| Dr. Teri James Bellis' Subprofiles (primary and secondary) of CAPD |
| Profile |
Region of Dysfunction |
Central Auditory Test Findings |
Associated Sequelae |
Management Strategies |
| Auditory Decoding Deficit |
Primary (left) Auditory Cortex |
Bilateral deficit on dichotic speech tests; bilateral deficit on monaural low-redundancy speech tasks |
Difficulties with spelling (word attack), hearing in noise, sound blending; poor analytic skills; mimics hearing loss |
Improve acoustic clarity, speech sound training, auditory closure activities, speech-to-print skills training |
| Prosodic Deficit |
Nonprimary (right) Auditory Cortex and associated areas |
Left-ear deficit on dichotic speech tasks; deficit on temporal patterning tasks in both labeling and humming conditions |
Difficulties with spelling (sight word), judging communicative intent, perception and use of prosody; monotonic speech; visuospatial and mathematics calculation difficulties; socio-emotional concerns |
Placement with animated teacher; prosody training; key word extraction; psychological intervention |
| Integration Deficit |
Corpus Callosum |
Left-ear deficit on dichotic speech tasks; deficit on temporal patterning tasks in linguistic labeling condition only |
Difficulty linking prosody and linguistic content; poor speech-in-noise skills; phonological deficits; auditory language and memory deficits; poor bimanual coordination; difficulty with any task requiring interhemispheric integration |
Limit or discontinue use of multimodality cues; provision of notetaker, sensory integration therapy; interhemispheric exercises; specific academic intervention |
| Auditory Associative Deficit |
Left (associative) Cortex |
Bilateral deficit on dichotic speech tests |
Receptive language deficits, including semantics and syntax; difficulty comprehending information of increasing linguistic complexity; poor reading comprehension; porr math application |
Rephrase using smaller linguistic units; systematic learning approach; multisensory augmentation; speech-language therapy focusing on receptive language |
| Output/Organization Deficit |
Temporal-to-frontal and/or efferent system |
Deficit on any task requiring report of more than two elements; may have elevated or absent acoustic reflexes |
Poor hearing in noise; poor organizational skills; motor planning difficulties; difficulties with expressive language and word retrieval; poor sequencing and follow-through |
Highly structured environment; training in use of organization aids; speech-language therapy focusing on expressive language; may benefit from assistive listening technology |
