|
Symptoms |
|
|
Strategies |
|
Student is easily distracted by
extraneous noise (outside and inside classroom: hum of
fluorescent lighting, etc.). |
|
|
- |
Seat student near area of
instruction. |
|
- |
Provide the child with quiet space
for times when classroom noises are clearly distracting. |
|
- |
Earphones might be used during test
periods. |
|
- |
Use quiet classical or rhythmic music. |
|
|
Difficulty sustaining attention to the
primary auditory stimulus at hand (lecture). May withdraw or act
out. |
|
|
- |
Seat student away from potential
distractions, such as open windows, blowers, talkative children. |
|
- |
Use visual aids to help sustain
attention (outlines, tables, graphs). |
|
- |
Speak clearly, with clear articulation. |
|
- |
Face student. |
|
- |
After discussions or lectures, ask
questions to check if student has tuned in. |
|
|
Tunes out, especially in a noisy
environment; he/she stops listening altogether as a defense
against "auditory overload". |
|
|
- |
Announce assignments well before the
end of class, not shouting at the last minute. |
|
- |
Place assignments visually on the
board. |
|
- |
Use a daily planner for organization
of assignments. |
