Four more pages from the previous site have been restored here. They are listed under the Development tab above. They are:
Auditory Sequential Processing Skills, or Digit Spans
Excerpt: Improved digit spans are a key to improving the functional intelligence. The terms “sequential processing,” “sequencing,” and “digit spans” are all referring to the same mental ability. The excerpts here are from the Einstein Syndrome list as parents of children with Down syndrome come to grips with this concept.
Auditory and Visual Digit Spans
Excerpt: How well we learn is a direct reflection of how well we receive, process, store and utilize information. Many children and adults are attempting to cope with unidentified processing inefficiencies. If identified with the simple techniques of testing auditory and visual digit spans, these inefficiencies can then be eliminated through the utilization of some very simple procedures.
Identifying Children with Low Processing
Excerpt: Other symptoms that occur related to short-term memory/low processing include the following: difficulty following through on instructions from others, inability to remain in one’s seat, easily distracted, difficulty waiting for ones’ turn in game situations, problems with sustaining attention or shifting attention from task to task, difficulty playing quietly, and losing things necessary for task completion. Children with low processing can be identified by using a simple technique.
Neurodevelopmental Approach
Excerpt: If you try to teach a skill by repetition, and the sequence is too long, your kids will not learn it. When we tried the digit spans, not only did we not remember the last number, but we forgot most of the first part too. This is what happens when the sequence is too long— the brain totally goes on strike and drops all the information. It does not help to try to teach this 300 times. It will be dropped every time, and it is as if you never taught it at all.
Filed under: development Tagged: | neurodevelopment, processing
Hi,
To make a comment concerning getting stuck at 3. My son who is also 11, has been on 3 for quite a long time. We are using the Lickety Split sequencing CD’s. I have noticed that if we start the morning with some light gross motor activities, something relaxing and easy for him, and then go to the sequencing activities (both auditory and visual) he can progress from a bridge of 2-3 to a 4. The best time for him is to do it right off the bat in the morning when he is fresh. As parents of DS kiddos know , they sometimes can get stubborn and just don’t want to budge…so that is a subject apart….Some ideas may be:
looking forward to doing something he really likes (like The Learning Company Reader Rabbit’s or the Carmen Sandiego or even PS2 Call of Duty…which unfortunately his big brother has taught him how to navigate….can help to keep him at it for a while longer.
I do believe that practice makes perfect here, even when it looks like there is no progress.
Just my 2c.