Yes | when you can clearly (c) see or partially (p) see the behaviors/behavioral examples relevant to the item: “I clearly or partially see it” |
No | when you cannot observe (co) or cannot assess (ca) the behaviors/behavioral examples relevant to the item: “I cannot see/notice or “I cannot determine since the item does not apply to this specific child". |
Brain based Visual Deficit (BVD) items: visual lower-order and higher-order functional deficits | Rating | |
1. Does the child show atypical visual reflex responses or varying visual behaviours that aren`t caused by the eyes themselves? | ||
1.1 Visual blink reflex is irregular. (i.e., lack or fail to blink when an object comes too close to the eyes or when object touches the bridge of the nose; delayed eye-blinks or protective blink response; struggles to detect a rapidly approaching visual item and may become easily frightened, for instance of a person walking quickly through their environment) | Yes (c) or (p) | No (co) or (ca) |
1.2 Shows varying visual behaviours throughout the entire day. (i.e., varying degrees of establishing and maintaining eye-to-object contact; varying levels of visual curiosity; difficulties in fixation and shifting eye gaze; inconsistent visual responses in a predictable context, such as sometimes notices strong visual items and sometimes not; shows normal/near-to- normal levels of visual acuity/sharpness of vision through formal/standard assessments, but the functional vision performance does not correspond to visual test results; varying degrees of visual efficiency in spite of having normal/near-to-normal acuity) | Yes (c) or (p) | No (co) or (ca) |
2. Does the child display atypical gaze patterns? | ||
2.1 Gazes/stares intently at certain light sources/visual targets and/or avoids certain light sources in the environment. (i.e., involuntarily drawn to natural/artificial light sources, such as, light from windows, glare on surface areas, ceiling lights, lamps or TV monitors/computer screens/smart phones; captivated by brightly illuminated objects or objects that cause glare; wiggles/flicks fingers in front of the light source; actively avoids looking at certain light sources; demonstrates increased light sensitivity/visual discomfort to intrusive visual items, such as flashing/flickering lights or zig-zag patterns) | Yes (c) or (p) | No (co) or (ca) |
3. Does the child have problems using vision while attending to auditory or tactile inputs? | ||
3.1 Difficulty when looking and actively using hearing simultaneously. (i.e., problems looking at an object and engaging with the auditory information simultaneously; finds it hard looking at a visual target and being aware of a sound at the same time; struggles looking at the person's face and listening to the voice at the same time during a face-to-face interaction/conversation; looks away from people when listening to them; trouble seeing and listening to a simultaneously occurring sound; struggles to read and listen simultaneously) | Yes (c) or (p) | No (co) or (ca) |
3.2 Difficulty when looking and tactually exploring simultaneously. (i.e., problems looking and doing something with hands at the same time; problems coordinating vision with movement, such as difficulty with visually guided reaching; looks away from a visual target when touching/reaching occurs) | Yes (c) or (p) | No (co) or (ca) |
4. Does the child show behaviours around visual field deficits? | ||
4.1 Difficulty responding to visual items within a specific visual field/fields. (i.e., difficulty detecting or acting upon visual stimuli in a specific area of their vision; problem responding to items within a particular visual field; limited visual field abilities when out in the real world such as bumping into objects or tripping; shortens the viewing distance while playing with toys; positions eyes to a particular side when viewing; tilt head to a particular side to view objects from their accessible visual field of view; moves whole head to scan the visual target; postural skews when drawing/writing) | Yes (c) or (p) | No (co) or (ca) |
5. Does the child show preferences for viewing targets in a particular visual element, such as familiarity, simplicity, colour elements, and motion patterns? | ||
5.1 Preference for visual familiarity. (i.e., visually interested in familiar/ known objects; visually alert or gives attention when an activity becomes more familiar; identifies common objects quickly when they are familiar and accompanied by known contextual details in a distraction-free environment; needs less time or reaction time to notice and respond to a repeatedly occurring familiar visual item) | Yes (c) or (p) | No (co) or (ca) |
