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Early Learning Foundations 3

Teacher Instructions Week 1

Visual Digit Span Test Kit

Purpose: To assess the level of visual processing ability. This is the same as visual short term memory. This is done one time only to determine current visual function.

Supplies: Visual Digit Span Test Kit

Instructions:

  • Print the test kit in the handout below.

  • Cut out all the sequences

  • Locate the four digit sequences with four numbers on them.

  • Show one sequence for three seconds and then hide it.

  • Student tells you each of the individual numbers by memory.

  • This is a visual activity so you do not say anything. Simply show the card.

  • Correct responses on the first try for two cards out of three indicates a functioning level.

  • Next, locate the three sequences with five numbers on them.

  • If client repeats the numbers back to you but out of order, this is a miss.

  • If client leaves out a number, this is also a miss.

  • Continue testing at the next level until client misses three out of four.

  • Once you determine the visual processing level of a client, begin working at the next level.

General Goals for Visual Processing Test Kit:

  • 4 for a four year old

  • 5 for a five year old

  • 6 for a six year old

  • At least a 7 for a seven year old, teen or adult.

Handout:

Handout:

RRR (+) Number Seq. & Speed Drill

This is the beginning of the Rapid Recall System. Please see the handout for details.

See Saw

Purpose: To organize the brain at the Pons level. Repetition of this activity builds nerve pathways and stimulates natural development/repair of a central nervous system that may have been compromised by trauma, abuse, adoption, war zone or high fever. 

 

Note: Add this to the exercises this week along with march. You are working both the upper and lower parts of the brain with this combination.

 

Lie on back. Do See Saw with bare feet dragging on floor or bed. Build to recommended repetitions. Client can do this independently if movement is fast, smooth, and synchronized. Two adults can pattern a child. Client can move only the arms, if an assistant is available to work with the legs.

 

Instructions for Counting: Count one for every time you come back to the original position.

 

Variation: For older children, teens and adults who do this activity independently, intensity can be increased by wearing light weights: 1-1.5 lbs on wrists and 2-2.5 lbs on ankles. Build up to recommended repetitions before adding the weights.

Eye Track (Horizontal)

Auditory Object Sequence

This week do this once with each student to find out where their auditory sequential (holding things together in correct order as dictated) processing tests. Start doing the activity daily in Week 2. Give sequences one above where they tested.

Purpose: This is a word game for improving ability to process spoken language.

Instructions:

  • Say a list of familiar objects such as ( car, truck, plane, boat, bicycle).

  • Use a monotone voice.

  • Say, "thousand" to yourself between each word.

  • After listening to the whole series, client repeats them back to you in the exact same order.

  • Start with three objects and work toward four and five objects as they are able to do more.

  • Go in a different direction each time you read the chart, sometimes down each column, sometimes across each row, sometimes backwards.

  • Use reinforcement- some sort of reward to make him pay close attention.

Handouts:

Audio CD or Recordings w/Earphone-Dominant ear only:

If the students have shown a definate HAND dominance then this is a very effictive technique. If the student has NOT chosen a permanent hand dominance, have them listen with BOTH ears.

Auditory Books or Stories below is the activitiy that you will do this way. Inexpensive headphones can be purchased in any electronics department. The wire to the subdominant ear will be cut, or if using ear buds, only use the one for the dominant ear.

Do this activity AS MUCH AS POSSIBLE! Great for traveling. Can do puzzles or other fine motor activities during this as long as the student can answer questions about what they have listened to when the session is over. This will cause information to be stored in the most efficient way and helps reinforce the correct ear for long term memory.

Handouts:

Audio Books or Stories

Purpose: This activity is very important for establishing ear dominance, building vocabulary, improving auditory processing and enlarging the language center of the brain.

Supplies: MP3 player or CD player, audio books, sermons, radio shows or audio Bible

Instructions: Excellent while traveling

  • This activity is strictly auditory. Client does not read along in the book or look at the pictures in the book.

  • Choose stories, books or radio dramatizations with HIGH interest and very little music. Adventures in Odyssey is okay.

  • See other options on handouts below.

  • Provide a special place for client to JUST listen and then tell assistant what was just heard. If unable to, go back to very short stories from www.faithcomesbyhearing.org or stories for young children, just auditory, no pictures or print.

  • If client is listening to audio books on the computer, cover the screen with a cloth so the visual input from the computer screen does not distract the auditory system.

Note:

  • Please see handouts below for a list of resources of Books on CD/MP3 and suggestions for fine motor activities.

  • One idea is to download audio books onto an MP3 player.

  • Explore free downloads of classic literature and radio shows.

Handouts:

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