Abstract
A diagnosis of (central) auditory processing disorder has been made. What do you tell the child's teacher(s) regarding management of the disorder's effects in the classroom? How do you get the parents to understand and become involved in the management process? This article describes environmental modifications and curriculum-based compensations for specific types of central auditory processing deficits (CAPD) as well as common games and everyday activities that can improve auditory and auditory-related skills to create long-term benefit for children with CAPD.
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