Planning And Implementing A Listening Session Planning And Implementing A Listening Session

Planning And Implementing A Listening
Session
Katie Brennan, M.S., CCC-SLP
Speech-Language Pathologist
Auditory Consultant
Boys Town National Research Hospital
Planning And Implementing
A Listening Session
1
Planning And Implementing A Listening
Session
Listening Sessions: What’s Included?
 Address all areas of communication:
 Auditory Skills
 Receptive Language
 Expressive Language
 Speech
 Pragmatics
 Parent education/coaching
 Ongoing audiologic evaluation & technology
management
 Educational collaboration & support
Boys Town National Research Hospital
Setting Goals: Do Your Research
Know Your Student’s Audiological History
• Length of time with appropriate amplification?
• Are device settings maximizing access to soft and
conversational level speech?
• Full time device use?
• Anatomical issues that
could impact
progress?
• How did he perform
with the audiologist
recently?
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Audiogram
Of Familiar
Sounds
Northern &
Downs, 2002
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Planning And Implementing A Listening
Session
Setting Goals: Do Your Research
Know Your Student’s Communication History
• Current communication
method
• Change in communication
approach
• Variety or consistency in
educational placement
• Parents’ skill level in chosen
communication approach
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A-to-V Communication Continuum
Auditory
Does not
require visual
support for
clarification
Av
AV
Mostly
Equal need for
Auditory:
auditory and
Needs some
visual supports
visual support
for clarification
Va
Mostly Visual:
Understands
some spoken
words/phrases
Visual
Visual:
Does not
understand
spoken
words/phrases
Adaptation of McConkey Robbins, 2001; Nussbaum, Scott, Waddy-Smith, Koch, 2004
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Setting Goals: Finding The Balance
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Planning And Implementing A Listening
Session
Setting Goals: Finding The Balance
Know Your Student’s Developmental History
• What are the “extras” in your SCALES model?
• Other motor or sensory (vision, S/L) concerns
present?
Boys Town National Research Hospital
Focused Auditory Process
1.
2.
3.
4.
What’s the auditory content & level?
What’s the set type & size?
What’s the A-V plan?
What’s the auditory strategy?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
Erber’s Hierarchy Of Auditory Skills
Comprehension
Identification
Discrimination
Detection
Erber (1982)
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Planning And Implementing A Listening
Session
Erber’s Hierarchy Of Auditory Skills
Comprehension
Identification
I HEAR
that!
Discrimination
Detection
Erber (1982)
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Erber’s Hierarchy Of Auditory Skills
Comprehension
That
sounds
Identification
DIFFERENT.
Discrimination
Detection
Erber (1982)
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Erber’s Hierarchy Of Auditory Skills
Comprehension
Identification
I RECOGNIZE
that
sound!
Discrimination
Detection
Erber (1982)
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Planning And Implementing A Listening
Session
Erber’s Hierarchy Of Auditory Skills
Comprehension
Identification
I
UNDERSTAND
Discrimination
that!
Detection
Erber (1982)
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Auditory Content & Expectations
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Planning And Implementing A Listening
Session
Focused Auditory Process
1.
2.
3.
4.
What’s the auditory content & level?
What’s the set type & size?
What’s the A-V plan?
What’s the auditory strategy?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
Closed Set
• The easiest type of listening
is in a closed set, where the
contents of the set are
present or clearly defined.
Closed Set
given/obvious choices
• Examples: Numbers 1 – 10,
names of family members,
days of the week, colors
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Bridge Or Limited Set
Known
Topic
Bridge Set
Within a known topic
• A bridge or limited set is
one in which the context or
category is clearly
established, but the specific
items in the set are not
clearly present or
defined.
• Examples: Animals at a zoo,
snacks, clothing items
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Planning And Implementing A Listening
Session
Open Set
? ? ??
? ?
? ? ??
? ? ?
Open Set
"could be anything"
• No established content and
possibilities are unlimited
• Examples: Carrying on a
conversation over the
telephone, Listening to a
news program on the radio
or TV
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Focused Auditory Process
1.
2.
3.
4.
What’s the auditory content & level?
What’s the set type & size?
What’s the A-V plan?
What’s the auditory strategy?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
Listening Context: Familiarity
New: Language and concepts being
presented for the first or second time
Review: Language and concepts that have
been presented repeatedly over a period
of at least 2 weeks
Routine: The language of the daily activities
of the classroom: transition, snack,
instructional routines, etc.
Boys Town National Research Hospital
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Planning And Implementing A Listening
Session
A-to-V Plan
Auditory
Av
Does not
require visual
support for
clarification
AV
Mostly
Equal need for
Auditory:
auditory and
Needs some
visual supports
visual support
for clarification
Va
Mostly Visual:
Understands
some spoken
words/phrases
Visual
Visual:
Does not
understand
spoken
words/phrases
Adaptation of McConkey Robbins, 2001; Nussbaum, Scott, Waddy-Smith, Koch, 2004
Boys Town National Research Hospital
How Much Extra Support Is Needed?
