Auditory Processing Disorder

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Auditory Processing Disorder is...

Quality first Teaching

  • Prepare:
    • Include expectations about what they need to remember, in lesson objectives.
    • Decide how much auditory information you can deliver before consolidation is needed.
    • Create optimum conditions for remembering; alert them to new points and make sure these are emphasised effectively.
  • Give Practice:
    • Include exercises in auditory sequencing in lesson planning, as starter activities.
    • Ask pupils to repeat key phrases, vocabulary or instructions.
  • Organise the information:
    • Present new information in chunks; groups of three items are easiest for most people.
    • Give specific instructions on how to organise a working memory activity – for example, when doing mental calculations, say how many stages there are and in what order to do them.
  • Know limits of individuals, then try to stretch them:
    • Ask individuals to learn formulae or facts then feed back to the class later. Give differentiated amounts of information.
    • Give mini-revision sessions within lessons, then ask pupils to come and report on what they think they can remember. Eg try to learn 1st ten square numbers.
    • Using headphones, one pupil listens to an audio presentation then reports back to their group.
  • Repetition
    • Experiment with the number of ‘exposures’ necessary to secure new information. Work towards individual as well as class targets; offering more repetition of key vocabulary for example, by holding individual discussions or questioning sessions once everyone’s working.
    • Build in repetition and over-learning; referring to prior knowledge whenever possible and trying to use the same vocabulary so that information is recognisable.
    • Use prompts, which trigger recall of further information. These can be key words, pieces of music or even sound effects.

SEN Support

Improving Auditory Memory Skills - tips for students

  • Prepare: expect to have to remember!
  • Practise - Exercises in sequencing, such as those listed below, can improve your auditory memory capacity:
    • Try spelling words backwards; begin with your own name, then try words of 3 letters, 4 letters and so on.
    • Recite the alphabet and sections of the alphabet, forwards and in reverse. Vary the starting point each time.
    • Reverse sequences of words – eg days of the week, months of the year.
    • Recite times tables, starting from a different point each time. Reverse sections of times tables or miss out every other, or every third number.
  • Organise the information:
    • When trying to remember a sequence, split it into chunks; groups of three items within each chunk are easiest for most people.
    • When trying to perform a mental calculation, consciously tell yourself where you ‘park’ each stage for retrieval later.
    • Learning sequences such as times tables, lists of prime or square numbers, can be made easier by attaching a rhythm.
    • Make a mark in the margin each time you think the teacher has made a key point.
    • Knowing how many points you need will help you remember what the teacher said - this works for remembering verbal instructions too.
  • Know your limits, then try to stretch them:
    • Read out formulae or facts then see how much you can repeat without looking* each time, try to remember an extra word or stage
    • Listen to an audio presentation on Youtube or Bitesize, then see if you can produce a summary which covers the main points. Listen again, to check. If you only remembered two points, aim at three next time.
  • Repetition
    • The more times you hear yourself say something, the more likely you are to remember it.
    • Revisit something you need to remember each day until you’re sure. Write down a one word cue for each item; hearing this ‘prompt’ should help you remember the rest.