By Fiona Lilley and Sally Barrable
Sample page
“Why should I use this program?”
In every day life, we are often required to hold information in our memories for a short period of time, for the purpose of recalling it to perform a particular function e.g. we often remember a seven digit telephone number just long enough to dial it, and then we allow the number to pass from our memory.
We often take it for granted that children have this ability. In fact, this skill is expected to be well developed in the classroom on a daily basis. However, so often children have a limited ability to hold information in their memory. The teacher may call out a series of 3 spelling words/ a series of numbers to be written down. The child is able to recall the first two words/ numbers, but has forgotten the third. The teacher may complain that the child does not listen, but in fact the child quite simply does not have the capacity to hold the amount of information required in memory.
“How and what does this program work on?”
This program is suitable from approximately 4 years of age. It may be used for children up to 12 years and even older, particularly if the child presents with a significant auditory memory difficulties.
The program is easy to administer with basic instructions. All the oral directions are supplied so the adult is able to read the instructions word for word. The program does not rely on the adult creating their own instructions.
It is a good idea to keep practice sessions short and regular e.g. 5 or 10 minutes a day. It is better to strive for short regular sessions during which the child is fully focused, rather than long practise sessions, which occur less often. We would recommend that the exercises be practised 3-5 times per week, with perhaps a break on the weekend. This is flexible however, and it is best that the parent structure the program to suit the child’s weekly routine. Some children will complete the program in a few weeks. Others may not need this long, while some may need to work through the program more slowly (to ensure consolidation of the skill at the various levels).
The listening worksheets in the
A.M.P. - 2 program may be used with individuals or small groups within a classroom setting, at home or within a therapy setting. The child is presented with a page of pictures. The adult then calls out a specific sequence and the child is required to choose the picture that matches that particular sequence.
There are 3 main sections.
- Level 1 deals with recalling non-sequential information that increases in complexity.
- Level 2 deals with sequential information (remembering information in a specified order). These worksheets gradually increase in complexity. The worksheet is placed in front of the child prior to giving the instruction, so the child is able to look at the pictures as he/she hears the instruction. However, the main difference between Levels 1 and Levels 2 is that the child has to pay attention to the order in which the picture stimuli are listed in the instruction.
- At Level 3, the child does not look at the worksheets as the instructions are being given. Once the full instruction has been given, the worksheet is then presented to the child. By doing the worksheet in this way, the child is required to visualise the information in sequence, hold the information in memory and then carry out the task.
The
A.M.P.- 2 . program comes with a manual of instructions (22 pages) and 64 Worksheets, and record sheet.
Since a child learns most when learning is enjoyable, the pictures on the worksheets and the activities are varied so as to maintain a child’s attention.
“What are the results that I can expect to see?”
Through use of these structured, graded activities, one would expect a child’s capacity for remembering and recalling sequences of information to improve. The child who could previously only recall a sequence of 2-3 items may now easily be able to recall 4-5 items in the correct sequence. This would help the child in coping with the demands of every day activities but particularly coping with classroom demands. These activities may also help to provide a basis for learning associated skills such as reading, maths and spelling.
A reward chart is also available click here