5.2 Preference for visual simplicity. (i.e., visually interested in simplistic or non-complex images/materials; finds it easier to attend to an object when there are few of them, for instance, can spot an apple but will have difficulty when the apple is in a basket filled with other apples; finds it easier to identify items when presented in an organized row or with increased spacing between each item; finds it easier to match or tell the difference between shape/size details presented on a simple backdrop; needs less time or reaction time to notice and respond to a repeatedly occurring non-complex visual target item) | Yes (c) or (p) | No (co) or (ca) |
5.3 Preference for certain colour elements. (i.e., visually attracted towards visual targets of a certain colour; consistently looks and chooses objects with colour intensity; draws attention to familiar landmarks with certain bright colours; finds it easier to identify people based on the colour of hair or clothing; visually alert or gives attention to objects with just one colour compared to multi-coloured ones; finds it easier to identify three-dimensional (3D) coloured images/forms compared to two-dimensional representations (2D) | Yes (c) or (p) | No (co) or (ca) |
5.4 Preference for certain motion patterns. (i.e., visually attracted towards visual targets in a certain motion, such as a slow moving ball or slow drifting clouds; prefers an environment with predictable or methodical motion; drawn towards objects that move/spin compared to stationary/still targets; may not notice a person until they start moving; visually alert when using movement, for instance moves or spins objects to establish visual attention; visually alert when using self-motion, for instance visually orients better while in movement; prefers watching films/animation with slow presentations and limited movement) | Yes (c) or (p) | No (co) or (ca) |
6. Does the child have perceptual difficulties in identifying or discriminating certain visual targets? | ||
6.1 Difficulty engaging with unfamiliar visual items. (i.e., is less visually alert when a visual target is unfamiliar; shows little visual keenness for new/novel objects or to unfamiliar versions of a well-known object; difficulties in visual search arise when visually exploring an unfamiliar target object; finds it hard to identify an unknown visual target in the absence of contextual details; misinterprets the meaning of unfamiliar visual information; hesitates to proceed in exploring a visual object in an unexpected setting) | Yes (c) or (p) | No (co) or (ca) |
6.2 Difficulty engaging with visually complex items. (i.e., is less visually alert when an object has complex outlines and forms; shows little visual keenness for highly patterned images or richly illustrated drawings; problems identifying abstract drawings compared to real objects; struggles identifying two-dimensional (2D) materials compared to three-dimensional (3D) representations in a picture book; finds it challenging to tell the difference between visual aspects of shape and size when it’s upside down or at a different angle or orientation; misinterprets the meaning of complex visual information; problems in distinguishing letters or numbers; problems decoding letters or numbers when they are combined to form a word or number grouping) | Yes (c) or (p) | No (co) or (ca) |
6.3 Difficulty attending visually to the face. (i.e., problems looking at or keeping a gaze to faces, such as, may not “look into” a person`s eyes or may appear looking “through;” trouble identifying the faces of familiar persons outside the usual context; struggles interpreting facial cues or facial expressions of others; problems integrating facial features which may lead to misinterpreting social cues) | Yes (c) or (p) | No (co) or (ca) |
6.4 Difficulty distinctly judging or comprehending visual targets of objects or items. (i.e., easily mixes up similar looking visual items at expected distances; trouble with tasks requiring precise visual gauging, like pouring liquids; trouble identifying an object when only parts of it are visible or when it is partially obscured, for instance, trying to locate a specific book on a cluttered shelf where only the spines are partially visible, or finding a lost item under a pile of clothes where only a small part of it is showing) | Yes (c) or (p) | No (co) or (ca) |
7. Does the child have difficulties in perceiving visual targets in overwhelming visual conditions? | ||
