18 Auditory Processing Activities You Can Do Without Spending a Dime!

18 Auditory Processing Activities You Can Do Without Spending a Dime!
January 12th, 2009 | Tags: ADD, ADHD, Autism, CAPD, Central Auditory Processing Disorder, LD, learning difficulties, learning disabilitiesLeave a comment | Trackback


Many of you have asked about additional activities to do with your kids or students that have auditory processing difficulties due to CAPD, ADD, dyslexia, a learning disability, a learning difficulty or autism. I’ve compiled a variety that you can choose from whether you are tutoring a student, homeschooling, or a concerned parent tutoring your own child.

Auditory processing is a critical component to reading success. We work on a variety of auditory processing areas every time we do activities from the Reading Pack: Five Minutes to Better Reading Skills, Making Spelling Sense, Ten Minutes to Better Study Skills, and The Comprehension Zone. For example, The Comprehension Zone is a game where we play for both auditory memory, auditory comprehension, and reading comprehension. Making Spelling Sense is where we work on auditory discrimination, auditory closure, and auditory memory.

Computer work adds to the hands on work we have already done. I don’t use computerized programs exclusively because I strongly believe that students need the one-on-one feedback and modeling from peers, siblings, parents, and teachers. The increase in self-esteem that a student gets from this interaction with you while working on their skills is priceless.

Computer programs enhance the progress. There are a variety of good programs out there. Earobics and Fast Forward are the two that I’m most familiar with. They are both sound programs and do help with auditory processing difficulties. But, again, I would NOT use computer programs exclusively because students gain so many more benefits from one-on-one and small group work. Student reap a triple impact when you work directly with them: in addition to their skills improving, their auditory processing improving, their self-esteem also improves dramatically.

Here are some other activities you can do with things you typically have around the house or in the classroom to strengthen auditory processing.

These activities are from Children With Learning Disabilities by Janet Lerner

These activities can be done at home whether you are homeschooling or helping your child after school. These activities help those children with dyslexia, learning disabilities, ADHD, auditory processing problems such as auditory memory. Teaching strategies are just that, teaching strategies. A strategy can be done by a parent that is interested in helping thier child improve their auditory processing skills.

Auditory Sensitivity to Sounds

Listening for sounds. Have the children close their eyes and become auditorily sensitive to environmental sounds about them. Sounds like cars, airplanes, animals, outside sounds, sounds in the next room etc., can be attended to and identified.
Recorded sounds. Sounds can be placed on tape or records and the child is asked to identify them. Planes, trains, animals, and typewriters are some of the sounds that may be recorded.
Teacher-made sounds. Have the children close their eyes and identify sounds the teacher makes. Examples of such sounds include dropping a pencil, tearing a piece of paper, using a stapler, bouncing a ball, sharpening a pencil, tapping on a glass, opening a window, snapping the lights, leafing through pages in a book, cutting with scissors, opening a drawer, jingling money, or writing on a blackboard.
Food sounds. Ask the child to listen for the kind of food that is being eaten, cut, or sliced: celery, apples, carrots.
Shaking sounds. Place small hard items such as stones, beans, chalk, salt, sand, or rice into small containers or jars with covers. Have the child identify the contents through shaking and listening.
Auditory Attending

Attending for sound patterns. Have the child close his eyes or sit facing away from the teacher. Clap hands, play a drum, bounce a ball, etc. Have the child tell how many counts there were or ask him to repeat the patterns made. Rhythmic patterns can be made for the child to repeat. For example: slow, fast, fast.
Sound patterns on two objects provides a variation on the above suggestion; for example, use a cup and a book to tap out sounds patterns.
Discrimination of Sounds

Near or far. With eyes closed, the child is to judge what part of the room a sound is coming from, and whether it is near or far.
Loud or soft. Help the child learn to judge and discriminate between loud and soft sounds.
High and low. The child learns to judge and discriminate between high and low sounds.
Find the sound. One child hides a music box or ticking clock and the other children try to find it by locating the sound.
Follow the sound. The teacher or a child blows a whistle while walking around the room.The child should try to follow the route taken through listening.
Blindman’s bluff. One child in the group says something like an animal sound, sentence, questions, or phrase. The blindfolded child tries to guess who it is.
Auditory figure-background. To help a child attend to a foreground sound against simultaneous irrelevant environment noises, have him listen for pertinent auditory stimuli against a background of music.
Awareness of Phonemes or Letter Sounds

For success at the beginning stages of reading the child must perceive the individual phoneme sounds of the language, and he must learn to discriminate each language sound that represents a letter shape from other sounds. Such abilities are essential for decoding written language.

Initial consonants. Have the child tell which word begins like milk. Say three words like “astronaut, mountain, bicycle.”
Ask the child to think of words that begin like Tom.
Find pictures of words that begin like Tom, or find pictures of words in magazines that begin with the letter T. Find the word that is different at the beginning: “paper, pear, table, past.”
Consonant blends, digraphs, endings, vowels. Similar activities can be devised to help the child learn to auditorily perceive and discriminate other phonic elements.
Rhyming words. Learning to hear rhyming words helps the child recognize phonograms.Games similar to those for initial consonants can be used with rhyming words. Experience with nursery rhymes and poems that contain rhymes is useful.
Riddle rhymes. Make up riddles that rhyme. Have the child guess the last rhyming word. For example: “It rhymes with book. You hang your clothes on a _________.”
I hope you found this helpful.