A
AV
AV
Closed Set
Bridge Set
Open Set
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Boys Town National Research Hospital
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Planning And Implementing A Listening
Session
Focused Auditory Process
1.
2.
3.
4.
What’s the auditory content & level?
What’s the set type & size?
What’s the A-V plan?
What’s the auditory strategy?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
Auditory Learning Strategies
• When deciding which strategy to use,
consider…what is your desired response?
– Input/imprint (receptive)
– Imitation (receptive/expressive)
– Comprehension (receptive)
– Use (expressive)
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Auditory Strategies - Input
•
•
•
•
•
•
•
•
•
Direct child’s auditory attention (“Listen”)
Auditory Sandwich
Tell, then show
Use parentese
Acoustic Highlighting
Low-lighting
Auditory space
Modeling
Repetition
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Planning And Implementing A Listening
Session
Auditory Sandwich
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Auditory Sandwich
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Auditory Strategies - Imitation
•
•
•
•
•
•
Model, then WAIT
Ask, “What did you hear?”
Use a partner as a model
“Tell mom…”
Auditory closure
Give target in the form of
question (Did he jump?)
• “Can you say…?”
• Give a choice
a
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Planning And Implementing A Listening
Session
Auditory Strategies - Comprehension
• Give a direction and pause in natural
context/routines
• Ask a variety of questions
– Avoid asking too many!
• Sabotage/change a
familiar routine
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Checking Comprehension
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Sabotage
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Planning And Implementing A Listening
Session
Auditory Strategies – Encourage Use
•
•
•
•
•
Stop talking!
Look expectantly and WAIT
Sabotage the situation
Role reversal
Obligatory context
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Encouraging Expressive Communication
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Encourage Use
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Planning And Implementing A Listening
Session
Focused Auditory Process
6.
7.
8.
9.
What’s the auditory chain / support?
What’s the visual support?
Did it work?
How will you modify?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
Auditory Chain / Support
Direct
Visual Language
Cues
Natural
Cues
Indirect
Cues
• Routine
• Repeat Phrase
• Say With Facial Expression
• Say With Speech Reading
• Point To The Word Or Picture
Direct
Visual/Verbal
Cues
• Say Phrase Or
Word With Sign
• Say With A Point To Object
• Ask Child To Repeat
• Say With An Eye Gaze
• Say With Natural Gesture
• Say Shorter Phrase
Adapted from DynaVox Systems LLC
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Auditory Chain/Support
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Planning And Implementing A Listening
Session
Focused Auditory Process
6.
7.
8.
9.
What’s the auditory chain?
What’s the visual support plan?
Did it work?
How will you modify?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
Visual Support Decision
Less
Challenging
• Auditory + Tactile
• Auditory + Visual
– Direct language cues (sign,
written, gestures, pictures)
• Auditory + Visual
More
Challenging
– Indirect cues (speechreading,
facial expression)
• Auditory Only
Boys Town National Research Hospital
Focused Auditory Process
6.
7.
8.
9.
What’s the auditory chain?
What’s the visual support plan?
Did it work?
How will you modify?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
15
Planning And Implementing A Listening
Session
Focused Auditory Process
6.
7.
8.
9.
What’s the auditory chain?
What’s the visual support plan?
Did it work?
How will you modify?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
Modifications
Direct
Visual Language
Cues
Natural
Cues
Indirect
Cues
• Routine
• Repeat Phrase
• Say With Facial Expression
• Say With Speech Reading
• Point To The Word Or Picture
Direct
Visual/Verbal
Cues
• Say Phrase Or
Word With Sign
• Say With A Point To Object
• Ask Child To Repeat
• Say With An Eye Gaze
• Say With Natural Gesture
• Say Shorter Phrase
Adapted from DynaVox Systems LLC
Boys Town National Research Hospital
Modification - Visual Support Decision
Less
Challenging
• Auditory + Tactile
• Auditory + Visual
– Direct language cues (sign,
written, gestures, pictures)
• Auditory + Visual
More
Challenging
– Indirect cues (speechreading,
facial expression)
• Auditory Only
Boys Town National Research Hospital
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Planning And Implementing A Listening
Session
Boys Town National Research Hospital
Focused Auditory Process
1.
2.
3.
4.
What’s the auditory content & level?
What’s the set type & size?
What’s the A-V plan?
What’s the auditory strategy?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
Focused Auditory Process
6.
7.
8.
9.
What’s the auditory chain/support?
What’s the visual support?
Did it work?
How will you modify?
See handout “Focused Auditory Teaching”
Boys Town National Research Hospital
17
Planning And Implementing A Listening
Session
Questions?
For any questions during this broadcast,
please send an email to:
[email protected]
Questions will be answered
at the end of the presentation.
