Auditory Processing Disorder
From SEN Wiki
Auditory Processing Disorder is...
Quality first Teaching
- 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.
- 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.
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.
- 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.