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Description:

Auditory sensory problems arise due to ears and brain not coordinating fully, there is an interference in how the brain interprets sounds. Learners with auditory sensory problems can usually recognize different sounds but only if they are in a controlled and quiet environment. Some ways in which auditory sensory problems can be seen is if the learner is easily distracted or bothered by loud noises, if their behavior improves in quieter environments, if they have trouble following directions, and if they struggle with following conversations.

Purpose

Auditory sensory activities are important for learners with auditory sensory problems because they can help decrease existing harmful coping mechanisms. It is also important to practice such activities to ensure that learners can become more aware of different sounds and how to differentiate them in loud environments.

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talk
Activity 9: Talking to the Learner

Talk as much as possible to the learner about things that are going on around them, things that they see, hear or feel. Ask questions and encourage them to respond.

Purpose

This activity helps with conversation. Casual conversation about things they can perceive through other senses helps the learner connect their auditory and neural pathways. Helps them understand sound and words and gives them an incentive to speak themselves and participate.

  • Step 1

    As you help them with their daily activities, talk the learner through them, describing things they can see, taste, feel, and hear.

  • Step 2

    Try using the same words to describe something multiple times.

  • Step 3

    Ask them conversational questions and encourage them to respond.

discrimination
Activity 10: Word Discrimination

Identify identical and different sounds when presented in word pairs.

Purpose

This activity is useful for developing auditory attention and analysis.

  • Step 1

    Compile a list of pairs of simple, similar sounding words (i.e., bat-hat, fun-run, bus-fuss, horse-house, jelly-belly, dug-bug, sue-zoo, bed-bet, got-cot, ring-wing) as well as pairs of exactly the same word (i.e., sun-sun, tip-tip, living-living, back-back, have-have, reach-reach). Mix up the pairs in random order.

  • Step 2

    Explain that you are going to read some pairs of words. Ask the learner to say either “same” or “different” according to the words given, or ask them to give a “thumbs up” sign if the words are the same and “thumbs down” if they are different.

  • Step 3

    For an extension try covering your mouth while saying these sets of words and see if the learner is able to discern whether these pairs contain rhyming words or not!