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Modifications for the Classroom and Home for Children with CAPD

Classroom Modifications for Children with CAPD
  • Present directions at a slower rate, with more expression in your voice.
  • Use simpler, shorter sentences.
  • Ask the child to repeat the direction over and over in a low voice (or silently) until the task is finished.
  • Have the child visualize the task before doing it.
  • Brainstorm with the child for ideas that will help her remember directions. Some children write notes to themselves, wear clothing items or markers of some kind like stickers on a belt.
  • Present directions in short, concrete segments, with visual cues.
  • Be sure the child is making eye contact when you speak.
  • Have the student seated up in the front of the classroom or very nearest the place of instruction where there is a good view of the chalkboard and other visual means of instruction.
  • Provide “quiet” areas in the classroom where concentration may be easier to maintain.
  • Have the student eliminate excess movement duringinstruction, chewing gum, talking to a neighbor, etc.
  • When working on projects, allow children to work in small groups as opposed to large ones. (Kelly, D.A., 1995)
  • Earplugs or muffs can be worn during study time.

Things That Can Be Done in the Home for Children with CAPD

  • At mealtime, include your child in family conversation by encouraging your child to talk about what happened in school and listen as family members talk about their experiences. Cue your child to look at the speaker’s face. Eliminate as much background noise as possible. If your child has difficulty following or adding to a conversation appropriately, recap by speaking in short sentences with expression.
  • Play games that require the players to use logic, strategies, and problem-solving. Spelling and vocabulary games are good. Games in which no one “loses” are best.
  • Encourage the habit of making lists for a variety of purposes such as groceries, chores, and homework assignments. This helps to develop planning and organizational skills.
  • Encourage your child to plan what to wear for the next day. Help the child to select clothes that are appropriate. Explain why some combinations may not match, and show your child other combinations that go well together. Let your child help select new clothes.
  • Play the telephone game. One child whispers a secret to the next child, who whispers the secret to the next child, and so on.
  • Watch good ½ hour television programs that involve characterizations and plot development with your child. At the end of the program, discuss with your child opinions, solutions to problems, sequence of events, character flaws, poor choices made by characters, and alternative endings.
  • Play games in the car that involve identification, for example finding license plates from particular states or with particular letters or numbers. Ask riddles and sing silly songs.
  • Talk to the child about listening for words that give order clues, words such as “now,” “later,” “after,” and “before.”
  • When reading stories, ask the child to recap what was heard, after a page or two. At the end of the story, ask the child to summarize the entire story (Kelly, D.A., 1995).

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