 Students with central auditory processing problems will respond to changes in their environment and teaching program in a variety of ways. Some of these suggestions will help some students but of no benefit to others. Some students will appear to be helped by most suggestions; others will be 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. Parents, administrators, and educational staff can work together as a team in determining what appears to be in the best interest of a particular student.
- Reduce Distractions: Avoid extraneous noises and visual distractions, especially when giving instructions and teaching new concepts. 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 of the student's name during teaching time will also help hold his or her attention. Traditional classrooms are generally less distracting than open-style classrooms. Reduce motor activities during verbal presentations (i.e., in P.E., avoid giving complicated directions during calisthenics; avoid explanations while student is drawing or coloring).
- Preferential Seating: Provide seating away from known auditory and visual distractions such as open windows, pencil sharpeners, doorways, air conditioners, computers, and learning centers. You may have to experiment to find the best location for each student.
- Delivery Style: Avoid multiple commands. Presenting instructions in the simplest form possible. Gestures that enhance the message may be helpful, but extraneous gestures and excessive movement while delivering the message may be distracting. Speaking at a slower than normal rate will improve auditory comprehension skills. Speak clearly and at a comfortably loud level, using words within the student's vocabulary. Research has shown that background noise is often equal to or louder than the teacher's voice. Instructional
- Transitions: By reviewing past material before beginning new lessons, the teacher will give the student a feeling of success. In addition, the student will be better prepared to assimilate new information. Pre-assigned readings and home assignments will also help when introducing new concepts and topics. Try to use "pre-tuning" techniques to focus the student's attention on the subject coming up. Words such as "Listen," "Ready," and "Remember this one" seem to be effective for signaling an important message.
- Attenuate Distractions: Sound-attenuating ear muffs and earplugs may help the student tune out distractions during seatwork. If several pairs of ear muffs are made available to the class, the student with auditory processing difficulties will not be singled out.
- Visual Aids: Visual aids, including overheads, opaque projectors, and computers may be utilized to supplement the teacher's oral presentations as well as to provide an alternative mode to the auditory channel. Combining the visual and auditory modes of learning may benefit all students in the classroom. Written instructions may be provided in conjunction with verbal instructions to aid the student in following directions.
- Auditory Exhaustion: Students with auditory processing problems tend to fatigue or exhaust more easily due to the external distractions of the classroom. Teachers may want to consider special adaptations to allow for this fatigue. These might include avoiding demanding auditory tasks when the student is already fatigued. This might be accomplished by presenting auditory tasks early in the day or by alternating lessons requiring a higher amount of auditory processing with less demanding study periods. Physical activity can be used for reduction of the stress. Keeping such a child in from recess should be used with caution.
- Check Comprehension: The teacher should watch for signs of inattention, decreased concentration or understanding. Instructions may need to be repeated and/or simplified for the student. To check for understanding, the student should be asked to repeat the instructions in his or her own words. Besides being a good check, this will also improve his/her listening habits since the student knows he or she will be expected to do this occasionally. To help with reading comprehension, the student may be allowed to sub-vocalize while reading until such time as this is unnecessary.
- Be Supportive: Many students with auditory processing problems experience a lack of self-confidence or diminished self-worth due to comparisons made by self or others concerning their performance versus classmates. Demanding performance that is comparable to other students is not recommended. Professionals working with the student should reinforce all work performed successfully to help alleviate this problem.
- Buddy System: A buddy system can be started by having one student, who appears to be strong in auditory processing, help the student who is having difficulty. Various methods may be tried to find what seems to be the most beneficial. Assistance may include note-taking, assistance with instructions, small group projects, and tutoring.
- Classroom Adaptations: Class lessons or instructions can be recorded so the child can hear the material again at a later time. Mild amplification might be used to assist the student in attending to the teacher. This should be done with caution, and only with the assistance and supervision of an audiologist. The classroom may be sound treated to reduce the background noise by adding drapes, carpets, and sound-absorbing materials. The teacher may wish to structure the classroom in a more traditional format to reduce background distractions. Written directions and assignments should be given, along with verbal instructions. The student should be encouraged to ask for repetition of instructions, if needed. When repeating instructions, rephrase and reword the instructions. Verbal information should be presented in a brief, concise, and clear fashion. Another compensatory practice would be teaching the student good note-taking skills. Small group and individual instruction is very helpful whenever possible.
Additional Reference Material
|
