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   Children's Publishing :: Language :: Auditory Processing Activities - Materials for Clinicians & Teachers ECL32611

  Auditory Processing Activities - Materials for Clinicians & Teachers ECL32611 #539
Auditory Processing Activities - Materials for Clinicians & Teachers ECL32611  The purpose of this book is to provide specific activities for the remediation of auditory processing problems in children. The activities within each section have been arranged in what might be considered a progression from the least difficult to the most difficult. However, because all children do not learn alike nor can they be taught alike, the materials should be selected for use based on the learning and instruction requirements of the children. The Table of Contents can be used to locate appropriate activities that address specific areas of auditory processing deficits. The book contains a multitude of reproducible activities organized into six sections:
1. Auditory discrimination
2. Auditory memory
3. Auditory perception
4. Auditory association
5. Auditory synthesis
6. Auditory comprehension

Within each section, the activities are arranged from least to most difficult. Incorporated into the activities are a wide variety of language skills, among which are:
A. Absurdities
B. Answering questions
C. Antonyms and synonyms
D. Categorization
E. Drawing conclusions
F. Following verbal directions
G. Inferences
H. Problem solving
I. Rhyming skills
J. Sentence completion
K. Sequencing

Also included are more than 70 worksheets, which can be used individually or in groups. You can use them as fun activities to take advantage of the strengths in visual processing that the children have.

It should be recognized that the majority of the activities are not intended to be completed during any one session if the content is beyond the ability level of the children. The content of any activity should be presented in short, intensive periods of instruction. Children with impaired auditory processing skills tend to become more tired and frustrated than do other children. Their attention must be maintained through interesting and varied instructional activities. Repetition of learning is also important and can be achieved by the review process.

This book will also be a valuable resource for meeting the requirements of the Least Restrictive Environment placement of handicapped students.

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