Page 15 - Unit 2 Brain Control TO SEND_Neat

Strong Processing Speed Checklist

SKILL I DEMONSTRATED THIS SKILL

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, asking for help if I am not sure.

I can understand and follow directions correctly, asking for help if I am not sure.
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 such as 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). 14