Auditory: Over Responsive
- Student is easily distracted by background noise
- Student seems to ignore instructions or is slow to follow instructions
- Student has difficulty participating in group work discussions/projects
- Student dislikes noisy settings e.g. canteen/ lunchroom, playground, P.E hall
- Student responds negatively to specific sounds e.g. piano, data projector
- Student responds negatively to unexpected noise e.g. fire alarm, another student shouting
- Student is distracted by noises others do not notice e.g. humming of lights, ticking of clock
- 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:
- Seat student away from auditory distractions, such as fans, heaters, windows, doors etc.
- Seat student away from classmates who tend to be chatty and noisy
- Allow student to move to a quiet area when doing focused work. A quiet / calm area may be an empty room in school or a quiet classroom.
- If a quiet room is not available, the student may benefit from wearing ear defenders, headphones or ear plugs. These should only be worn when there is a high level of auditory distractions, and should be part of an auditory desensitisation programme.
- The teacher should control the noise level in the classroom and reduce background noise if a student is becoming distracted. For example, the teacher should encourage appropriate speaker-listener manners for all students in class – one person talks at a time; others listen quietly. A visual prompt could be used in this instance e.g. ‘Whose turn?’ card or the student speaking holds an object to indicate it is his turn to speak.
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
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.
- The student may need to be taught how to do this.
- Some students prefer to use a help card rather than ask for help verbally.
Point to remember
- Minimise verbal instructions and provide support with visual strategies
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
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:
- Prepare the student before entering a noisy environment by placing it on the visual schedule.
- Use a visual timer to show the student how long he is to stay in the room.
- Allow the student to wear ear defenders to reduce the noise input. These should be used as part of a desensitisation programme so the student is assisted to gradually become used to noise. For example, the ear defenders are removed for the last minute of Assembly, and next time they are removed for the last 2 minutes, then the last 3 minutes and so on.
- Allow the student to wlisten to music through headphones. Sometimes listening to a preferred noise e.g. favourite music band helps ‘block out’ distracting noises.
- Provide the student with a visual scale to indicate when they are becoming distressed and need a calm quiet area.
- Control the noise in some environments:
- Quiet area in canteen
- Quiet area in playground
- Access to a classroom, library or activity club over lunch
- Seek advice from an occupational therapist about an auditory desensitisation programme. A desensitisation programme involves gradually increasing the student’s exposure and tolerance to auditory stimuli.
Point to remember
- Gradually introduce the student to noisy environments by slowly increasing the time spent in these settings
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:
- Allow the student access to ear defenders when they hear the distressing noise.
- If possible, place the student away from the source of the noise.
- If possible, prepare the student when the noise is about to start and use a visual timer to indicate when it will end.
- Provide a visual prompt card/ help card so the student can request to leave the room when feeling overwhelmed by the noise.
Point to remember
- Ensure the student has a way of communicating to you when he/she feels overwhelmed by noise
6. Student responds negatively to unexpected noise e.g. fire alarm, another student shouting
Sensory Strategies:
- Give student control of the noise
- Sometimes allowing the student to press the alarm button to cause the noise (e.g. during a fire drill) may help the student understand where the noise comes from and possibly reduce fear of the noise
- Teach the student a more appropriate way to respond to an unexpected noise:
- Have a plan for unexpected noise and place this on a visual prompt to remind the student what to do. Point to the visual only and do not speak as this will further overwhelm the student.
- Teach student to cover ears or put ear defenders / earphones on when unexpected noise occurs
- Teach student calming strategies to use when there is an unexpected noise e.g. breathing exercises, deep pressure exercises
- Allow the student access to calming strategies during/after an unexpected noise
Point to remember
- Use a visual prompt to remind student of learnt calming technique when stressed by unexpected noise
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:
- Remove or replace unnecessary noises e.g. use a digital clock instead of a ticking clock, remove the buzzing light bulb from above the student who has an auditory sensitivity
- If it is not possible to remove the distracting noises, allow the student to wear ear defenders or headphones when particularly distressed by the noise or when completing focussed work. However, it is important to gradually reduce the amount of time the ear defenders are worn to assist the student to become more used to distracting background noises.
- Seat student away from the offending noise, e.g. window, door, clock, data projector
Point to remember
- Remove objects causing unnecessary noises
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:
- Seat student away from chatty or noisy classmates and instead palce the student beside quieter classmates
- Teach students appropriate phrases to use when feeling distressed by noise e.g. “I am finding it very noisy here”. “Could you please speak more quietly?”
- Reduce the volume and amount of speech you use. Use visual strategies instead when giving instructions.
- If it is group work time in the classroom and it is essential for classmates to speak freely, allow the student with an auditory sensitivity to wear ear defenders for short breaks or to leave the room for short breaks.
- Allow the student access to quiet areas with fewer people in the dining hall and playground.
- Teach the student alternative strategies when feeling overwhelmed by people talking e.g. putting hands over ears, putting on headphones, calming exercises.
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