APD Management & Remediation

School aged children; Child has disability per Federal Regulations
Individualized Education Plan (IEP)
Birth to three years; At risk for developmental delays
Individual Family Service Plan (IFSP)
Children with APD
Modifications/accommodations to perform at level of peers
Section 504 of the Rehabilitation Act (1973)
Reasonable services to allow for progress as identified in IEP
Free and Appropriate Public Education (FAPE)
Ages 3-21 years; PL 99-457 expanded services to birth to age 3
PL 94-142 Education for All Handicapped Children Act of 1975
Applies to any agency (e.g., public school) receiving federal funds; Adhere to special education requirements; Meet unique needs of each child
IDEA (Individuals with Disabilities Education Act) passed in 1990
(Individuals with Disabilities Education Improvement Act)
2004 IDEIA
T or F: There is no disability category for APD
Response to Intervention (RTI) has ____ tiers
Students learn at roughly grade level or above, are least likely to fall behind or need intervention.
Tier 1
Students lag behind their peers, demonstrate weak progress on screening measures, and requires some form of intervention
Tier 2
Students lag behind their peers by one or more years, demonstrate very weak progress on screening measures, and require intensive intervention.
Tier 3
“Yes” to all three:
1. Does a disability exist?
2. Do the data show an adverse educational impact?
Is there a need for specially designed instruction?
If yes to all, then ______. If yes to some, ____ plan may be appropriate.
IEP; 504
A blueprint or plan for a child’s special education experience at school.
A blueprint or plan for how a child will have access to learning at school.
504 Plan
Provides services and changes to the learning environment to meet the needs of the child as adequately as other students. No Cost to parents.
504 plan
Provides individualized special education and related services to meet the unique needs of the child.
This is a federal civil rights law to stop discrimination against people with disabilities.
Section 504 of the Rehabilitation Act of 1973
there are two requirements for an _______
1) A child has one or more of the 13 specific disabilities listed in IDEA. Learning and attention issues may qualify.
The disability must affect the child’s educational performance and/or ability to learn and benefit from the general education curriculum.
Requirements for ______.
A child has *any disability*, which can include many learning or attention issues.
The disability must interfere with the child’s ability to learn in a general education classroom. has a broader definition of a disability than IDEA. That’s why a child who doesn’t qualify for an IEP might still be
504 Plan
refers to the ability of the normal listener to utilize intrinsic and extrinsic
redundancy to fill in missing or distorted portions of the auditory signal and recognize the whole message.
Auditory Closure
This process involves taking small pieces of auditory information and constructing a whole message from them.
Auditory Closure
Environmental Management Options
FM system, preferential seating, acoustical modifications
Compensatory Management Options
Notetaking services, pre-teaching, testing accomodations
Direct Remediation Management Options
Dichotic Training, Phonemic Awareness, Music Therapy
Ferre 1998 –> Communication ____, _____, ____ all can be addressed as part of the management plan.
listener, environment, signal
Focus on signal quality-acoustic; Increase redundancy in message (e.g., supplement with visual cues); Phonemic awareness/discrimination training
Decoding Deficit
Focus on quantity and structure
E.g., look or listen, recording lecture
Dichotic training
Integration deficit
Focus on quality and structure
E.g., clear speech, emphasize key words, whole body listening
Prosodic deficit
cant access all the material in the signal itself
Focus on improving quality and environment of the signal if you have trouble getting signal auditory then supplement with visual because they are missing certain things and direct remediation phonemic awareness/ discrimination training
trouble with competing messages – individuals if you overload them with visual and auditory then may be even harder for them, so try auditory first then visual – so look then listen ; Training would be dichotic training
focus on quantity so not overload them so piece by piece.. Focus on quality of the measure– use a teacher that is very animated so someone that doesn’t just stand there and speak in monotone so the child can get other cues
Prosodic deficit
Repetition is a _______ strategy, a ________ process, & helps with _______ profile.
Compensatory; an auditory closure process; decoding profile
Repetition is doing a task over and over. May be most helpful with children with auditory ______ or _______ deficit.
decoding; integration
Rephrasing is using different words to help child understand. trouble understanding message _____ & _______ , but probably more ________.
prosodic & integrative; prosodic
T or F: Rephrasing may help anyone but repetition may not.
T or F: relative efficacy of repetition or rephrasing as a clarification strategy is not highly dependent on the nature of the underlying deficit.
False (it is highly dependent on the nature of the underlying deficit)
Children with _______ may be confused by the addition of visual or multimodality cues, even though such augmentations will be beneficial for the vast majority of children with auditory, language, or learning difficulties. If children seem confused by multimodality cues, or are observed to close their eyes in an effort to block out competing visual stimuli, information should be presented via one modality at a time. That it is the instructions can be given orally , then demonstrated visually.
integration deficit
Meta-cognitive Strategies (Bellis, 2014)
Step by step reauditorization
Problem solving
Anticipate and reach accordingly
Recoding information into pictorial representation