7.1 Difficulty noticing visual targets in conditions with excessive presence of visual elements (visual clutter). (i.e., trouble finding an item when items are on a crowded shelf or are scattered on a surface/floor; trouble finding an item when items are spaced too closely or are in a tightly packed space; problems finding/sorting a familiar object within a complex array of other objects, such as a special toy among a lot of toys, a specific piece of clothing among pile of clothes or a specific item on a messy table top; struggles identifying or distinguishing an object from other objects in highly patterned backgrounds that do not clearly separate the figure from the background; difficulties in rearranging visual layers, especially when patterns, textures and overlapping objects increase in visual-perceptual load; trouble counting the number of letters/numbers if they are close together; problems reading pages/sheet music when there is too much visual clutter on the page) | Yes (c) or (p) | No (co) or (ca) |
7.2 Difficulty perceiving a familiar person in a crowded environment. (i.e., trouble finding a family member or known person in a crowded place, such, as school yards, swimming pools, supermarkets, shopping malls or sports stadiums; problems finding a familiar person in a setting with increasing crowds of people; mistakes others for a family member, for example, someone with similar hair or height) | Yes (c) or (p) | No (co) or (ca) |
7.3 Difficulty visually tracking fast-changing visual targets or surveying visual scenes that change rapidly. (i.e., problems following or recognizing fast-moving visual targets, such as fast-moving cars or rapidly bouncing tennis balls; trouble detecting an object when movement of visual target is random; difficulty detecting distinct direction changes in a fast-moving visual target; misses important visual details in a situation of rapid visual scene transitions, such as in fast-changing animation sequences or movie scenes; avoids fast moving films) | Yes (c) or (p) | No (co) or (ca) |
8. Does the child have difficulties with localization of visual items or navigating environments? | ||
8.1 Difficulty perceiving spatial properties of visual items. (i.e., trouble locating visual items when presented in a random formation; problems determining the spatial placement of an object in relative to another, such as trouble putting a block onto the tower when stacking it up; problems in correctly judging the relative position of objects; such as trouble figuring out whether the book is in front of, behind, or next to the cup; misjudges location and reaches/grabs next to objects, for instance when grabbing food; difficulty judging the distance between oneself and a visual target; confusion over directions like left versus right & up versus down) | Yes (c) or (p) | No (co) or (ca) |
8.2 Difficulty with route finding and directions in different surroundings. (i.e., gets easily lost in a busy/crowded place; trouble with navigation in an unfamiliar/novel environment; gets easily disoriented in new spaces or in an environment with high volumes of movement; hesitates to explore an open field or an unknown surrounding; trouble following an unpredictable route; finds it difficult to evaluate distance as they move through larger spaces; problems avoiding obstacles when moving towards a visual target) | Yes (c) or (p) | No (co) or (ca) |
8.3 Difficulty when navigating through different surfaces. (i.e., problems walking on uneven terrains or levels; difficulty walking on different types of staircases; difficulty walking downstairs; difficulty going up or down the pavement; difficulty in perceiving or estimating subtle or not-so-subtle changes in depth when navigating steps, sidewalks, or patterned surfaces) | Yes (c) or (p) | No (co) or (ca) |
9. Does the child have difficulties in time-based processing of a particular visual information? | ||
9.1) Difficulty responding to certain visual materials instantly (visual response latency). (i.e., length of time/reaction time to notice and respond to an unfamiliar or complex visual target is long, especially in overwhelming visual conditions; needs much time for visual searching and responding to an abstract visual target, such as a highly patterned image or richly illustrated drawing) | Yes (c) or (p) | No (co) or (ca) |
10. Does the child have difficulties paying attention in a particular visual situation? | ||
