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Cued
Speech & Auditory Processing Disabilities |
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Cued Speech & Auditory Processing Disabilities - Written by a mother whose daughter, age 4, has auditory processing disabilities August 7 One thing we did find out is that Laura does NOT have a hearing loss. The ABR results apparently are not correct. I had her hearing tested again in Denver, by a pediatric OTO [otolaryngologist] and everything looks great. Her tympanometry isn’t good but that is not a concern by anyone I speak to. So we are back to square one with Central Auditory Processing Disorder and that is it. She is scheduled for a recheck of her articulation. Her fluency has improved greatly over the past few weeks, despite my missed scheduled visits to the SLP [speech-language pathologist] for therapy. I attribute this all to the Cued Speech. It seems like when we use it a light just turns on in her head and she is able to understand everything that is said correctly, the first time. I feel as though this has given her the self-confidence to overcome the dysfluency. August 12 Cued Speech is the way we will go, no doubt about that. She seems to want to cue things particularly when we are not in a CS [Cued Speech] learning environment. She finds words that she questions how to pronounce and say “how do you cue that?”, like the word “porch”. Being an abstract word, one that is not prevalent in her vocabulary, she had little concept and obviously was close to pronouncing it correctly but wanted reassurance by knowing how to cue it. Interesting, huh? I’ve begun video taping her once again. We played a few games, focusing on numerals and cueing them. She likes to take the little octopus (Octo-Cue) we got from CS Discovery and make him cue the words. Yet another avenue to learning CS! How fun can you get? She told Mark today when we got home “Dad, guess what my octopus can cue? Poo poo and pee pee!” Needless to say, we rejoice when the octopus cues as well. I kind of wonder whether or not she might be dyslexic, she still doesn’t know any of her letters (except for L) and she still can’t write her name, despite repeated practice. Anyway, that is beside the point. October 28 Laura is doing really well; cueing seems so unbelievably natural for her. She still isn't doing much cueing herself but she reads those cues like she was born into it! I've begun cueing more and more to her. I find myself having a difficult time cueing proficiently in public, I feel like I am under the scrutiny of watchful eyes, and it makes me forget what comes next. But at home, I seem to do great, and she loves it. The other day I was reading some of Samuel's homework, which is a book without many pictures at all. All pictures have to be formed within your own mind in this book (it is a bit advanced for a first grader; he is in the gifted and talented program at school). I was taking my time, cueing EVERTHING. It took a bit longer, but Laura was absolutely transfixed on watching me. She laid back and was mesmerized by it all. It was nearing bedtime and the kids were constantly interrupting, asking questions (that pertained to the book, but would be answered in time if they would just wait!), so I got frustrated after a while. The storybook has interactive questions in it and up to this point Laura was able to answer them very effectively! You could tell by her responses that she fully understood what was happening in the story up to this point. So I glanced ahead to see how many more pages were left in the story and there were MANY! So I quit cueing and began to speak more normally (not as slowly, but slow nonetheless) and Laura screams "STOP!" I asked her, "What is the problem? She said "Mom, keep signing!" I said, "I wasn't signing, I was cueing!" She said "O.K.! Keep Cueing!" So before I began to read again, I asked a question pertaining to the material just read, without the cues. She wasn't able to answer! She had NO IDEA what I had just read! So then I finished the story, cueing again, and she, upon questioning, was able to answer questions about the story! I want you to know, this is a first for her. She has never been able to tell a story about the story just read to her. She will describe pictures she saw in the book, but she is unable to draw any conclusions or have any expressed thoughts pertaining to the possible outcomes in the story. That day, she was able to do all of these things. You talk about remarkable...it is still the difference between day and night. And almost daily I can tell you something like this is happening. It is miraculous. Brenda, Texas
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