The following checklist is drawn from a history questionnaire composed by Judith W. Paton, M. A., Audiologist, and Bonnie G. Rattner, Ed. D, Speech/Language Pathologist.

“Tolerance/Fading Memory” subtype

Often seems to “ignore” people, especially if engrossed.

Hears less well, or is less attentive/productive, in ordinarily busy surroundings.

Difficulty following a series of spoken directions.

Unusually forgetful of information previously memorized (such as multiplication tables, correct spelling), or of household or school routines and responsibilities, despite frequent reminders.

 

“Decoding” subtype

Difficulty with phonics (sounding out words) approach to reading.

Confuses similar-sounding words; may learn words wrong.

Poor speller:

     errors phonetically correct (e.g. “littul” for little)

     errors seem random (wrong sounds, sounds/syllables missing/added)

Problems with speech clarity or articulation, or with grammar, now or in the past.

 

“Integration” subtypes

Marked difficulty reading or writing efficiently, despite knowledge of phonics.

Needs to (or should) ask many extra questions to clarify task before starting; “doesn’t get the picture.”

Interprets words too literally, becoming confused or suffering hurt feelings.

Poor “communicator” — fails to explain, apologize, negotiate, defend.

Speaks or writes “telegraphically” — omits facts or switches topic, so that audience cannot follow train of thought.

 

“Prosodic” subtype (often seen with NLD or non-verbal learning disability)

Absorbs details and facts, but misses the “big picture” —  cannot prioritize or summarize information.

Insensitive to tone of voice; may misjudge speaker’s mood or be unintentionally tactless.

Problems with cause-and-effect reasoning; difficulty surmising the unspoken rules of conversation, play, and other situations.

 

Narrowing the CAPD down into subtype(s) through audiologic testing helps us choose the right kind of therapy and accommodation.

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