10.1 Difficulty being attentive in an environment with varying visual details or visual disturbances (visual sustained/selective attention). (i.e., fluctuations in focused attention when attending to visual details over time; difficulty sustaining concentration and maintaining overview over visual details during continuous visual activities/games, such as when solving jigsaw puzzles, building sets or playing card games; demonstrates poor attentional behaviours during continuous visual activities, for instance, may look around or away; becomes easily captivated by irrelevant visual elements and struggles to redirect/disengage visual attention to relevant elements; gets easily distracted by competing visual elements in the environment and struggles to stay on task; problems integrating multiple visual features which results in misinterpreting a visual information) | Yes (c) or (p) | No (co) or (ca) |
11. Does the child have difficulties remembering distinct visual information? | ||
11.1 Difficulty mentally retaining visual information (visual working memory). (i.e., struggles retaining a small set of visual items, up to five items, and instantly know how many there are without counting; easily forgets various visual information, in spite of several visual cues/reminders; struggles to retain visual information that can be mentally taxing, especially when the visual task load or demand increases; struggles to retain symbols, numbers or letters in spite of several repetitions; finds it difficult to copy visual items from a book or from the board; trouble copying visual spatial figures/items; difficulty in applying learned visual skills to novel circumstances) | Yes (c) or (p) | No (co) or (ca) |
11.2 Difficulty recollecting past visual information (visual memory). (i.e., struggles to recall visual traits of a form/object that has been seen several times before; struggles to recall how to solve a visual task that has been done numerous times before; finds it challenging to recall visual sequences that has been seen and shared in the past, such as in recollecting a sequence of objects in the correct order or following a multi-step plan/instruction in the correct order; problems recalling numbers, letters, words or visual signs that they have seen or learned before; problems reproducing distinct visual items at a later time, such as drawing a figure after a delay) | Yes (c) or (p) | No (co) or (ca) |
12. Does the child lose energy and show signs of fatigue when engaging in visual activities? | ||
12.1 Displays signs of visual overstimulation/overload and looking-related fatigue (visual fatigue). (i.e., tires easily after looking at disturbing light levels for a prolonged period; excessively rubs, pokes or squints eyes, especially when engaging in lengthy visual activities; shows signs of visual exhaustion by displaying visual stimming/stereotypic behaviours, such as, rapidly blinking/rolling the eyes flickering fingers in front of the eyes, making repetitive flapping/twisting hand movements or repeatedly waving objects in front of the face; demonstrates observable behaviours of visual strain, such as, touches eyes, glasses or around them, rests head in hands, puts head down or pushes all items out of view; fatigue significantly impairs concentration and visual functions, especially in visual cluttered environments) | Yes (c) or (p) | No (co) or (ca) |
Brain based Auditory Deficit (BAD) items: auditory lower-order and higher-order functional deficits | Rating | |
1. Does the child show atypical auditory responses or varying auditory behaviours that can`t be explained by hearing functions? | ||
1.1 Startle reaction to a sudden unexpected sound is irregular. (i.e., absent, or delayed startle reflex/reflexive response to a loud noise; brief, involuntary muscle contractions/head jerks in response to unexpected or loud short sounds; struggles to detect a rapidly approaching auditory item and may become easily frightened, for instance of the sound of a person's footsteps approaching rapidly) | Yes (c) or (p) | No (co) or (ca) |
1.2 Shows varying auditory behaviours throughout the entire day. (i.e., inconsistent auditory responses to sounds, such as may not react to a door squeaking sound but will react to it at the time a parent is due home; inconsistent auditory responses to messages, such as sometimes hears a clear message and sometimes not, depending on the context; varying levels of hearing curiosity; fluctuation in the use of hearing throughout the day, such as sometimes turns toward a sound source and sometimes not; may show normal levels of hearing threshold through formal/standard assessments, but the functional hearing performance does not correspond to hearing test results) | Yes (c) or (p) | No (co) or (ca) |
2. Does the child display atypical listening patterns? | ||
