As discussed previously, we met as a team a few weeks ago to discuss possible courses of action to help our youngest son become more successful in school. One recommendation was that we have him tested for a central auditory processing disorder (CAPD). I had my reservations about opening another potential Pandora's box. When we started this journey, our son was nine months old. I promised myself then that I would leave no stone unturned if it would help him. Whatever the inconvenience or expense, if it would benefit him, we would give it a try.
Our journey once again involved a series of specialist appointments and tests. The first appointment was a full audiology physical. Our son got a kick out of seeing the inside of his ears on a computer screen. He enjoyed the digitalizing of what he was hearing. He did not like the "box" or the sound proof booth they used to administer his hearing assessment. Our son is very social and hates to be by himself. In spite of his aversion to the "box", he was very cooperative. All the tests at this appointment showed that he had normal ear structures and normal hearing.
It was important that they identified that his hearing was normal. Children with CAPD have normal hearing but are unable to pick out the important sounds within their environment. They have trouble focusing in noisy situations. These children are often overwhelmed or upset by noise and confusion. In addition, they often have trouble distinguishing between different sounds; remembering complex or multi-step directions; or completing higher level auditory skills. Our son struggles in these areas... but so do many children with attention deficit disorder (ADD).
The next two appointments involved a series of tests to determine whether he had difficulty picking out words or sounds in a noisy environment. They tested this in several different ways over two different sessions. In the end, it was determined that he does indeed have trouble decoding sounds. In other words, he has trouble identifying what is important to focus on in noisy environments. Because he has been diagnosed with ADD, they cannot definitively say it is just a decoding issue due to CAPD. They feel part of his struggle in school is related to this issue though.
So what do we do about it? The specialists have a series of recommendations for us at home and at school. They are awaiting insurance approval to fit him with an FM system. It includes a pair of tiny hearing aid type devices that he wears at school or in situations where he needs to focus on what is being said. The teacher/speaker wears a little microphone device that sends his/her voice directly to our son. He will be able to hear other sounds within the environment but the speaker's voice will now be the most noticeable. This will give him the ability to focus in on what is being taught instead of being distracted by the sounds around him.
The audiologists that we are working with questioned how severe his stuttering can become. We told them that at times it is very mild but at other times it can become moderate to severe. They told us that they don't know of any research to back it up, but their experience with the FM system they are recommending has shown a decrease in stuttering with the children who use it. They have also found it very useful to children who have ADD but not CAPD.
This latest journey leaves us with some hope that things will get easier for him in the classroom. It also leaves us with many questions. Will he achieve success with their recommendations? Will success with this system make him less of a target for other kids because he will be less different or more of a target because he is different by using this system? Will he outgrow the need for this system? Children with CAPD tend to outgrow the problem as their neuro pathways grow and develop. Is this the answers we have been looking for or just another piece of the puzzle?
School testing with the guidance counselor shows he has average cognitive skills yet he fails to show progress. This inability to perform at his true potential in spite of every one's best efforts, including his, leaves everyone a bit frustrated. The school also want us to have him assessed for a functional vision disorder. Will this be a wild goose chase with unnecessary expense or will it be another piece of the puzzle? We will wait and see this summer. For now, he needs a break from appointments and assessments. So do we.
I don't want to look back someday and ask myself, did I do enough to help him succeed? Did I do everything within my power to help him reach his true potential? I don't want him to look back someday and question why I didn't do my best for him. So I will. I will read and research and question. I will find the time, the energy and the money. I will do what it takes to help him. Along the way, we will laugh at the stupid decisions, the dead ends, and the false starts. They are all just part of the journey. We'll get where we need to go. In God's time, we'll get there.
For more on central auditory processing disorders, go to http://kidshealth.org/parent/medical/ears/central_auditory.html
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