Auditory: Under Responsive
1. Student appears not to hear what you say (e.g. when you call students name)
A student who is underresponsive to auditory input does not register regular noises in the environment and therefore may not respond to others speaking. It can then appear that the student is deliberately ignoring staff and classmates when in fact the student may simply not have registered the sound.
Suggested Strategies:
- Stand beside the student when giving instructions
- Use a visual cue (e.g. placing a coloured card on student’s desk; holding up a visual cue) to gain student’s attention before giving new work, instructions or directions.
- Use a visual support to aid registration of instruction e.g. typed notes on a handout, pictures, keeping instructions on board.
- Allow the student a longer time to respond when asking questions. Some students may need extra quiet time to process information before responding to a question. Interrupting students during this processing time can confuse their thought process.
- Break complicated directions into fewer parts and give the student time to complete the first step before going on to the next part.
- Use visual supports to increase attention:
- Give demonstrations and written or visual information to support verbal instructions.
- Prior to a discussion, write down two or three main points for student to listen for; then check for memory and understanding of those points.
Point to remember
- Allow student additional time to process verbal instructions
2. Student makes noises (e.g. humming) to keep focused on task
Students who are underresponsive to auditory input may seek out additional noise in order to increase alertness levels and to keep them focused on a task. These noises help the student to maintain concentration but may be distracting for classmates.
Suggested Strategies:
- Ask the student to hum more quietly
- Allow the student to use headphones to listen to favourite music
- Provide the student with alternative sensory input to increase alertness and concentration. Examples may include holding a fidget toy or sitting on a Movin’ Sit cushion.
- Use a Sensory Diet to allow the student access to auditory input at regular intervals throughout the day e.g. allowing the student to listen to music before and after quiet work times.
Point to remember
- Allow student to listen to music at appropriate times
3. Student seems to have difficulty remembering or understanding what has been said e.g. when given instructions for a task
Sensory Strategies:
- Provide visual instructions for tasks e.g. on a worksheet or on a whiteboard.
Point to remember
- Use visual supports to gain attention and to clarify verbal information