Suggestions for Teachers of Children

that have Auditory Processing Difficulties

(created by Kate Widtfeldt, educational audiologist for the Issaquah School District)

 

Students with auditory processing problems will respond to changes in their environment and teachers program in a variety of ways.  Some students will appear to be helped by most suggestions; others will be very difficult to help, no matter what is tried.  The best suggestion is to try these ideas and carefully observe the student to see what works.  The goal is to help the student become more comfortable and learn better in his or her educational environment. 

 

1.      REDUCE DISTRACTIONS

·        Before giving instructions, stand close to the student and call the student’s name or touch his or her shoulder to make sure you have his or her attention.

·        Use the student’s name during instruction to help hold attention.

·        Traditional classrooms are generally less distracting than open style classrooms.

·        Reduce motor activities during verbal presentations.

 

2.  PREFERENTIAL SEATING

·        Provide seating away from known auditory and visual distractions such as open windows, pencil sharpeners, doorways, air conditioners/heaters, computers, learning centers.

·        Experiment to see what location works best for the student.

 

3.  DELIVERY STYLE

·        Avoid multiple commands and provide instructions in the simplest way possible.

·        Gestures that enhance the message may be helpful but extraneous gestures may be distracting.

·        Speak clearly and slowly and at a comfortable level.

·        Use words within the student’s vocabulary.

·        In a general education classroom a great deal of background noise may be present and a sound field or personal FM system may be advisable.

 

4.    INSTRUCTIONAL TRANSITIONS

·        Review past material before beginning new material to give the student a sense of accomplishment.

·        Pre-assign readings or vocabulary to prep the student for new concepts and topics.

·         Try to use “pretuning” words to focus the student’s attention: LISTEN, READY and REMEMBER THIS ONE, seem to be effective for signaling an important message.

 

5.    ATTENUATE DISTRACTIONS

·        Ear muffs and earplugs may help the student tune out distractions during seatwork.  If several pairs are available to the class, the student with auditory processing difficulties will not feel singled out.

 

6.  VISUAL AIDS

·        Overheads, opaque projectors, wipe boards, and computers may be used to supplement teacher’s oral presentations as well as to provide an alternative mode to the auditory channel. 

·        Written instructions may be provided in conjunction with verbal instructions to aid the student in following directions.

 

7.  AUDITORY EXHAUSTION

·        Avoid demanding auditory tasks when the student is already fatigued: present information early in the day and/or alternate lessons requiring a higher amount of auditory processing with less demanding study periods.

·        Physical activity can be used for reduction of stress.  Keeping such a child in during recess should be used with caution.

 

8.    CHECK COMPREHENSION

·        Watch for signs of inattention, decreased understanding or concentration.

·        Ask the student to repeat instructions in their own words (also keeps them on their toes because they won’t know when you will ask!)

 

9.  BUDDY SYSTEM

·        Have a strong student help the student that is having difficulties.  You may need to try various combinations of students to find the right fit.

·        Assistance may include not taking, assistance with directions, small group projects and tutoring.

 

10.             CLASSROOM ADAPTATIONS

·        Lessons or instructions can be tape recorded for the student to hear again at a later time.

·        Mild amplification may be used to assist the student in attending to the teacher (only under the supervision of an audiologist).

·        Sound treat the classroom with drapes, carpeting, and other sound absorbing materials to help decrease background noise.

·        Written directions and assignments should be given, along with verbal instructions.

·        Encourage the student to ask for clarification as needed.  When repeating instructions, rephrase and reword the instructions.

·        Verbal information should be presented in a brief, concise and clear fashion.

·        Teach the student good note taking skills.

·        Small group and individual instruction is helpful whenever possible.