Listening Helpers
Why would I provided listening helpers for a student with FASD?
Listening tools (sometimes known as 'fidget items') are sensory objects that help the student to self-regulate their sensory needs. Theses tools may help the child maintain attention for longer periods of time, enabling them to remain in the classroom without distracting their peers during lessons, class instructions, story time etc. How would I implement listening tools in my classroom? Provide a visual reminder of what appropriate listening looks like. This visual aid on it's own may act as a "listening helper," or is can be used to demonstrate how the student should appropriately use the physical helpers (gum, candy, etc.). An example of a visual reminder of appropriate listening: Before implementing these tools in your classroom it is important to explain to the student how and when they are to be used. Giving them the opportunity to tell you when they need to use them further gives the child a sense of responsibility, helping them to become more aware of their needs in the classroom. Remember to keep these tools in a place where they are out of reach for all students, keeping them stored away until the student requests permission to use them. |
Examples of listening helpers include:
- Gum - Hard candy - Sensory toys (stress ball, texture balls) - Stretchy Key Chains 
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References/ Supporting Research:
Howe, Malia B., Lea Ann Brittain and Rebecca B. McCathren (2004). Meeting the Sensory Needs of Young Children in Classrooms. Young Exceptional Children, 8 (1), 11-19.
Olswang, Lesley B., Liselotte Svensson and Susan Astley (2010). Observation of Classroom Social Communication: Do Children with FASD Spend Their Time Differently Than Their Typically Developing Peers?. Journal of Speech, Language and Hearing Research 53, 1687-1703.
*This article discusses research on the ability of children with FASD to communicate (appropriate listening and speaking) in a classroom. It's particular relevance is found in the section that references on task performance (page 1699-1700).
Howe, Malia B., Lea Ann Brittain and Rebecca B. McCathren (2004). Meeting the Sensory Needs of Young Children in Classrooms. Young Exceptional Children, 8 (1), 11-19.
Olswang, Lesley B., Liselotte Svensson and Susan Astley (2010). Observation of Classroom Social Communication: Do Children with FASD Spend Their Time Differently Than Their Typically Developing Peers?. Journal of Speech, Language and Hearing Research 53, 1687-1703.
*This article discusses research on the ability of children with FASD to communicate (appropriate listening and speaking) in a classroom. It's particular relevance is found in the section that references on task performance (page 1699-1700).
