our DS, 9, just had an auditory processing eval and we recently got report. One question I forgot to ask the audiologist was just so simple--does he have auditory processing issues? We did discuss the specific results, mostly normal but he didn't pass Auditory Continuous Performance Test (raising thumb for target word), or Memory for Sentences (repeating sentences w/o visual cues), or the RAN/RAS (perceiving visual symbol and retrieving name for it accurately and rapidly). Audiologist said sensory issues might well be a large part of it and also recommended ST evalu and language therapy for auditory working memory issues. Therapy to include things like visualization and chunking. Our son has sensory issues already (difficulty w/background noise esp), and does have an ADD diagnosis. Very, very bright but difficulty w focus especially in noisy or large environments like classroom. (Thus the HSing this year). If anyone can help me learn more about this, please, I'd so much appreciate it. Will definitely ask more ?s of audiologist. But I was wondering if these scores on a couple of tests constituted auditory processing issues or not. Just wondering if I'm trying to describe issues to someone new, would I mention auditory processing or not? Thank you so much for any help.... Amy
  7. Our DS, 9, just had an auditory processing eval and we recently got report. One question I forgot to ask the audiologist was just so simple--does he have auditory processing issues? We did discuss the specific results, mostly normal but he didn't pass Auditory Continuous Performance Test (raising thumb for target word), or Memory for Sentences (repeating sentences w/o visual cues), or the RAN/RAS (perceiving visual symbol and retrieving name for it accurately and rapidly). Audiologist said sensory issues might well be a large part of it and also recommended ST evalu and language therapy for auditory working memory issues. Therapy to include things like visualization and chunking. Our son has sensory issues already (difficulty w/background noise esp), and does have an ADD diagnosis. Very, very bright but difficulty w focus especially in noisy or large environments like classroom. (Thus the HSing this year). If anyone can help me learn more about this, please, I'd so much appreciate it. Will definitely ask more ?s of audiologist. But I was wondering if these scores on a couple of tests constituted auditory processing issues or not. Just wondering if I'm trying to describe issues to someone new, would I mention auditory processing or not? Thank you so much for any help.... Amy
  8. Hello Hivers, Let me start by saying anything I know about hs'ing, I gleaned from these boards. A few weeks ago, I read a spelling thread . . . an 11 year old who couldn't spell himself out of a wet paper bag. I went on a morpheme research binge which brought me to the Dixon spelling program and linked me to a couple books, one of which was Karen Foli's Like Sound Through Water. I have a 10 year old who can't spell but now, I'm wondering if he can't hear phonological distinctions. We use AAS, in tandem with SWR. Even with all the spelling work we've done, he periodically struggles with basic cvc words, still can't hear the difference between short e and short i, gets tangled up c_ce words. Reading Foli's book . . . "I learned a new way of learning, or regrouping the alphabet into sensory ways of feeling and hearing, and finally linking to a visual symbol. The first consonant pair we learned was the "p/b" pair or Lip Poppers." t/d - tip tappers k/g - tongue scrapers th/th - tongue coolers Eight groups like this and eight more that were grouped by similarities l/r - lifters. She goes on to say that the "vowel sounds were arranged in a circle that corresponded to how the mouth looked when making the sound, like smiling, open, round." What really caught my attention was her description of short e and short i being particularly difficult to master; short e has a much more open mouth than short i. ie: ben / bin. Our mouth does open wider to say Ben then it does to say bin. Who knows something about this? She links to a site http://www.lblp.com --- Lindamood-Bell Learning Processes. My interest is perked because to date, I've had no success with teaching my boy to spell. He tests at grade level across the board, except for spelling. His writing is atrocious. I need to figure out a plan of attack. Thanks for any bones you might throw my way. Tricia
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