This game targets six skill areas students with auditory processing deficits struggle to master. Match the difficulty level to student needs with a hierarchy of stimuli.
- Increase the speed and efficiency of auditory processing
- Improve auditory discrimination, closure, memory, analysis, blending, and cohesion
"What happened?" "Who did it?" "Where did it happen?" That's what students try to figure out as they complete auditory tasks correctly in this mystery-solving game.
The six, 35-card decks each target a different skill. The cards in each deck are arranged in a hierarchy. Every card, with the exception of the Auditory Cohesion deck, has three stimulus items that progress in difficulty. The cards target these skill areas:
- Auditory Discrimination—identify same sounds in words, absurd words in sentences, and absurd sentences in paragraphs
- Auditory Analysis/Segmentation—identify the number of syllables in words and sounds in words
- Auditory Closure—fill in missing words, syllables, and sounds
- Auditory Blending/Manipulation—blend syllables and phonemes to make words; delete and exchange to make words
- Auditory Memory—repeat sequences and follow directions
- Auditory Cohesion—make inferences, paraphrase, and solve riddles and math story problems
Copyright © 2002
- Children create mental representations of semantic information, forming complex association networks among different bits of knowledge. Children with difficulty in processing form fewer associations than peers (Gillam, Hoffman, Marler, & Wynn-Dancy, 2002).
- Evidence indicates that beyond elementary school, teaching phonological awareness and decoding tasks can be improved by teaching phonological awareness (Schuele & Boudreau, 2008).
- Blending and segmenting skills must be present in order to decode unfamiliar words. Thus, in order to improve decoding, a student must have a foundation of these skills (Scheule & Boudreau, 2008).
- Intervention should address processing of various types of information in the context of varied activities and settings (e.g., ability to attend to, perceive, organize, and remember verbal and nonverbal information including social cues, reasoning, and problem solving) (ASHA, 2004).
The Auditory Processing Game incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2004). Preferred practice patterns for the profession of speech-language pathology [Preferred Practice Patterns]. Retrieved April 20, 2010, from www.asha.org/docs/pdf/PP2004-00191.pdf
Gillam, R., Hoffman, L., Marler, J., & Wynn-Dancy, M. (2002). Sensitivity to increased demands: Contributions from data-driven and conceptually driven information processing deficits. Topics in Language Disorders, 22(3), 30-48.
Schuele, C.M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.