Language / Auditory and Focus
When processing language is difficult, attention is more likely to wane when listening and/or when reading or writing with complex vocabulary and/or phrasing.
When processing language is difficult, attention is more likely to wane when listening and/or when reading or writing with complex vocabulary and/or phrasing.
| Re-state the question as part of the answer to help register the information | |
| When repeating directions, ask the child to try to fill-in-the-blank to help register the information | e.g. “On this task, we are going to circle ____) |
| Use visual cues, demonstrations, interactive formats, and varied intonation | |
| Become mindful of focusing on what the speaker is saying during directions rather than anticipation to begin or rather than focusing on own response or comment | |
| Preview information prior to class and create an outline of material if access to PowerPoint notes is not available; if PowerPoint notes (or similar) are available, then print them out in advance to assist with following lectures | |
| Train attention to directions through activities | Brain training activities |
| Practice listening skills by playing games | Simon Says using directional words and multiple steps Example: "Simon Says touch your left ear and jump forward." Bop-It game |
| Gradually build upon stories | Example: “Once upon a time, I went to the zoo and saw ____”, continue back and forth to build upon the story |