2.1 Overly focuses on certain sounds and/or avoids certain sounds sources in the environment. (i.e., intense focus or preoccupation with certain sounds or certain parts of a song; easily overwhelmed by mild environmental sounds, such as rustling leaves, gentle rainfall, distant traffic, or the quiet hum of a refrigerator; appears distressed or experiences discomfort to environmental sounds, by covering ears with palms, inserting fingers into ears or actively avoiding certain sound sources; demonstrates increased sensitivity to sound in an intrusive sound background, such as a dripping tap or the humming of an air conditioner) | Yes (c) or (p) | No (co) or (ca) |
3. Does the child have problems using hearing while attending to visual or tactile inputs? | ||
3.1 Difficulty when actively using hearing and looking simultaneously. (i.e., struggles to use hearing effectively when visually scanning a target; finds it hard engaging with an auditory information and looking at a visual item at the same time; problems listening to the voice on the phone and visually orienting to the environment simultaneously) | Yes (c) or (p) | No (co) or (ca) |
3.2 Difficulty when actively using hearing and tactually exploring simultaneously. (i.e., problems listening to verbal instructions and doing something with hands at the same time; struggles to listen and play a music instrument simultaneously, for instance a keyboard) | Yes (c) or (p) | No (co) or (ca) |
4. Does the child show behaviours around auditory field deficits? | ||
4.1 Difficulty responding to an auditory target within a specific auditory field/ auditory fields. (i.e., difficulty detecting or acting upon a specific set of sound frequencies, for instance low-frequency sounds; struggles perceiving and responding to a sequence of alternating high and low tones; trouble hearing sounds like a kettle boiling) | Yes (c) or (p) | No (co) or (ca) |
5. Does the child show preferences for listening to auditory targets in a particular auditory element, such as familiarity, simplicity, sound patterns, and rhythmic patterns? | ||
5.1 Preference for auditory familiarity. (i.e., shows interest and identifies sounds or words that are familiar; takes the time to listen more carefully to a known voice, familiar accent, or favourite song/melody; identifies auditory targets quickly when they are familiar and accompanied by known contextual details for instance, calling of own name, own voice from recorder, music from the radio or footsteps in a room; needs less time or reaction time to notice and respond to familiar sounds or words) | Yes (c) or (p) | No (co) or (ca) |
5.2 Preference for auditory simplicity. (i.e., shows interest to simple auditory targets, such as a sound that always sounds the same, such as low-tone sounds; shows clear preferences for instructions with less words or with shorter sentences; takes the time to listen more carefully to a speaker when spoken to in a slower speed/slowed speech pattern; responds to emphasised words/key words; needs less time or reaction time to notice and respond to simple and short messages) | Yes (c) or (p) | No (co) or (ca) |
5.3 Preference for certain sound patterns. (i.e., consistent auditory responses to sounds of laughter, gentle sounds that evoke feelings or meaning-bearing sounds, like a dog bark, cat meow or door knock; takes the time to listen to environmental sounds in quieter places; takes the time to listen more carefully to a speaker when intonation is used, such as falling intonation in a question during a conversation; takes the time to listen more carefully to slower and clearer speech sounds) | Yes (c) or (p) | No (co) or (ca) |
5.4 Preference for certain rhythmic patterns. (i.e., follows the right musical flow when humming, drumming, or clapping with others; drawn towards certain tapping sounds, lullabies, rhythmic music, or a particular part of a song; takes the time to attend carefully to slow rhythmic music or slowed-down sounds) | Yes (c) or (p) | No (co) or (ca) |
6. Does the child have perceptual difficulties in identifying or discriminating certain auditory targets? | ||
6.1 Difficulty engaging with unfamiliar auditory items. (i.e., is less acoustic alert when a sound target is unfamiliar compared to a familiar one; shows little keenness to an unfamiliar version of a well-known sound; problems following an unfamiliar voice during social interactions/conversations; misinterprets/misunderstands the meaning of unfamiliar auditory information) | Yes (c) or (p) | No (co) or (ca) |
6.2 Difficulty engaging with complex auditory items. (i.e., is less acoustic alert when a sound target is complex compared to a simple tone/non-complex sound; struggles figuring out sounds created with synthesizers: responds to single words but not when used in a long sentence; misinterprets the meaning of complex auditory information; picks up the first part of a complex verbal instruction and starts to act immediately; picks up a word but does not understand the whole sentence; often says “what” or “eh” during longer conversations or story telling; trouble grasping/comprehending longer words/information of increasing linguistic complexity) | Yes (c) or (p) | No (co) or (ca) |
