Posts Tagged ‘Auditory Processing’

Rosie O’Donnell’s Child CAPD Article

Tuesday, April 27th, 2010

A strange article in the New York Times today about auditory processing. 

It was an article about Rosie O’Donnell’s son and his struggle with auditory processing disorder.  It does portray her as a wonderful advocate for her struggling child and apparently with good results, but to describe auditory processing in the headline as “little known” is just plain wrong. 

And for an article about learning in the Science section of the NY Times not to mention brain plasticity or any of the “new” (last 15 years!!)  interventions –Tomatis based listening programs, and Fast ForWord for instance —  is certainly puzzling. 

This article reminds firms like Gemm Learning that are trying to make neuroscience based interventions easy to use and mainstream that we are not there yet.  The idea that learning is not fixed, that the brain is plastic and capable of dramatic change if exercised appropriately, remains one the greatest discoveries and yet unknown scientific discoveries of the last 50 years.

Here’s a link to the article and video:

http://well.blogs.nytimes.com/

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Fast ForWord Is Much More Than A Computer Game

Tuesday, April 6th, 2010

Galaxy Goal JugglingHere is a very relevant and practical comment from a Speech and Language Therapist (and a qualified Audiologist) on her experience of using Fast ForWord with people with auditory processing difficulties from our friends at Neuron Learning in the UK.

 It matches our experience at Gemm Learning of using Fast ForWord to improve auditory processing.

” Fast ForWord trainings were purposely developed to minimize novelty and amusement. That is a crucial aspect of the training. The goal is to train the auditory system with auditory stimuli that requires vigilance and attention, the same skills as are required when listening, reading and writing. A major fault in many “educational” computer programs overall, is that they are really eductainment, with so much novelty and lengthy reinforcements, that the child expects to be entertained, and this is what happens.I might add that I would do Fast ForWord with individuals through the teen years, and even into their twenties, but have recommended Brain Fitness to adults, usually ages 30 and older, WHEN their profile of APD and their functional needs warranted such. That is, I make careful clinical decisions about whom I recommend for Fast ForWord, which is applicable to adults, or when I recommend Brain Fitness. Many factors go into my recommendations for one or the other. Yet, I very much favor use of Fast ForWord training for even young adults, and particularly if they are still involved in an educational program (i.e, graduate school, medical school, career school, etc.).”

There are on-screen reinforcements, brief and cute, the trainee earns points, and ALL trainees should have a reinforcement program in which something is “earned” for having trained. This was part of the original research and is done so that the limbic system is involved, a major factor involved in learning, proven in research. All this is part of the training and the provider with whom you work will explain all.

It works well! I have put thousands through the training with great success. Our society has led children and adolescents to think that everything is “novel” and exciting, and while some of education is, the need for immediate reinforcement and novelty greatly impairs one’s ability to develop vigilance and attention. The fact that Fast ForWord does not offer such is one of its greatest strengths, yet with the right approach, even though there may be some tedium, the outcomes are worth it.

 

Good Advice

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TV News: Fast ForWord Changes A Life

Monday, March 15th, 2010

Helps Child Get To Top Of Class

Here is a great TV news shows segment showing how Fast ForWord has helped a student improve his processing abilities to become top in his class!

Dr Martha Burns explains how the program works to improve memory, attention, processing speeds and sequencing skills.

The commentary shows the impact on APD (auditory processing disorder) related issues alongside other study aspects. The programs help children be confident socially as well as in the classroom, enjoy school and achieve good academic results.

Click on this link to see the video:

http://au.tv.yahoo.com/sunrise/video/-/18558693/

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Are Kids Reading Too Early?

Wednesday, December 23rd, 2009

Study Suggests 5 May Be Too Early.

Is Five years old too young to start reading?

Is Five years old too young to start reading?

A study of 400 pupils in New Zealand found no evidence of an advantage in teaching reading from the age of five. By the age of eleven, children who start to read at seven years of age end up reading as well as children that start at five.

The study, reported in the NZ Dominion Post, was published by Dr Suggate at the University of Otago in New Zealand.  He said ”This study emphasizes the importance of early language and learning, while de-emphasising the importance of early reading.”

We are not at all surprised by these findings.   In the early years it should be all about learning and cognitive foundations.  

Reading is essentially a language skill.  For an older child, with a better grasp of language structure and vocabulary, reading is going to come a much easier, with a lot less student angst and a lot more likelihood that the student will actually learn to enjoy reading. 

Programs like Fast ForWord essentially do this –it elevates language processing, setting up for a much less difficult path to reading competence.

Of course, the one reason not to  wait, is for the sake of the ones who have auditory processing or other impeding issues that are going to make reading hard.  For these children, waiting a couple of years won’t help that much as their basic processing issue will still be there.  For these children, the sooner they try to start reading the sooner they will be identified and can be helped.

Still, for most kids this is an interesting finding and if it is integrated into our education system we may end up a new generation of enthusiastic readers who are not turned off reading during the often traumatic learning to read stage.  Wouldn’t that be nice.

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When My Professional Life Became Personal

Friday, November 13th, 2009

My Fast ForWord Success Story

For years I had watched my nephew, Sean, block his ears in my car when I turned on a book on cd. He would grab his personal cd player and turn his music up so he would not have to listen the narration. I often wondered why he had such an aversion to my listening library. When I asked him, he replied, “Auntie, I just don’t like it. It bothers my ears.” I wondered if he struggled withAuditory Processing

Sean is diagnosed with Asbergers. He has always been able to “read”, though comprehension has been a struggle for him. I recommendedFast ForWord to my sister as a supplementary reading program/intervention for Sean. She agreed to let him try the program. Upon completion of his first module, my sister reported a noticeable change in his reading comprehension. I was thrilled. My expectations for the program had been met. I didn’t expect the surprise that was in store for me.

The next time I picked my nephew up to visit his cousin, I had Harry Potter playing in the car. We were driving for 10 minutes before I realized that he did not have his cd player with him. I had assumed that he was quietly suffering through my book, so I tried to switch to his favorite radio station. He stopped me and said, “Wait, Auntie, I want to see if Hermione gets mad at Ron.”

I nearly drove off of the road. Not only was he listening to the story. He was actively engaged with the material. Once I had recovered my composure, I asked him if he liked listening to the book. He shrugged his shoulders and said, “Yup, it doesn’t bother me anymore.” It was such a simple statement, but it brought tears to my eyes. For years, he couldn’t enjoy listening to a story because he could not follow along.

I have witnessed hundreds of Fast ForWord success stories in my tenure at Gemm LearningIt was exhilarating to be a part of one.

-Tina Liberatore

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