Receptive Language Development

FAS/E is sometimes described as a problem of processing information: receiving information accurately, interpreting and remembering it correctly, and then acting on that information. Problems with central auditory processing (listening) encompass many aspects that impact the student’s ability to follow directions and complete tasks:

• Comprehension — Understanding what is meant, especially if different words are used which may mean the same thing. e.g., “add these numbers” vs. “what is the sum?”

• Discrimination — Understanding whether things or words are the same or different.

• Association and generalization — Understanding how things are related by their category, function or physical similarities.

• Sequencing — Doing things in the right order or following a “plot.”

• Selective attention — Knowing what is important to notice and pay attention to.

• Memory — Immediate and long-term.

Students with FAS/E may not be able to keep up with the normal pace and complexity of the language of instruction and discussion, remember what has been said, and translate that into action. Younger students may have trouble following when the teacher reads a story unless it is accompanied by pictures or a concrete representation (e.g., puppets or models). Students with FAS/E may understand language messages in a concrete and literal way. They may not respond when the teacher says, “Get ready for P.E.” or “Settle down” or “Get ready to start your lab.” They may respond to more explicit instructions such as “Put on your gym shoes, now” or “Lips together” or “Get out your lab book and then look at me for instructions.”

Students with FAS/E may have trouble interpreting the intent of the other speaker. Students with this type of language disability may be described as egocentric because they cannot take the listener’s point of view. They may go off-topic because they respond to internal associations or experiences that the listener does not know about. They may use pronouns with no referents or give so few details that a story does not make sense.

Students who have problems not knowing how to respond, or what to respond to, may experience many conflicts in a day. The students’ anxiety may increase, and they may have outbursts. Students who seems to be refusing to comply with a request may actually be unable to understand the request. What appears to be wilful disobedience may be actually be an inability to translate verbal directions into action.