Auditory: Over Responsive

  1. Student is easily distracted by background noise
  2. Student seems to ignore instructions or is slow to follow instructions
  3. Student has difficulty participating in group work discussions/projects
  4. Student dislikes noisy settings e.g. canteen/ lunchroom, playground, P.E hall
  5. Student responds negatively to specific sounds e.g. piano, data projector
  6. Student responds negatively to unexpected noise e.g. fire alarm, another student shouting
  7. Student is distracted by noises others do not notice e.g. humming of lights, ticking of clock
  8. Student may ask people to be quiet frequently

1. Student is easily distracted by background noise

Students who are overresponsive to auditory input cannot filter out background and competing noises. They tend to be aware of all noises inside and outside the classroom, causing them to be highly distractible.

Suggested strategies:

The teacher could use a visual cue to control the noise in the classroom e.g. a volume control icon or a traffic light system. If she notices a student becoming distracted by background chatter, she can direct the class to be silent or whisper using the visual cue.

Point to remember

  • Reduce background noise by allowing student to wear headphones at appropriate times or control noise in classroom through the use of visual cues

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2. Student seems to ignore instructions or is slow to follow instructions

A student with auditory overresponsiveness many have difficulty in processing and following verbal information. This may be due to an inability to filter out background noise and focus on instructions from the teacher.

 Suggested strategies:

  • Use a visual cue (e.g. placing a coloured card on students table; holding up a visual cue) to gain student’s attention before giving new work, instructions or directions.
  • Use a visual support to aid understanding of instruction e.g. visual work system, typed notes on a handout, pictures, keeping instructions on board etc.
  • Wait for the room to become quiet before giving the instructions.
  • Keep instructions short and break into separate steps. Wait for the student to complete each step before giving the next instruction.
  • Speak clearly, with a moderate rate, and stand in one place, preferably facing the student.
  • Give the student additional time:
    • Allow the student a longer time to respond when asking questions or giving instructions. Some students may need extra quiet time to process information before responding. Interrupting students during this processing time can confuse the thought process.
  • Simplify/explain new vocabulary; visual cues and images may help.
    • Provide demonstrations and visual information when presenting new concepts.
  • Encourage the student to ask for help or clarification.

Point to remember

  • Minimise verbal instructions and provide support with visual strategies

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3. Student has difficulty participating in group work discussions/projects

A student who is overresponsive to auditory input will have difficulty in group work discussions and projects due to the high volume of simultaneous discussions taking place in the classroom. This student is likely to be very distracted by the different voices, making it very difficult to focus on the discussion in their own group. This will subsequently affect the student’s ability to participate in the group work as he/she cannot process what others are saying and can therefore not contribute appropriately.

Suggested strategies:

  • Allow this student’s group to work in a quiet area away from the noise of the rest of the class. They could work in a quiet room, resource area or even in the corridor if safe and appropriate.
  • Allocate this student tasks which do not involve a high level of verbal interaction. For example, the student could research information on the computer, write up parts of the project or make illustrations for the project.
  • Educate the other students in how to use visuals to support the student’s understanding e.g. writing down the tasks the student is responsible for in the project.

Point to remember

  • Provide a quiet area for groupwork when required e.g. resource area, library

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4. Student dislikes noisy settings e.g. canteen/ lunchroom, playground, P.E hall

A student who is overresponsive to auditory input is likely to become overwhelmed in noisy settings. This may result in behaviours such as covering ears, screaming, running out of the room or refusing to go to settings such as Assembly and the dining hall. It is important to be aware that a student who is sensitive to noise may make their own noises to block out the background noise e.g. humming, chatting, and singing. The student may also engage in repetitive behaviours to stay calm e.g. rocking, flapping hands, chewing sleeve of jumper.

Suggested Strategies:

Point to remember

  • Gradually introduce the student to noisy environments by slowly increasing the time spent in these settings

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5. Student responds negatively to specific sounds e.g. piano, data projector

Some students may tolerate noisy environments but then react negatively to specific sounds due to the pitch and tone.

Suggested Strategies:

Point to remember

  • Ensure the student has a way of communicating to you when he/she feels overwhelmed by noise

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6. Student responds negatively to unexpected noise e.g. fire alarm, another student shouting

Sensory Strategies:

Point to remember

  • Use a visual prompt to remind student of learnt calming technique when stressed by unexpected noise

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7. Student is distracted by noises others do not notice e.g. humming of lights, ticking of clock

A student who is overresponsive to auditory input cannot filter out background noises, and often these noises will seem much louder to them. This will affect concentration.

Suggested Strategies:

Point to remember

  • Remove objects causing unnecessary noises

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8. Student may ask people to be quiet frequently

A student may try to manage his sensitivity to noise by asking people to be quiet. Sometimes this may seem to be rude and socially inappropriate.

Suggested Strategies:

Point to remember

  • Teach the student appropriate behaviours when upset by noise e.g. moving away, asking someone to speak more quietly in an appropriate way

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