6.3 Difficulty attending to certain intonations or sound/words. (i.e., struggles to understand how the voice rises and falls in speech during social interactions/conversations; problem understanding speech when there is a rapid change in the intonation in the speaker's voice; trouble grasping or recognizing patterns in sound, such as rhythmic beat tracking; problems putting words and sounds together; problems understanding nuances in speech sounds during social interactions/conversations; problems putting words and sounds together; trouble noticing minor differences between words; difficulty translating a word from print to speech; trouble pronouncing a word in a different way; difficulty in comprehending multisyllabic words) | Yes (c) or (p) | No (co) or (ca) |
6.4 Difficulty distinctly judging or comprehending auditory targets of sounds or words. (i.e., easily mixes up sounds that are acoustically similar; struggles figuring out a sound object until it is brought closer; trouble identifying a complete word or phrase when some parts are missing or unclear; confuses words that sound similar; skips, misses, or jumbles some of the words in a sentence) | Yes (c) or (p) | No (co) or (ca) |
7. Does the child have difficulties in perceiving auditory targets in overwhelming listening conditions? | ||
7.1 Difficulty noticing auditory targets in conditions with excessive presence of irrelevant sounds or distracting background noise (auditory clutter). (i.e., problems focussing or separating desired sound amidst background noise; problems listening to and understanding speakers in noisy environments, such as in a busy classroom, room with loud conversations or a busy street with traffic noise; trouble listening to and understanding what other people are saying in places with reverberation or echoing noise, such as in gyms, cafeterias and auditoriums with loudspeaker echo; problems following a particular speaker`s voice/speech and filtering out others, especially in crowded scenarios with multiple speakers; struggles to follow casual conversations which hinders effective communication, especially in a crowded place brimming with multiple conversations; finds it hard to follow/comprehend what is being said which leads to communication breakdown, especially in the presence of distracting sounds) | Yes (c) or (p) | No (co) or (ca) |
7.2 Difficulty perceiving less clear or muffled voices. (i.e., trouble understanding a speaker who talks less clearly, indistinctly or with a mumbled speech; problem picking up on sound cues to understand what is being said; problem understanding partially obstructed voices, such as listening to a voice through a heavy scarf or mask; problem understanding computer-generated audio input that resembles human speech; hesitates to use a synthetic voice on an electronic communication device or in a video game) | Yes (c) or (p) | No (co) or (ca) |
7.3 Difficulty tracking fast-changing acoustic targets or in auditory scenes that change rapidly. (i.e., trouble detecting alterations in sound characteristics during an ongoing social interaction/conversation; problems following fast-changing auditory targets, such as sounds that change rapidly in tempo, pitch or timbre; trouble understanding rapid speech; misses important sound details in a situation of rapid auditory scene transition, such as when there is an abrupt change in the surrounding soundscape, when a new instrument/melody begins to dominate a musical piece or when hastily transitioning from a quiet to louder/noisier place or vice versa) | Yes (c) or (p) | No (co) or (ca) |
8. Does the child have difficulties in sound localization in varying surroundings? | ||
8.1 Difficulty perceiving spatial properties of auditory items in indoor situations. (i.e., trouble locating the sound source in an indoor place, such as such as the kettle boiling, the microwave beeping, a tap running, a door closing or a loud knock on the door; problems in locating where the voice is coming from when spoken to from behind in a quiet room; problems determining/mapping the location of a sound/music source, during an indoor game or activity; difficulty judging the distance between oneself themselves and the sound target in an indoor situation) | Yes (c) or (p) | No (co) or (ca) |
