Ask your child to repeat the directions back to you (can do with each step, or as they are able, for 2-3 steps at a time).Provide written or visual directions or memory-type cards to help your child understand the schedule or sequence for the activity.Provide a quiet space for play or work activities.Call their name before you start speaking to them.Try not to hurry your child, especially when they are trying to get their thoughts in order.Reduce the number of words given in your directions – make it simple.Present directions one step at a time, allowing time for your child to understand what is expected before giving the next direction.Speak clearly and try to pronounce each word so that you are not using blended or slang words.Speak at a slightly slower rate and increased volume.Have your child look at you when you are talking to them.Reduce any background noise when you can.OT Suggestions for Activities & Strategies for Slowed Auditory Processing The only way to accurately diagnose the condition is with a battery of tests, including the CAP (central auditory processing test), performed by an audiologist who monitors the child’s hearing as he or she listens to words and sentences as background noise is slowly increased and to instructions spoken at faster speeds. Usually when a child is of school-age, the auditory processing challenges may compromise their success on academic work. Usually children are six-seven years old before this type of testing. If you feel your child is having auditory processing difficulties, look over and see how many of the following your child displays and which may indicate further assessment: o Becomes overwhelmed by too much information at once o Needs extra time to act or make a decision o Is easily distracted by sounds or noise o Avoids noisy environments o Their behavior, attention, and performance improve in quieter settings o Has difficulty following simple directions (especially if multi-step) o Do they say, “Huh?” or “What?” often? o Do they “mishear” or “misunderstand” words or sounds? o Do they seem to have more difficulty hearing where there is background noise? o Do they seem to miss out on understanding directions given? o Do they often seem inattentive to what’s going on around them? o Do they have difficulty interacting in social or group situations? If you choose, have your child tested for auditory processing disorder (APD) or central auditory processing disorders (CAP) by a professional audiologist. Just print your digital cards onto cardstock, laminate, and keep in your own toolkit.Signs and symptoms can vary from mild to severe. Sound or auditory discrimination difficulties could affect phonological awareness as well as processing of verbal or auditory information. Weakness in sound or auditory discrimination might be caused by physical hearing issues or by a weakness in sound perception or any combination of these variables. Sound or Auditory discrimination is the ability to distinguish between similar sounds. When giving more than one clue at a time and asking child to mark off the images in the same order as they have been called out orally will assist with sequencing. Sequencing (you may use along with the Brain Balance cards SEQUENCING portion for this activity). These cards and activities will aid the child in: These activities are meant to be a FUN way to help your child stimulate and increase brain processing. The first set uses the pictures to help with early learners and the second round is specific towards middle learners using the same pictures. The child looks at the pictures (Handpainted by a dear teacher friend) and responds. Join Rocket Dog's two friends Chewy the Squirrel and Rascal the Raccoon as their dialogue bubbles guide the teacher or mom on what to ask the child.
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