Auditory Processing &
Memory Games
hnf-tr.humbersensoryprocessingservice@nhs.net
Being able to remember information we see and hear is an
important skill. Some children find it easier to remember
information they see (visual memory), while others prefer to
hear (auditory memory). For others, it is best to use both.
Knowing your child’s preference will help you when giving
instructions.
Auditory Processing
• Children who have trouble recalling and using information
they hear are said to have auditory processing difficulties.
Some general strategies for helping these children include:
• Alert the child to listen before beginning the message
• Give one direction at a time
• Use short, simple, one-concept phrases to give directions.
Do not elaborate. Repeat verbal instructions slowly, firmly
and clearly. Ask the child to repeat the instruction back to
you
• Wait a little longer than you think is necessary to give the
child time to analyse the command and put it into action
• Give visual demonstration or physical assistance
• Reduce auditory distractions – be aware of paper shuffling,
pencils dropping, etc. Some children like to use earplugs or
headphones to reduce distractions
• Limit the time that focused auditory attention is required – it
can be quite tiring for a child when they have to work hard
all the time to try to understand what is being said
• Sit the child close to what they are listening to.
.
It is important to believe the child if they say they don’t know
or didn’t hear, repeat the message without impatience. Make
time to give your child attention and to build up their self-
esteem.
Learning environments can be extremely challenging for a
child with Auditory Processing Difficulties (APD). These
strategies may help in this environment:
• Watch the child’s facial expression while you talk. Look for
signs that show ‘they are lost”. A ‘glazed look’ means not
understanding. It’s SOSS = Stop, Organise, use Short
Sentences.
• Check understanding by seeing what they do, not by asking
about it.
• Allow extra time for writing and copying.
• Summarise main points frequently during class discussions
• Provide written content of lessons when possible for
children who are able to read
• Ensure that homework details are heard and noted
accurately.
When the child can’t blend sounds or get started with reading:
• Use very short sentences for pre-reading experiences and
conversation
• Ask questions which are short and straight forward
• Allow time for reply
• Accommodate variations in readiness
When reading is a challenge:
• Chunk longer words
• Emphasise whole word methods if visual skills are good
• Read aloud, modelling good natural intonation and phrasing
• Teach the child to think as they read, pausing at
punctuation marks.
The following games help to improve general auditory
processing skills:
• Recognising environmental sounds, animal noises,
instrument sounds, etc – try playing sound lotto, used taped
sounds
• Use rhythm and beat to improve the child’s memory. Give
directions or teach facts by substituting your own words to a
familiar tune. For example, to the tune of ‘Mary had a Little
Lamb’ sing ‘Now it’s time to wash your face, brush your
teeth, comb your hair, Now it’s time to put on clothes, so
start with underwear!’
• Place objects on a table, and have your child pick them up
as they are mentioned in a story
• Memory apps on devices.
• Simon says games. This can be an app or adult supported
– develop listening skills
• Ask your child to clap/put a counter in a pot when he hears
a given word/phrase in a story
• Spotting the wrong word in a story (eg Goldilocks and the
three “tears”)
• Traffic light games, call “red” – children sit, call “green”
children run, call “amber” children hop, etc. Musical
instrument sounds can also be used instead of colours
• Stand behind the child and bounce a ball several times. See
if he can tell you how many times you bounced it
• Say several pairs of words to your child (eg peg, peg: peg,
egg). If he hears you say two words the same, he puts his
hands in the air (or any other action you like!)
• Hide a loudly ticking clock or radio with the volume turned
down and see how quickly your child can find it
• Ask your child to close his eyes and listen to a sound that
you will make (e.g. shake a rattle, ring a bell, open a door,
shake keys, drop a pencil), then try to guess what the
sound is
Sequencing Skills
The following games aim to improve visual and auditory
sequencing skills (i.e. being able to remember several pieces
of information, in order). Start simply, and gradually increase
the amount of key information your child needs to remember.
For example, “get your shoes and your coat” contains two key
pieces of information, while “get your black shoes and your
blue coat” has four key pieces of information. Activities should
be done “little and often” so as not to make your child over-
tired and discouraged.
Auditory Memory - is important when being given verbal
instructions
• Play “Simon Says” type games, using a sequence of
instructions. Gradually increase how many pieces of
information you give:
o jump, then hop” or “two jumps” (2 pieces)
o “jump, hop, clap your hands” or “two jumps and clap
your hands” (3 pieces)
o “jump twice, clap your hands three times” (4 pieces)
etc.
• Play clapping / rhythm games – start simply, and gradually
increase complexity
• Play the shopping game - the first person says, “I went to
the shop and bought apples”. The second person repeats
this and adds another purchase (eg “I went to the shop
and bought apples and milk”), and so on
• Ask your child to identify when a well-known sequence
(e.g. numbers, days of the week, months of the year) is
out of order (e.g. Monday, Tuesday, Thursday,
Wednesday, Friday)
• Tell your child a simple story, and ask him to retell the
story in the correct order, or answer a question asked at
the beginning
• Repeating a series of random numbers or letters - up to 6
forward and 4 backward
Visual Memory - is important for tasks such as spelling or
copying from the board
• Memory tray - place a group of common objects on a tray,
then cover and remove one. Which one is missing?
Gradually increase the number of items on the tray, or
remove more than one at a time
• Ask your child to pay close attention to a television
commercial. At the end of it, ask him questions about what
he has seen (eg “what product were they advertising?”,
“what colour shirt was the man wearing?”)
• Play games such as “concentration” with cards placed in
rows – increase the number of pairs/cards you use as your
child is better able to recall positions
• “Sequences” – place common objects, coloured
beads/blocks/cars in a row. Cover the objects, and ask
your child to tell you the order, or to place a matching set of
objects into the same order. Make this easier / harder by:
o decreasing / increasing the number of objects
o giving him just the right number of matching
objects / giving him a bigger set of objects to
choose from
• Show your child a picture, then turn it over and ask him to:
o tell you what the picture was about
o draw what he saw from memory
o tell you how many of an item there were / what
colour an object was / where an object was / etc.
Visit:
sensoryprocessinghub.humber.nhs.uk
for more help and information.
