Special Education Resource Center of Navarra

[Link]
creena@[Link]

Psychic Team
creenpsi@[Link]

Training program to improve the

attention and auditory memory

School year 2013-2014

 Special Education Resource Center of Navarra
[Link]
creena@[Link]

Psychic Team
creenpsi@[Link]

Guidelines for performing the exercises:

The program is suitable for preschool and primary levels. The activities are
designed to work in individual sessions. If the Program is conducted in small
group would need to adapt them.
The work session should not exceed 30 minutes. To start, it is recommended
sesiones de 10-15 minutos e ir aumentando el intervalo de trabajo progresivamente.
We can start with five or six exercises and add one exercise each time.
week, until achieving the complete sequence. Depending on the child's response or
Girl, we will add one or two exercises.
The training program must be carried out at least three days a week and
It's advisable to be very consistent.
It is necessary that in a working session an activity of each type is carried out such as
minimum. There are many activities that last one or two minutes. It is advisable
have the materials and exercises we are going to carry out prepared in advance
each session. We can schedule weekly with the examples that
we are going to use.
We will aim for guaranteed success in most exercises. We can evaluate the
convenience of repeating the same exercises in more than one session to achieve
increase motivation and achieve this sure success.

The activities that make up the Program are explained below, and some are included.
examples of those that would make up a work session.
Exercises that make up the Program:
1. Location of the sound source.
2. Guess what sound the teacher makes.
3. Discrimination of environmental sounds with visual support.
4. Figure-ground discrimination with visual support.
5. Repetition of automatic auditory sequences.
6. Auditory sequential memory.
7. Phonological discrimination of words.
8. Auditory discrimination of logotomas.
9. Auditory memory of rhymes.
10. Repetition of sound sequences on the piano.
11. Discrimination of sound qualities.
12. Repetition of rhythms.
13. Syllable separation with rhythm.
14. Repetition and execution of motor commands.
15. Repetition and execution of verbal orders (written task actions)

Course 2013-2014
 Special Education Resource Center of Navarre
[Link]
creena@[Link]

Psychic Team
creenpsi@[Link]

1 - LOCALIZATION OF THE SOUND SOURCE

Time: 1-2 minutes

Materials: None or a mobile phone

Description:

El niño/a se coloca sentado en una silla con los ojos cerrados y el profesor/a se coloca en diferentes
positions and pronounces their name. The child has to guess if it is in front, behind, to the left, to the
right.
If the child has not acquired spatial notions, they will point with their finger where it comes from.
sound. If you can't stand having your eyes closed, you can use a mobile phone with the alarm.
connected so that it sounds in a minute (or half) and hide it in certain places in the classroom without
Let him see it. He must guess where it is, pointing to the place and then he will have to look for it.

Do it two or three times and switch exercises.

2 - GUESS WHAT SOUND THE TEACHER MAKES

Tiempo: 1-2 minutes

Materials: Paper, scissors, box, mobile, instruments…

Description:

The child sits in a chair with their eyes closed and must guess and say what sound
Hey. The teacher makes sounds like: opening and closing the door, opening and closing a window, crumpling.
a paper, cut with scissors, open a box, call on the mobile, play an instrument, cough...
If the child cannot tolerate being with their eyes closed, it will be the teacher who has to hide.
behind a screen, curtain, box... so that the child does not see the action being performed.
Make three or four sounds and switch to another exercise.

3 - DISCRIMINATE SOUNDS FROM THE ENVIRONMENT WITH VISUAL SUPPORT

Time: 2-3 minutes

Materials: Computer with Internet (YouTube) - cards with printed images

Description:

The teacher stands in front of the computer to play the sound video and control the
stops. It makes a sound each time. The child sits on the other side of the table in such a way
a way that does not see the screen, only listens to the sound played. Upon hearing the sound, it has
what to guess what it is about, by saying the name.
We can complete the exercise with visual support by creating a worksheet that includes an image.
of the sound played alongside two other images of different objects. The child has to circle
or to cross out the image that corresponds to the sound heard.

Course 2013-2014
 Special Education Resource Center of Navarra
[Link]
creena@[Link]

Psychic Team
creenpsi@[Link]

We can use the videos created by Eugenia Romero: "The sounds of the house", "The sounds
of the animals
develop the work sheets with the images.
We will start with two or three sounds. We will increase to four or more in the following sessions.
five sounds.

