Processing modalities are how we learn and consume information. There are no inherently ‘right’ and ‘wrong’ ways to process information and learn. Through schooling and workplace expectations, people create an idea of what proper communication looks like. If that standard doesn’t align with some of our neurodivergent team members’ ideas, teams may have communications troubles.
To be truly inclusive, we can advocate for what we need, and we can acknowledge and accommodate colleagues’ requests for preferred communication as well.
Processing Modalities
Processing modalities leverage different senses, and stimulate our brain in different ways. Preferred processing modalities are not fixed. A person may flex their preferred modality based on topic, level of understanding, communication channel, or numerous other factors.
There are typically eight processing modalities or learning styles mentioned on this topic. Let’s walk through visual, verbal, auditory, tactile, kinesthetic, intuitive, emotional, and conceptual processing.
Visual Processing
If you or a team member is a visual processor, consider screen sharing or whiteboarding when meeting with others. Using slides, diagrams, or other visual aids can tether visual learners to the content more than words alone. This isn’t a blanket request to create materials for the sake of creating materials. Simply providing more access to any existing visuals when talking can support visual processors. This is for something as simple as sharing your screen while navigating a particular click-path to find a file.
Verbal Processing
Verbal or aural processors really lock in understanding when they check their knowledge by repeating what they hear or ask questions. These folks might say they are “thinking out loud” or “want to work through something together.” Verbal processors can sometimes be labeled as scattered, as they hash out draft ideas. Once everyone recognizes this is a way to retain information, check for understanding, and build confidence that all details are covered, others can see the value in the verbal processors’ approach.
Auditory Processing
Some people are incredible audio processors – comprehending everything they hear. These folks love podcasts, prefer audio-only work calls, and are able to listen to instructions and apply it to their work immediately, without much follow up or confirmation. As with each processing modality, this isn’t strong for everyone. Some neurodivergent team members may also have Auditory Processing Disorder. APD shows up with ADHD and autism, and can cause these neurodivergent brains to jumble up some of what is said, so the learner cannot comprehend the auditory instructions the first time. While this doesn’t happen to everyone, offering a little grace, and being happy to repeat instructions or providing a second way of communicating can be very welcomed.
Tactile Processing
Tactile, or hands-on, learners do best when they can touch and manipulate things with their own hands. This might be working with 3D models, or tinkering with a data set, or just being given edit (vs. read only) access to a document, so they can start to add their value to the shared work.
Kinesthetic Processing
Some people even learn best when they can move around or fidget with something. I’ve seen people pace in the back of conference rooms or walk on treadmills during virtual calls. I’ve seen others find something like a fidget ring to play with or they will choose to doodle in their notepad to keep their hands busy. While some may see these behaviors as lower engagement, this is actually keeping the kinesthetic learner MORE engaged. If they stop moving or fidgeting, they might also stop listening and retaining important information.
Intuitive Processing
This might be harder to read for some of our hard data folks. Intuitive processors “just know” in some cases. These might be the classmates that could do math without showing their work, or the colleagues that pitch a bold idea without hard data-driven evidence that it will meet the customer needs. These individuals may be negatively perceived by others as “acting before thinking.” On the flip side, these same people may connect dots from various conversations and experiences to draw conclusions other team members missed.
Emotional Processing
Those who thrive on emotional processing are big appreciators of storytelling. Being told to do something for a client might not stick with these learners. Telling them a story about WHY the client needs the same thing to be built for them will be more compelling. It may tug on heartstrings, help them see themselves in the story, or just relate to the client/other party in a new way.
Conceptual Processing
Similar to the emotional processors, these conceptual processors want to know WHY. These team members may be seen as challengers for asking questions, or be misunderstood as trying to undermine leadership/authority. In reality, these learners just need to see how the work they are asked to do fits into a bigger picture, and why it all matters. Conceptual learners will jump right into a project if you say “I need you to work on X, so that the team can leverage your inputs, and we can ultimately serve our client by this due date.” Had the conceptual learner only heard “I need you to work on X,” the person may swirl around in questions before getting started.
Knowledge is Power
Knowing more about your processing modalities, and that of your colleagues’ can help in planning inclusive meetings. Check out more posts on ADHD-friendly meetings and neuro-inclusive meetings.
Ready for More?
Interested in how MPG addresses processing modalities in the workplace? Our Lead with ADHD program features a unit on this topic, and introduces our Learning Styles Mapping Tool. Contact us to learn more!