Boys Town National Research Hospital
Auditory Inventory & Assessment Tools
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Assessment of Children’s Language Comprehension, Foster, Giddan,
& Stark. (1972). Consulting Psychologists Press, Inc.
Auditory Perception Test for the Hearing Impaired, Allen, S.G. (2008)
San Diego: Plural Publishing, Inc.
Auditory Skills Checklist, Cincinnati Children’s Hospital: www.chdr.org
Auditory Skills Placement Test, Sindrey
CID Early Speech Perception Test (ESP), Moog & Geers, www.cid.wustl.edu
Compass Test of Auditory Discrimination, Sindrey: www.listeningtree.ca
Contrasts for Auditory & Speech Training (CAST) Ertmer:
www.linguisystem.com
Cottage Acquisition Scales for Listening, Language and Speech (CASLLS),
Wilkes, E. (1999) Sunshine Cottage School for Deaf Children,
www.sunshinecottage.org
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Auditory Inventory & Assessment Tools
• Early Listening Function (ELF), Anderson: www.hear2learn.com
• Early Speech Perception Test, CID
• Early Steps Auditory Skills Checklist,
www.kandersonaudconsulting.com
• Functional Auditory Performance Indicators (FAPI), StredlerBrown, A. & Johnson, D.C.(2001,2003)
www.cde.state.co.us/cdesped/Specific Disability-Hearing.htm
• Little Ears , Veekmans, et al: www.medel.com
• MAIS & IT-MAIS: Meaningful Auditory Integration Scale,
Zimmerman-Phillips, Robbins, Osberger; Advanced Bionics :
www.bionicear.com
• Test of Auditory Comprehension (TAC), Foreworks
• And more!...
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Planning And Implementing A Listening
Session
Resources
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Alexander Graham Bell Association for the Deaf and Hard of Hearing:
www.agbell.org
Auditory Learning Guide, Walker, B. (2009).
CASLLS and CASLLS Companion, Wilkes, E. www.sunshinecottage.org
CHATS: The Miami Cochlear Implant, Auditory and Tactile Skills Curriculum,
Vergara, K.C. & Miskiel, L.W. Miami: Intelligent Hearing Systems.
http://www.ihsys.com/site/CHATS.asp?tab=4
The Developmental Approach to Successful Listening II (DASL II), Goldberg
Stout, G. & Van Ert Windle, J. Cochlear Corporation.
www.cochlearamericas.com
Hear & Listen! Talk & Sing! Estabrooks, W.: www.agbell.org
HOPE Rehabilitation Resources. Cochlear Corporation:
http://professionals.cochlearamericas.com/cochlear-academy/hoperehabilitation-resources
KidTrax (and more). Med-El Corporation, a variety of therapy materials:
www.medel.com
Learn to Talk Around the Clock, Rossi, K.: www.agbell.org
My Baby’s Hearing www.babyhearing.org
Boys Town National Research Hospital
Resources
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Listen, Learn and Talk (and other materials), Cochlear Americas:
http://hope.cochlearamericas.com
Listening Activity Websites: Adapted by Melissa Hall, MA, CCC-SP from
Kuster, JM. (2009). Do You Hear What I Hear? - Listening Activities, The
ASHA Leader, p. 26-27.: http://firstyears.org/lib/list-activity.htm
The Listening Room. Advanced Bionics Corporation:
www.hearingjourney.com
My Baby and Me, Developed by: Betsy Moog Brooks. The Moog Center for
Deaf Education, St. Louis: http://www.hearingexchange.com/store/
Songs for Listening! Songs for Life!, Estabrooks, W.: www.agbell.org
SPICE (Speech Perception Instructional Curriculum Evaluation), Central
Institute for the Deaf, St. Louis, MO, http://www.cid.wustl.edu/
Top Ten Strategies for Parents (Parent manual, professional manual,
videotape) http://www.agbell.org/
Boys Town National Research Hospital
References
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Erber N (1982). Auditory Training. Washington DC: Alexander Graham Bell Association for the
Deaf & Hard-of-Hearing.
McConkey Robbins, A. (2001). A sign of the times: Cochlear implants and total communication.
Advanced Bionics Loud & Clear (4)2, 1-7.
Nussbaum, D., Scott, S., Waddy-Smith,B., & Koch, M. (2004). Spoken language and sign:
Optimizing learning for children with cochlear implants. Paper presented at Laurent Clerc
National Deaf Education Center, Washington, DC.
Srinivasan, P. (1996) Practical Aural Habilitation for Speech-Language Pathologists and Educators
of Hearing-Impaired Children. Springfield, IL: Charles C. Thomas Pub.
Boys Town National Research Hospital
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Planning And Implementing A Listening
Session
Katie Brennan, MS, CCC-SLP
Boys Town National Research Hospital
555 North 30th Street
Omaha, Nebraska 68131
[email protected]
Boys Town National Research Hospital
A production of the Lied Learning & Technology
Center at Boys Town National Research Hospital
©2012
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