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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 I’m not
sure.
I can understand and follow directions correctly. I ask for help if I’m 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).
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