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gesturing, physical cues, such as using the body.

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gesturing, physical cues, such as using the body.

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Stop look and listen
cue cards
counting down with fingers
gesturing
Posted procedures
videos (short)

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Asking specific questions; asking students to repeat directions

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Asking specific questions; asking students to repeat directions

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Providing visuals, checklists, things for students to refer back to.

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Providing visuals, checklists, things for students to refer back to.

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Multisensory Approaches to Learning information!

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Chunking activities and         using brain breaks.   

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Chunking activities and         using brain breaks.   

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Making sure to have every students attention.

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Making sure to have every students attention.

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Extra time for processing.

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Leading activities with no verbal cues at all (creating visual awareness)

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Leading activities with no verbal cues at all (creating visual awareness)

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Varying the auditory input: sometimes verbal (talking), other times musical/rhythmic. Always provide auditory breaks (silence)

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Brain Gym. wall pushes, going outside, moving to the library, etc.

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(give wait time)

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Use consistent vocabulary with listening strategies.

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Use consistent vocabulary with listening strategies.

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Using emphasis on key words when asking questions or giving directions

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Using emphasis on key words when asking questions or giving directions

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several times

eye contact

presenting information in different ways/styles (video, story, drawing)

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Visuals, short directions, repetition of directions (both oral and written); letting them doodle or have a fidget toy, eye contact is not necesary; vary the length of activities to fit the needs of the students,  discrepant events, a lot of movement, different motivators depending on the student to keep them engaged; playing cheese; proximity to the student; 

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Visuals, short directions, repetition of directions (both oral and written); letting them doodle or have a fidget toy, eye contact is not necesary; vary the length of activities to fit the needs of the students,  discrepant events, a lot of movement, different motivators depending on the student to keep them engaged; playing cheese; proximity to the student; 

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(repeat instructions/directions in a different way)
(have students repeat instructions back to teacher)

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Call the name of the student before asking a question.

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Call the name of the student before asking a question.

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Rephrasing
Visuals
Slowing down my speech
Movement

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*Create an eye contact bond.
*Reduce extraneous background noise.

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one direction at a time, visuals, pausing at important points, and  body position/ location

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one direction at a time, visuals, pausing at important points, and  body position/ location

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(stop, look, and listen)
(pictures ofinstructions)

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Students building model to reinforce meaning of vocabulary terms

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What are you already doing in your classroom to address students' needs as they relate to auditory processing?

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What are you already doing in your classroom to address students' needs as they relate to auditory processing?