Bonnie Terry, M. Ed., BCET



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Advt Certificate course in Remedial Education for Learning Disabilities

Next batch for part time course for teachers, parents, and other professionals - "A certificate in Remedial Education for Learning Disabilities"- will be conducted at Mahavir nagar Kandivali (W) starting mid January.

This course will enable trainees ( parents, teachers and professionals ) to plan objective based remedial programs and relating it to the curriculum for children who face learning challenges in their school.

For further details contact: Bharti / Aruna at 9920064428/ 9223316941



Regards,
Bharti & Aruna

For SAAHAS ASSESSMENT & REMEDIAL CENTRE
13/130 Pragati Society, Link road,
Opp. Charkop Pumping Station, Mahavir nagar
Kandivli West, Mumbai
contact No. 9920064428/ 9223316941

workshop on Creating a Thinking Classroom

Please note that after 10th sept 2010 ( for Primary workshop ) and after 15th Sept 2010,( for secondary workshop) the rates of registration fees for the workshop will be Rs 2500/-.

To avail of early bird offer please see that the forms and payment reach our office by the above mentioned dates.

Limited seats on first come first serve.Seats confirmed only after receipt of payment

Thank you !

Divya Balgi
Administrator
Maharashtra Dyslexia Association
003 Amit Park,
423,Lala Jamnadas Gupta Marg
Deonar ,Mumbai 400088
Tel : 25565754
www.mdamumbai.com
mda@dyslexiaindia.com

" If i can't learn the way you teach, will you teach me the way i can learn ? "

Brain Gym

MAHARASHTRA DYSLEXIA ASSOCIATION
In association with
ROSHAN BAHAR G
ADVANCED CONSULTANT FACILITATOR, 3-IN-1 CONCEPTS, USA
Presents

Once Again Due to Popular Demand

THE “GETTING BETTER” WORKSHOPS
THIS SELF-HELP SERIES AIMS TO EQUIP PARTICIPANTS WITH TOOLS TO UNDERSTANDING AND RELEASING STRESS THROUGH SIMPLE, EASY-TO-USE TECHNIQUES.

1. TOOLS OF THE TRADE:
20th October to 25th October 2009, 9 a.m. - 4 p.m.

An exciting 6-day workshop where you will learn the muscle-testing technique that helps you identify and release past negative stress which manifests within the body as physical pain and other types of problems like:
Depression, Insomnia, Fear of Failure, Obesity, Constant Fatigue, Loss of Libido, Addictions, Headaches, Allergies, Poor Grades, Muscular Tension, Aggression, Nail-Biting, Dizziness, Palpitations, Excessive Sweating, Anxiety, Loss of Appetite, Constant Frustration, Indecision.



Fees
Tools of the Trade: Rs 7500/- (Inclusive of manual & stationery)
Rs 5500/- for old students


UNDERLYING PRINCIPLES

This workshop is part of a series from 3-in-One Concepts, USA.
Even before birth, and throughout our lives, we are exposed to feelings, emotions and situations, which form the basis for our belief systems. When the emotions and situations experienced are negative, they create tremendous negative stress. Muscle-testing is used to access the information locked in cellular memory.

This negative stress interferes with our ability to respond appropriately to present-time situations, and our performance suffers. Coming into contact with the cause of yesterday’s fears with present time awareness, presents us with the opportunity to release the stress of old negative emotions, feelings and beliefs and opens doors to endless possibilities for positive change through precision. Participants will receive certification from 3-in-One Concepts on completion of each programme.

BRAIN GYM & BEYOND
21st October to 25th October 2009, 5 p.m.-7 p.m.

Learn body co-ordination exercises that help co-ordinate left and right brain and thus make learning stress free. Doing these exercises also helps in concentration in all aspects of a student’s life from sports to classroom activities; and helps build a child’s self-esteem, confidence and social integration skills.

Edu-K’s Brain Gym

Brain Gym, has been developed by Paul Dennison, a professional educator and a pioneer in the field of applied brain research. He is the author of the system of mind-body integration known as Educational Kinesiology, of which Brain Gym is the first step. It enables a student or an adult to integrate experience with the whole brain, and thus helps increase the performance of the brain. By understanding how the brain works, we can maximize the innate potential of the brain.

Fees Rs. 5500/- (including manuals)

Discounts for those registering for more than one workshop:

Tools of the Trade + Brain Gym: Rs 7500/- + Rs. 4000/- = Rs 11,500/-

Tools of the Trade + Brain Gym: Rs 5500/- + Rs. 4000/- = Rs 9,500/- (for old students)


Fees are inclusive of tea, coffee & biscuits. Lunch to be carried by the participants.


Venue:
Maharashtra Dyslexia Association
C/o Joseph Cardijn Technical School, Gate No. 5, 2nd Floor
Next to Naigaon Court, Kashaba Jadhav Marg
Naigaon, Dadar (E)
Mumbai-400 014

Cheques to be drawn in favour of Maharashtra Dyslexia Association

For further information about workshops contact MDA at

Maharashtra Dyslexia Association,
003, Amit Park,
423, Lala Jamnadas Gupta Marg,
Deonar Farm Road,
Mumbai-400 088.

Tel.: 25565754 Email: mda@dyslexiaindia.com
Divya Balgi
Administrator
Maharashtra Dyslexia Association
003,Amit Park, Lala Jamnadas Gupta Road
Deonar ,Mumbai 400088
email : mda@dyslexiaindia.com
web : www.mdamumbai.com
Tel : 25565754