What Are Processing Difficulties?
- Processing difficulties refer to challenges in understanding, interpreting, or responding to information. This can include difficulties with:
- Auditory Processing: Understanding spoken language
- Visual Processing: Interpreting visual information
- Language Processing: Comprehending and using language
Children with processing difficulties may need extra time to process information, break down tasks, or interpret what is being asked of them.
Signs of Processing Difficulties
Children with processing difficulties might:
- Appear slow to respond to questions or instructions.
- Frequently ask for repetition, e.g., “What did you say?”
- Have difficulty following multi-step instructions.
- Seem overwhelmed in noisy or busy environments.
- Struggle to keep up in fast-paced conversations.
- Misunderstand or misinterpret information.
Strategies to Support Processing
- Give Extra Time
– Allow the child extra time to process what has been said before expecting a response. Use the 10 second rule – so count to ten in your head before asking if the child needs anything from you, e.g. more support. (Visual of sand timer or anything to indicate patience)
– Use pauses after giving instructions to give them time to think.
– Avoid rushing or interrupting their thought process. - Simplify Language
– Use short, clear sentences.
– When using figurative language like idioms or metaphors, be mindful to check the child’s understanding. Explain the meaning to ensure they grasp the concept. For example, if you say, “Let’s hit the ground running,” follow up with, “That means we’ll start quickly and get lots done.” - Use Visual Supports
– Provide written instructions alongside verbal ones.
– Use pictures, diagrams, or symbols to clarify meaning.
– Provide visual schedules or task lists to support routines. (visual – you can see visual timetables on Canva and lists, this could be a nice example) - Check Understanding
– Encourage the child to repeat back instructions in their own words.
– Ask open-ended questions to gauge comprehension, e.g., “What do you need to do next?”
– Avoid asking “Do you understand?” as the child may say yes even if they don’t. - Reduce Background Noise
– Minimise distractions in the environment.
– Provide a quiet space for focused tasks.
– Face the child when speaking to them to ensure they can see your mouth and facial expressions. - Pre-Teach and Revisit Information
Introduce new concepts or vocabulary ahead of time to give the child time to absorb it.
Revisit and review previously learned information to reinforce understanding. - Chunk Information
Present information in small chunks rather than all at once.
Use numbered or bulleted lists for steps in a task. - Model and Demonstrate
– Show the child how to complete a task rather than just telling them.
– Use gestures and body language to reinforce spoken instructions.
Encouraging Independence
- Teach Problem-Solving Skills
– Encourage children to ask for clarification when they’re unsure. (visual of a child raising their hand in class?)
– Teach phrases like, “Can you say that again?” or “What does that mean?”
– Help them learn to break down tasks into smaller steps. - Build Confidence
– Celebrate small successes and progress. (visual – any of an adult/child looking happy)
– Use specific praise, e.g., “Great job following those steps!” - Encourage Self-Reflection
After completing a task, ask questions like, “What helped you figure that out?” or “What could make it easier next time?”
Practical Activities for Processing Support
- Simon Says
– A game that encourages listening and processing simple instructions. Start with one-step commands and gradually increase complexity. - Sequencing Activities
– Use story sequencing cards or ask the child to retell a story in the correct order.
– Encourage them to sequence daily routines, e.g., “What do we do first when we get ready for school?” (Visual: perhaps of a child brushing teeth, next image in uniform, next they are waving bye to parent) - Category Sorting
– Ask the child to group items by category, e.g., food, animals, or clothing.
– This helps them learn to organise information for easier retrieval. - Visual Checklists
Create a step-by-step visual checklist for tasks like packing a bag or completing homework. - Auditory Memory Games
– Play games like “I went to the shop and bought…” where the child repeats and adds to a list.
– This helps strengthen auditory processing skills.
Tips for Success
- Be Patient: Processing takes time. Give the child space to respond without rushing them.
- Use Repetition: Repeat key information to help the child absorb and retain it.
- Stay Positive: Focus on what the child can do and celebrate their efforts.
- Adapt to Their Pace: Slow down conversations and instructions to match the child’s processing speed.
- Create a Supportive Environment: Make adjustments to reduce overwhelm and build confidence.
By using these strategies and tailoring support to the child’s needs, you can help them process information more effectively, build their confidence, and foster their independence.