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Therapy Ideas and Information
The following is a collection of therapy ideas and information that parents may find helpful. The information is provided for
parent education and use at your own discretion. The information is not necessarily endorsed by Speech Check or it founder.
Please note that the conversion of the documents to "nice" html layout is ongoing. You can also view this information in the
more "readable" .doc and pdf formats.
The following is a collection of therapy ideas and information that parents may find helpful. The information is provided for
parent education and use at your own discretion. The information is not necessarily endorsed by Speech Check or it founder.
Please note that the conversion of the documents to "nice" html layout is ongoing. You can also view this information in the
more "readable" .doc and pdf formats.
AUDITORY SEQUENTIAL MEMORY
Auditory sequential memory is the ability to remember what you have heard and in the correct order. Some characteristics
of poor auditory memory in the classroom are:
1. The child appears to remember only what he/she wants to remember. Behavior or information remembered is
what they have done repeatedly.
2. The child may appear to be "unco-operative" or "noncompliant" in the classroom.
3. The child may look blankly at you after a set of instructions are given. He/she may ignore instructions or will
wait and follow others in the classroom.
4. The child may be able to follow instructions if they are repeated or shortened.
There are several strategies that we use daily in order to remember information that is heard. The following are some of the
strategies that can be used in the classroom:
1. REHEARSAL- repeating the information before it is acted on.
2. VISUALIZATION - picturing the item or the sequence of action
before the direction is carried out. (Adapted from R. Peddicord,
Ph.D.)
3. COUNTING - remembering how many items or bits of information that have to be
remembered.
4. MOTOR RESPONSE - adding movement such as tapping or
clapping as the directions are presented. Another motor response
is to have the child write the information.
5. GROUPING - categorizing the information so it's easier to remember. eg. horse/cow/pig.
6. ASSOCIATION - associating the information with a person, place thing or event that is
meaningful to the child. The child makes up a story or sentence using the information maintaining the order
in which the information was given.
Each child will develop strategies for memory that are the most effective for him/her. As the child becomes aware of
different strategies that can be used, he/she can be prompted in the classroom to use these strategies to remember
information and to follow directions. The following activities can be used to help develop auditory sequencing. These
activities involve all the areas of auditory sequencing such as recalling a sequence or pattern of sounds, the sequenced
events in a story, letters in a word, the order of words in a compound word or words in sentences, patterns of loudness
and rhythm or verbally or graphically
repeating information.
SUGGESTIONS FOR AUDITORY MEMORY AND SEQUENCING IN THE ECS CLASSROOM
* The children will be able to repeat a melody on various musical instruments after they have heard it once. Next add
notes to build a longer sequence within the same melody. Use as many melodies as possible.
* The children will follow a series of verbally presented directions and repeat the directions back to the teacher. At
first, the directions should be given one at a time then more information can be added on. eg.
1. pick up the pencil
2. pick up the pencil and the ruler.
* The children will step from colour to colour according to a verbally presented sequence. The children will repeat the
sequence back as they follow through.
* The children are asked to point to a specific object in the room and name it. The next child points to and names the
first object and then adds his own. The children continue until they are unable to recall the objects and names in the correct
order.
* The teacher may ask a child to provide the next sound or word from an established pattern.
* Clap out a simple pattern and then ask one child to repeat it. Then have the child create a new pattern, and so on,
around the class.
* Read a short story aloud. When the story is finished, ask the children questions about the story. "Who or what was
talking in the story?" "What happened?" "How did the story finish?"
* The teacher says a short rhyme and the children repeat it.
* The "Store Game" "Tom's mother sent him to the store she asked him to buy..." The teacher then asks the children
to remember what his mother told him to buy and in the correct order.
* I went on a trip. The children sit in a circle. The first child says, "I went on a trip and in my suitcase I put..." and
names one object. The next child repeats the previous items and adds one more.
Compiled from: Gillet, Pamela, Auditory Processes Academic Therapy Publication, 1974.
"Down Memory Lane" Evelyn Unger School for Language and Learning Development, 1982.
Auditory sequential memory is the ability to remember what you have heard and in the correct order. Some characteristics
of poor auditory memory in the classroom are:
1. The child appears to remember only what he/she wants to remember. Behavior or information remembered is
what they have done repeatedly.
2. The child may appear to be "unco-operative" or "noncompliant" in the classroom.
3. The child may look blankly at you after a set of instructions are given. He/she may ignore instructions or will
wait and follow others in the classroom.
4. The child may be able to follow instructions if they are repeated or shortened.
There are several strategies that we use daily in order to remember information that is heard. The following are some of the
strategies that can be used in the classroom:
1. REHEARSAL- repeating the information before it is acted on.
2. VISUALIZATION - picturing the item or the sequence of action
before the direction is carried out. (Adapted from R. Peddicord,
Ph.D.)
3. COUNTING - remembering how many items or bits of information that have to be
remembered.
4. MOTOR RESPONSE - adding movement such as tapping or
clapping as the directions are presented. Another motor response
is to have the child write the information.
5. GROUPING - categorizing the information so it's easier to remember. eg. horse/cow/pig.
6. ASSOCIATION - associating the information with a person, place thing or event that is
meaningful to the child. The child makes up a story or sentence using the information maintaining the order
in which the information was given.
Each child will develop strategies for memory that are the most effective for him/her. As the child becomes aware of
different strategies that can be used, he/she can be prompted in the classroom to use these strategies to remember
information and to follow directions. The following activities can be used to help develop auditory sequencing. These
activities involve all the areas of auditory sequencing such as recalling a sequence or pattern of sounds, the sequenced
events in a story, letters in a word, the order of words in a compound word or words in sentences, patterns of loudness
and rhythm or verbally or graphically
repeating information.
SUGGESTIONS FOR AUDITORY MEMORY AND SEQUENCING IN THE ECS CLASSROOM
* The children will be able to repeat a melody on various musical instruments after they have heard it once. Next add
notes to build a longer sequence within the same melody. Use as many melodies as possible.
* The children will follow a series of verbally presented directions and repeat the directions back to the teacher. At
first, the directions should be given one at a time then more information can be added on. eg.
1. pick up the pencil
2. pick up the pencil and the ruler.
* The children will step from colour to colour according to a verbally presented sequence. The children will repeat the
sequence back as they follow through.
* The children are asked to point to a specific object in the room and name it. The next child points to and names the
first object and then adds his own. The children continue until they are unable to recall the objects and names in the correct
order.
* The teacher may ask a child to provide the next sound or word from an established pattern.
* Clap out a simple pattern and then ask one child to repeat it. Then have the child create a new pattern, and so on,
around the class.
* Read a short story aloud. When the story is finished, ask the children questions about the story. "Who or what was
talking in the story?" "What happened?" "How did the story finish?"
* The teacher says a short rhyme and the children repeat it.
* The "Store Game" "Tom's mother sent him to the store she asked him to buy..." The teacher then asks the children
to remember what his mother told him to buy and in the correct order.
* I went on a trip. The children sit in a circle. The first child says, "I went on a trip and in my suitcase I put..." and
names one object. The next child repeats the previous items and adds one more.
Compiled from: Gillet, Pamela, Auditory Processes Academic Therapy Publication, 1974.
"Down Memory Lane" Evelyn Unger School for Language and Learning Development, 1982.