This is the adoption of a set of remediation approaches or methods found to be particularly effective in addressing either one or a composite of auditory processing problems. The idea is to select from the several available approaches, a single approach or a small set of approaches, that can maximize positive remediation outcomes. Schema induction is viewed as a “top-down” strategy because it requires consideration of not only central auditory performance, but also more global communication performance, and subsequent learning.
Ronald C. Jones, Ph.D., CCC-A, COI
Dr. Ronald Jones is a professor in the Department of Nursing and Allied Health, College of Science, Engineering and Technology at Norfolk State University, Norfolk, Virginia. He is also the Coordinator of the Department's Communication Sciences and Disorders Program and Director of the NSU Hearing, Speech, Language, and Literacy Center. He is a long-standing and active member of the American Speech-Language-Hearing Association, and the National Black Association for Speech, Language and Hearing, where he served as Chair of the Board (2006-2008). He is currently the Managing Editor for the Association’s professional journal - ECHO. Dr. Jones' current research and teaching interests include aural rehabilitation management of deaf and hard of hearing children, auditory processing performance of young adults, voice science, and literacy acquisition, particularly, by racial and ethnic minority children. He is also a nationally certified online instructor.
Related Courses
1https://www.speechpathology.com/slp-ceus/course/20q-continuum-approach-for-sorting-1000820Q: A Continuum Approach for Sorting Out Processing DisordersThere is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.textual, visual
There is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.
2https://www.speechpathology.com/slp-ceus/course/auditory-processing-disorder-overview-assessment-10538Auditory Processing Disorder: Overview of Assessment and Management for School-based ProfessionalsAn overview of auditory processing disorder (APD) specific to school-age children in classroom settings is provided in this course. Red flags, referrals and diagnosis, and different types of supports and practical interventions are discussed.auditory, textual, visual
An overview of auditory processing disorder (APD) specific to school-age children in classroom settings is provided in this course. Red flags, referrals and diagnosis, and different types of supports and practical interventions are discussed.
3https://www.speechpathology.com/slp-ceus/course/mild-tbi-not-so-effects-10794Mild TBI - The Not So Mild EffectsAn overview of mild traumatic brain injury (mTBI)/concussion and its pathophysiology, with particular emphasis on diagnostic and rehabilitation tools utilized by SLPs and audiologists, is provided in this course. Impacts of mTBI on hearing, cognition, vision and the vestibular system, assessments performed by the two disciplines post-concussion, and treatments for cognition (including auditory processing disorder) are described.auditory, textual, visual
An overview of mild traumatic brain injury (mTBI)/concussion and its pathophysiology, with particular emphasis on diagnostic and rehabilitation tools utilized by SLPs and audiologists, is provided in this course. Impacts of mTBI on hearing, cognition, vision and the vestibular system, assessments performed by the two disciplines post-concussion, and treatments for cognition (including auditory processing disorder) are described.
4https://www.speechpathology.com/slp-ceus/course/back-to-basics-practical-aspects-9294Back to Basics: Practical Aspects of Auditory Processing DisordersThis course will provide an overview of assessment and management of auditory processing disorders (APD) in children. Interdisciplinary aspects of working with school-age children will be highlighted.auditory, textual, visual
'This course provides critical information about auditory processing disorders and what SLPs in the schools need to know about it in order to best serve their students who may have this disorder'Read Reviews
AG Bell - LSLS/1.0 Domain 2, Domain 3, Domain 6; ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course will provide an overview of assessment and management of auditory processing disorders (APD) in children. Interdisciplinary aspects of working with school-age children will be highlighted.
5https://www.speechpathology.com/slp-ceus/course/20q-auditory-processing-what-you-1033420Q: Auditory Processing - What You Always Wanted to KnowBehaviors and developmental/educational impacts associated with auditory processing disorder (APD) are described in this course. Methods and tools for identifying APD, including a list of tests for assessment, as well as treatment strategies for APD are discussed.textual, visual
Behaviors and developmental/educational impacts associated with auditory processing disorder (APD) are described in this course. Methods and tools for identifying APD, including a list of tests for assessment, as well as treatment strategies for APD are discussed.