4 – FIGURE-GROUND DISCRIMINATION

Time: 2-3 minutes

Materials: Computer with Internet (youtube) – cards with printed images

Description:

It is done in the same way as the previous exercise, but this time two sounds are produced.
different at the same time that the child has to identify. This exercise will be introduced into the Program
when the previous one is carried out with a high percentage of accuracy.
The material needs to be prepared.
The difficulty of the exercise can be increased by having the child repeat it while making a sound of
background (voices talking, traffic noise, music…)

5 - REPETITION OF AUTOMATIC AUDITORY SEQUENCES

Time: 1 minute

Materials: None

Descripción:

It is about repeating known sequences: days of the week, seasons of the year, numbers (up to
that he/she knows). If the days of the week are not yet known, help to memorize them little by little.
(start with Monday, Tuesday, and Wednesday)... repeat several times and over several sessions and go
adding days.

6 - AUDITORY SEQUENTIAL MEMORY

Time: 1-2 minutes

Materials: None

Description:

Repeat series of words that the teacher is naming: lists of two or three words, series of
two or three numbers. (It depends on the child's ability).
To start, we can look for rhyming words, we can play by calling the mobile phone to
memorizing series of numbers, we can play to make shopping lists...
In each session, introduce three or four series of words and numbers. In successive sessions

Course 2013-2014
 Special Education Resource Center of Navarra
[Link]
creena@[Link]

Psychic Team
creenpsi@[Link]

try to reach five or six sets of each type in each session.

7 - PHONOLOGICAL DISCRIMINATION OF WORDS WITH VISUAL SUPPORT

Time: 1 minute

Materials: Vocabulary lots

Description:

The child listens to a word and has to select the corresponding image from several options.
It is advisable that I also repeat the word out loud.
We will start by placing three images in front of the child, and one of them corresponds to
the object that we are going to name. We can use material from vocabulary lists.
When we make four or five words, we will change exercises.

8 - AUDITORY DISCRIMINATION OF LOGOTOMES

Time: 1 minute

Materials: None

Description:

We will pronounce pairs of logotomes and ask if they sound the same or different.
We will do four or five pairs in each session even if the result is not positive.

9 - AUDITORY MEMORY OF RHYMES

Time: 1 minute

Materials: None

Description:

Repeat sequences of two and three rhyming words. Make three or four series and gradually increase.
difficulty.

10 - AUDITORY MEMORY OF SOUND SEQUENCES

Materials: Piano

Description:

Repeat sound sequences. Start with two or three and gradually increase the difficulty.

Course 2013-2014
 Center for Special Education Resources of Navarre
[Link]
creena@[Link]

Psychic Team
creenpsi@[Link]

11 - DISCRIMINATION OF SOUND QUALITIES

Time: 1 minute

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Flute or another musical instrument

Description:

With the help of a flute, the teacher emits a note introducing changes in its qualities,
for the child to guess whether it is a loud-soft, long-short, high-low sound.
Work on one quality at a time.

12 - RHYTHMIC AUDITORY MEMORY

Time: 1 minute

Materials: A drum

Description:

Repeat rhythms. Start with three percussion rhythms and increase the complexity in
successive sessions.

13 - MEMORY OF SYLLABLES

Time: 1 minute

Materials: A drum

Description:

Repeat words separating them into syllables with drum beats.

Start with three or four words of two and three syllables.

14 - REPEAT AND EXECUTE MOTOR COMMANDS

Time: 1-2 minutes

Materials: None

Description:

Prepare a small cup with strips of paper on which a simple order has been written on each one. The
child has to choose one. The teacher reads it aloud and the child does it (play situation). If the
Correctly, we awarded him a star as a prize. For example: 'put this blue pen on top.'
from the chair" - "take that green book and put it on top of this table."
Start with two simple tasks. If you get both stars, you will receive a reward.
immediate (watch a video, play the piano for a while...).

Course 2013-2014
 Special Education Resource Center of Navarra
[Link]
creena@[Link]

Psychic Team
creenpsi@[Link]

En sesiones sucesivas ir aumentando a tres las órdenes. También se intentará pasar de una orden a
sequences of two consecutive orders.

15 - REPEATING AND EXECUTING VERBAL ORDERS (Written task actions)

Time: 2-3 minutes

Materials: Work sheets

Description:

Leer la instrucción. El niño/a repite lo que tiene que hacer. Realiza la ficha. Preparar premios del
same way as the previous exercise. Start with one card and gradually increase the difficulty and the
progressively number of sheets.
The cards will be of the type: cross out all the circles from a set of geometric shapes,
find the different element... we can find this type of cards in some booklet of
Visual perception and discrimination

Academic year 2013-2014