ccv Posted May 20, 2008 Share Posted May 20, 2008 I need help/advice. I've been a lurker for years (I guess because I've always known there was something up). I am open to any suggestions, including other tests/evaluations (vision, neurological, etc), as well as different programs (Interactive metronome, neuronet, balametrics, brain gym, etc)? Because her school is so demanding, I'm pretty much limited to summers for intervention, unless I was positive it would be worth the time during the school year. Here's the background: My dd (13 yrs, 7th grade in academic private school that ability tests for admission) was recently diagnosed with Auditory Processing Issues as well as Rapid Naming Deficit (WJ III pegged her at 19%) and slow reading fluency (30% per WJ III) as well as a long term memory retrieval weakness (52% per WJ III...I know 52% is not low but it is low relative to her other scores). Other than long-term memory retrievel (rapid naming is a subtest of that), her other scores including processing speed and working memory were > 90%, so that her composite overall academic ability was 97%, even with her long-term memory retrieval issues. The good news her overall reading is grade level. Bad news is that when her overall reading is compared to kids of similiar overall ability it is in the bottom 0.3% and when she has to read long passages (ie textbooks), her comprehension really drops. Standardized test passages are not long enough to pick up on this because her reading scores are 90% or slightly better. Finally, she is an excellent speller, has a large vocabulary, and strong phonemic/phonological skills, high processing speed (once again per WJ III). As far as her auditory processing issues, dd has difficulty dealing with increasing levels of background noise, increasing speed of information presented, increasing length or complexity of information, and bilateral integration. I should add she has normal hearing. I had her tested because I kept thinking something was not quite right, even though the school did not see any issues (her grades place here in the middle of the pack, while her standardized test scores somewhat higher than the average kid.) As the lady who tests her put it, my dd has figured out how to compensate for her difficulties; however, as she progresses in school this will become more and more difficult because of the increased reading load. She is a good decoder and she automatically recognizes words...she's just slow. I used oral reading fluency tests from ReadNaturally.com, to check her level for grades 5th (level she choses to read at recretionally) upto 8th (one grade higher than dd and highest level for readnaturally.com). I also timed her reading a few pages of 10 first grade words, arranged randomly in 6 columns of 10 words each. Regardless of difficulty she read at roughly 120 WPM with 95% accuracy (and for the passages, appropriate expression, pauses). Two years ago I did Brain Skills with her and I believe it substantially improved her reading fluency/comprehension. (BrainSkill has a set of exercises that drills on 17 of the 43? sounds). There is not a PACE or LearningRX provider near me, but I would go get certified in PACE if I thought it would help. Alternatively, there is a site that sells fluency drill sheets that I think I could adapt to a Brain Skills/PACE method. Site is http://www.oxtonhouse.com/decoding_automaticity_and_reading_fluency.html Last Summer I did LindaMood Bell's Visualizing and Verbalizing with her and I believe it had little effect (but we only did it one hour a day, 6 days a week for 3 months). She is a normally coordinated kid (plays soccer and skis). Thank you so much for your help. Carol Quote Link to comment Share on other sites More sharing options...
dirty ethel rackham Posted May 20, 2008 Share Posted May 20, 2008 Have you looked into neurodevelopmental approaches? I have a son (12) with auditory processing issues. The school was only willing to work on his expressive languages issues, but not the root cause. We have been working with NACD for the past 2 years. His reading comprehension improved tremendously as well as his other academic work. In addition, he can function normally in environments with lots of background noise. He still doesn't like them ;) Quote Link to comment Share on other sites More sharing options...
ccv Posted May 20, 2008 Author Share Posted May 20, 2008 Thank you for your suggestion. I hadn't even heard of them I went to that NACD website and perused it, but it didn't tell me anything specific, other than they develop individual specific therapies. Also it didn't list Auditory Processing Disorders on their list of who they serve. The professionals I have tested DD believe that her problems stem from auditory processing issues (incl. long term memory retrieval, rapid naming and low reading fluency). What have types of things have they done? Thanks, Carol Quote Link to comment Share on other sites More sharing options...
dirty ethel rackham Posted May 20, 2008 Share Posted May 20, 2008 My experiences with my son as well as df experiences with her 2 boys. Their website doesn't list everything because there is so much that they do. They do an extensive evaluation of all the learning "systems" to see at what level they are functioning. This is visual processing, auditory processing, large motor, small motor, hemisphere dominance, etc. Then, they design an individualized program for the child of activities to provide "input" to help the brain better utilize the information. With my son, we worked on sequences, had him listening to books on tape to train his ears, used The Listening Program, etc. These were the ones specifically for his auditory function. He had others to help with his visual dominance and subsequent tracking issues, motor issues, vistibular and sensory issues, etc. They worked with me to devise an efficient program to accomplish the most based upon how much time we had to work with him. The philosophy is that change doesn't come from requiring output, but providing input. Their mantra is frequency, intensity and duration. They use short durations and high frequency (several times a day) to increase the intensity (and effectiveness) of the activities. We have a program that takes about 1 1/2 hours altogether (not all require my participation). Most of the activities are 1 - 3 minutes in duration. Some are 20 minutes (like the aerobic activity for his circulation and attention and the listening to books on tape to develop hearing dominance.) Were you able to find a local chapter? You can attend the parent meetings to check them out. These are usually held quarterly and coincide with the evaluation schedule for that chapter. Quote Link to comment Share on other sites More sharing options...
ccv Posted May 20, 2008 Author Share Posted May 20, 2008 The Eastern regional office (in West Chester PA) is probably about 1 hour from my house. I did not realize they had parent meetings. I will contact them and see when one is scheduled next. It's interesting that you mentioned them because I have a copy of the Listening Program (never used) and I also have a copy of their software increase digital span (older version, older version rarely used). Quote Link to comment Share on other sites More sharing options...
PhunandFonics Posted May 21, 2008 Share Posted May 21, 2008 Carol, I have the fluency drills from Oxton House that I use with my own children. I would suggest that you contact Phyllis Fischer at Oxton House and share with her exactly what you shared here. I attended her workshop last summer and she has been extremely helpful. I have contacted her via telephone and e-mail and she always gives me a detailed and thoughtful reply. I think you will find her very helpful! Quote Link to comment Share on other sites More sharing options...
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