8.2 Difficulty perceiving spatial properties of auditory items in outdoor situations. (i.e., problems locating the sound source in an outdoor place, such as car horn honking, ambulance or police sirens, aeroplanes flying overhead, dogs barking or thunder rumbling; problems determining/mapping the location of a sound source in nature, during an outdoor activity; difficulty judging the distance between oneself themselves and the sound target in an outdoor/open air situation) | Yes (c) or (p) | No (co) or (ca) |
8.3 Difficulty when navigating through different sound environments. (i.e., problems finding one`s way in a noisy environment, characterized by loud background noise; trouble decoding sounds that could help in navigation, such as sound of car or beeping at traffic light signals) | Yes (c) or (p) | No (co) or (ca) |
9. Does the child have difficulties in time-based processing of a particular auditory information? | ||
9.1 Difficulty responding to certain auditory materials instantly (auditory response latency). (i.e., length of time/reaction time to notice and respond to an unfamiliar or complex rhythm/sequence of sounds is long, especially in overwhelming listening conditions; needs much time or reaction time to perceive and comprehend longer words/ sentences or complex verbal instructions) | Yes (c) or (p) | No (co) or (ca) |
10. Does the child have difficulties paying attention in a particular auditory situation? | ||
10.1 Difficulty being attentive in an environment with varying auditory details/disturbances (auditory sustained/ selective attention). (i.e., fluctuations in focused attention when attending to sound details over time , for instance will react to a loud sound only after consequently encountering it for the 3rd or 4th time; difficulty sustaining concentration and maintaining overview over auditory details during continuous listening activities/games, such as during a rhyming word pair game, or story-telling; demonstrates poor attentional behaviours during continuous auditory activities, for instance, may look around or away; becomes easily captivated by irrelevant auditory elements and is unable to redirect/disengage auditory attention to relevant elements; gets easily distracted by competing auditory elements in the environment and struggles to stay on task; problems integrating multiple auditory features resulting in misinterpreting an auditory information) | Yes (c) or (p) | No (co) or (ca) |
11. Does the child have difficulties remembering distinct auditory information? | ||
11.1 Difficulty mentally retaining auditory information (auditory working memory). (i.e., difficulty distinguishing between similar sounds or sequences of sounds, in spite of several repetitions; struggles to hold auditory information in mind and fails to immediately associate which sounds go with which words; struggles to hold auditory information in mind while simultaneously relating it to prior knowledge; trouble following verbal instructions despite repeated instructions; easily forgets various auditory information, in spite of several auditory cues/reminders; struggles to retain various auditory information that can be mentally taxing, especially when the auditory task load or demand increases; difficulty in applying learned auditory skills to novel circumstances) | Yes (c) or (p) | No (co) or (ca) |
11.2 Difficulty recollecting past auditory information (auditory memory). (i.e., finds it challenging to remember multi-step auditory sequences that has been heard and shared in the past, for instance, remembering a learned task that requires a series of directions; difficulty recalling auditory information at a later time, for instance, will only pick up parts of what is being said during a lesson/conversation and will have trouble recalling this information; struggles to recollect new/novelty auditory targets in the absence of contextual details; problems reproducing distinct auditory items at a later time, such as recalling rhymes/lyrics or stories/narratives in the correct order, after a delay) | Yes (c) or (p) | No (co) or (ca) |
12. Does the child lose energy and show signs of fatigue when engaging in auditory activities? | ||
12.1 Displays signs of auditory overstimulation/overload and listening-related fatigue (auditory fatigue). (i.e., tires easily after listening to various sound materials for a prolonged period; shows signs of auditory exhaustion by displaying auditory stimming/stereotypic behaviours, such as clicking fingers, tapping on ears, random humming, repetitive vocalisations or repeating certain phrases/words; fatigue significantly impairs concentration and auditory functions, especially in auditory cluttered environments) | Yes (c) or (p) | No (co) or (ca) |