A Dichotic Integration Listening Training Program
CAPDOTS™-Integrated is a Dichotic Integration Listening Training Program that utilizes time lead-lag, interaural differences (also referred to as DIID-II). It is a web-based, auditory training program module used to treat Central Auditory Processing Disorder (CAPD), specifically binaural integration deficits (also referred to as auditory divided attention). The module is based on principles of dichotic listening training and evolved from DIID (Dichotic Interaural Intensity Difference) training.
CAPDOTS™-Integrated is useful for individuals (aged 5 yrs and up) who have been diagnosed with CAPD and binaural integration deficits. These individuals present with deficits on dichotic listening tests, often with atypical interaural symmetries. CAPDOTS™-Integrated may also be indicated in individuals who perform poorly on the linguistic labelling tasks of temporal processing. CAPDOTS™-Integrated has been used successfully in children and adults with autism, learning disabilities, dyslexia and closed/traumatic head injuries.
Individuals with binaural integration deficits often present with comparatively poorer receptive rather than expressive language skills, weak auditory memory, word retrieval and sequencing difficulties. They also display poor language pragmatics, decreased verbal confidence, limited social engagements and academic performance levels that do not match intellectual potential. These individuals are often identified as inattentive listeners, with a tendency to tune out during lengthy verbal interchanges. They may also get overwhelmed in busy, multi-input environments, preferring solitary activities and quiet settings.
Available in 3 versions
CAPDOTS™-Integrated is available in 3 versions:
- JUNIOR (5 – 8yrs)
- ADOLESCENT (9 – 13yrs)
- ADULT (14yrs +)
The following improvements have been reported by parents, teachers and extended family members after the use of CAPDOTS™-Integrated:
- Pragmatics (speech acts)
- Alertness and awareness of surroundings
- Understanding of discourse, “gets it”
- Tolerance of noisy situations and improved focus in class
- Follows instructions with less repetition, “nagging”
- Follows group and multi-step directions
- Self-awareness and ability to express needs verbally
- Interpretation of abstract and non-explicit information
- Social awareness and smoother interactions with others