| Hearing |
| Overreactive |
|
Avoider |
| Can't attend certain public events or places due to excessive noise. |
|
Avoids loud noises. |
| Can't work with background noise. |
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Holds hands over ears. |
| Easily distracted by auditory stimuli. |
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Covers ears in the cafeteria or cannot go into the gym when there are many people in it. |
| Easily distracted in classroom. |
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May refuse to go to movie theaters, parades, skating rinks, musical concerts etc. |
| Distracted by sounds not normally noticed by others; like humming of lights or refrigerators, fans, heaters, or clocks ticking. |
|
May decide whether they like certain people by the sound of their voice. |
| Over reacts to loud noises or unexpected sounds, like sirens. |
|
Frequently asks people to be quiet; i.e., stop making noise, talking, or singing. |
| Cries about sounds in environment (e.g., hair dryer). |
|
|
| Fearful of the sound of a flushing toilet (especially in public bathrooms), vacuum, hairdryer, squeaky shoes, or a dog barking. |
|
|
| Hearing |
| Underreactive |
|
Seeking |
| Had little or no vocalizing or babbling as an infant. |
|
Makes sounds constantly. |
| Often does not respond to verbal cues or to name being called. |
|
May frequently make noises just to hear them. |
| Needs directions repeated often, or will say, "What?" frequently. |
|
Talks self through a task, often out loud. |
| Seems oblivious within an active environment. |
|
Will often speak louder than is necessary. |
| Seems to have difficulty understanding or remembering what was said. |
|
Love loud noises, often watch TV and listen to music very loudly. |
| May fail to recognize a sound that most would find alerting or strong. |
|
Need to listen to music to concentrate. |
| Appears confused about where a sound is coming from. |
|
|
| Appears oblivious to certain sounds. |
|
|
| Hearing |
| Poor Perception and/or Discrimination |
| May be hyper or hyposensitive to sound. |
| Difficulty pronouncing words. |
| Difficulty using prepositions. |
| Difficulty remembering and sequencing multi- step directions. |
| Difficulty sequencing verbal directions. |
| May appear inattentive. |
| May need to make a lot of effort to concentrate. |
| Short attention span. |
| Trouble hearing in groups. |
| Difficulty focussing on foreground sounds and blocking out extra background sounds. |
