Some children with Auditory Processing Problems can only comprehend a small part of what they hear. They may have good memory skills, but do not comprehend what they hear well. This exercise is for these children. It is important to make sure that there is nothing else physically wrong with their body that would explain the problem (e.g., hearing loss, ruptured ear drum). This exercise is for persons with auditory processing problems but it could also be used with a participant that does not pay attention due to an Attention Deficit/Hyperactivity Disorder.
Sentence Repeater is a modification of the Auditory Memory Game , an exercise to address this problem through neuro-development. Repeat this exercise often and within 30 days you should see an improvement with your child. Continue to do the exercise until mastery has been achieved.
Do not get frustrated if your child gets a little worse before she gets better. This is all part of the neuro-development process. You have achieved mastery when the child is able to repeat back what you have said word for word with at least 80 percent accuracy of a paragraph from the child's reading text book at school (i.e., child's reading level). It is usually wise to repeat this exercise to mastery every year to insure that your child is able to comprehend and remember material at her grade level.
This game can be played anywhere. We recommend you play this game often (several times during the day). It only takes a minute or two to play the game. The object is to increase the child's ability to process and comprehend information that they hear. It will increase their ability to absorb and understand teacher's instructions. It should also help increase focus abilities in a classroom setting. This exercise is appropriate to use in conjunction with Earobics.
Materials are optional. It is helpful to have some written sentences ready so that you can read them and check for accuracy. It may be helpful to include sentences that contain phonemes that are difficult for your child to differentiate (e.g., The very purple berry tasted great.)
Step by Step Instructions: Sentence Repeater.
1. Obtain a list of sentences that are increasingly long or increasingly more difficult. Make sure the words are within your child's vocabulary. The sentences can be part of the child's reader or any other age appropriate book. Include words in these sentences that are the words that are commonly misunderstood for your child. Start off with only one or two of these words. As your child succeeds, include more of these words in the sentences.
2. Say the sentence or read the sentence to the participant and have him/her tell it back to you word for word.
3. Check for accuracy.
4. If accuracy is less than 95%, say or read the sentence again.
5. Have the participant tell it back to you word for word.
6. Check for accuracy. Try to notice patterns in their errors so that you know which words or sounds are difficult for the participant to understand.
7. If accuracy is less than 95%, read the sentence again.
8. Continue Steps 5 and 6 repeatedly until at least 95% accuracy has been achieved.
9. If the above process did not take long or was too easy for the child, read a harder or longer sentence.
10. Repeat Steps 5 and 6 until 95% accuracy is achieved on the new sentence.
11. Quit after a few minutes and then do the game again starting with a sentence that is of medium difficulty for your child at the next trial.
12. Continue to do this exercise daily until your child can listen to a paragraph from their classroom's reading text and remember at least 80 % of what was said.
13. Overtime your child may have trained herself/himself to one voice. It might not generalize to another's voice. Repeat this process with other readers until the child can master just about anyone's voice, especially the teacher at school.
Some sample sentences:
Please count to ten.
Tie your shoe.
Put the dog outside.
The boy took the vase and put flowers in it.
Bill and William had rocks in their hands.
It was very nice of the boy to give his friend an apple.
Silver coins require much work to find.
Learning to ride a bike can be fun, especially if the bicycle is the right size.
Sally's sister had four of her cavities filled by her dentist in a single day.
Don't forget to get eggs, ice cream, milk and bread at the grocery store on your way home.
Turn to page 135 of your history book, read the story and answer the odd numbered questions on page 141.
Roger's favorite place to eat is McDonalds Restaurant. He likes to order a Big Mac, large fries, and a strawberry shake.
Tyrrell has a pet Guinea Pig that is gray, brown and white. It has a favorite trick where it hides in cut up pieces of paper and shivers. It is funny to see a pile of paper move like that.
Roger went to the hardware store to pick up supplies. He needed to fix the air conditioner that was leaking water into the house. He knew the parts that he needed would be expensive so he brought along his credit card to pay for it.
Science can be a lot of fun, especially chemistry. It can be fun mixing chemicals together to get a reaction. However, it can be dangerous too because some chemicals that are combined can be dangerous. Some of the fumes can even be toxic. So be careful learning about science.
Time: about 2 to5 minutes depending on the frustration level of the child and how well they comprehend.
Recommended Frequency: several times during the day, every day for 5 or 6 days a week until mastery has been achieved.
Materials Needed: A sheet of paper to read to the child. The paper can have words that have phonemes that are difficult for the child to hear correctly.
Pretest Assessment: participant has been diagnosed with an auditory processing problem in that they do not understand or comprehend things that are spoken to them. They are able to hear just fine but do not process information well. The symptoms are not accounted for by another disorder (e.g., ruptured ear drum).
Mastery: participant can listen and comprehend a story from their class room reader and be able to have 85% comprehension from most teachers.
Additional comments: It will be important to personalize this intervention to the participant. It is helpful to know which phonemes are difficult for the participant to differentiate. If you observe your child well, you will be able to tell which words your child is having difficulty with. It will take much patience. Do not be surprised if the child, after doing relatively well, starts to do worse. This is usually a normal reaction to neruodevelopment. Continue doing the exercise and the child should return to a previous level of functioning. If no progress is made after 60 days, then it is likely that some other developmental problem is interfering with the progress. Address that problem and then return to this exercise.
For more information on neuro-development, please follow the links below:
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