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”
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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