Page 150 - A Strength Based Approach to Executive Function Skills Flipbook

Strong Processing Speed

Checklist

SKILL RAG

AUDITORY & VERBAL PROCESSING

I can listen and make sense of information people are giving me fast enough

to make sense of it. If it gets too hard for me, I ask people to slow down or

to give me the information in a way that I can keep up.

I can keep up with a lesson or activity when someone is explaining things. If

it gets too hard for me, I ask people to slow down or give information in a

way that I can keep up.

I can make sense of what I am hearing fast enough to keep up with a

conversation. If it gets too hard for me, I ask people to slow down or give

me the information in a way that I can keep up.

I can understand and follow instructions correctly. I ask for help if unsure.

I can understand and follow directions correctly. I ask for help if I’m unsure.

I can retrieve facts from my memory to answer questions within the

expected amount of time. If this is hard for me, I am practising ways to

increase my speed and am speeding up, bit by bit.

I can quickly recall and answer mathematical facts e.g. multiplication facts.

I can listen and take notes, keeping up with the information being given. If it

gets too hard for me, I ask people to slow down or to give me the

information in a way that I can keep up.

I can think of ideas and explain them at the same speed as other people my

age. If this is hard, I am practising ways to increase my speed and am

speeding up, bit by bit.

N.B. Although it is possible to improve Processing Speed through repeated and consistent practise, if a child

has a specific cognitive difficulty in this area, they may continue to find it extremely hard to demonstrate the

skills detailed above. It may therefore be necessary to provide scaffolds and support the child in learning

strategies to support their Processing Speed (see our Strength Based Approach to Executive Function Skills

book for details on effective strategies and scaffolds).

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