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? Boys Town National Research Hospital Audiogram Of Familiar Sounds Northern & Downs, 2002 Boys Town National Research Hospital 2 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 Boys Town National Research Hospital 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 Boys Town National Research Hospital Setting Goals: Finding The Balance Boys Town National Research Hospital 3 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) Boys Town National Research Hospital 4 Planning And Implementing A Listening Session Erber’s Hierarchy Of Auditory Skills Comprehension Identification I HEAR that! Discrimination Detection Erber (1982) Boys Town National Research Hospital Erber’s Hierarchy Of Auditory Skills Comprehension That sounds Identification DIFFERENT. Discrimination Detection Erber (1982) Boys Town National Research Hospital Erber’s Hierarchy Of Auditory Skills Comprehension Identification I RECOGNIZE that sound! Discrimination Detection Erber (1982) Boys Town National Research Hospital 5 Planning And Implementing A Listening Session Erber’s Hierarchy Of Auditory Skills Comprehension Identification I UNDERSTAND Discrimination that! Detection Erber (1982) Boys Town National Research Hospital Auditory Content & Expectations Boys Town National Research Hospital Boys Town National Research Hospital 6 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 Boys Town National Research Hospital 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 Boys Town National Research Hospital 7 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 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 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 8 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 Boys Town National Research Hospital Boys Town National Research Hospital 9 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) Boys Town National Research Hospital Auditory Strategies - Input • • • • • • • • • Direct child’s auditory attention (“Listen”) Auditory Sandwich Tell, then show Use parentese Acoustic Highlighting Low-lighting Auditory space Modeling Repetition Boys Town National Research Hospital 10 Planning And Implementing A Listening Session Auditory Sandwich Boys Town National Research Hospital Auditory Sandwich Boys Town National Research Hospital 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 Boys Town National Research Hospital 11 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 Boys Town National Research Hospital Checking Comprehension Boys Town National Research Hospital Sabotage Boys Town National Research Hospital 12 Planning And Implementing A Listening Session Auditory Strategies – Encourage Use • • • • • Stop talking! Look expectantly and WAIT Sabotage the situation Role reversal Obligatory context Boys Town National Research Hospital Encouraging Expressive Communication Boys Town National Research Hospital Encourage Use Boys Town National Research Hospital 13 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 Boys Town National Research Hospital Auditory Chain/Support Boys Town National Research Hospital 14 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 16 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: teresa.mcevoy@boystown.org Questions will be answered at the end of the presentation. Boys Town National Research Hospital Auditory Inventory & Assessment Tools • • • • • • • • 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 Boys Town National Research Hospital 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!... Boys Town National Research Hospital 18 Planning And Implementing A Listening Session Resources • • • • • • • • • • 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 • • • • • • • 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 • • • • 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 19 Planning And Implementing A Listening Session Katie Brennan, MS, CCC-SLP Boys Town National Research Hospital 555 North 30th Street Omaha, Nebraska 68131 Katie.Brennan@boystown.org Boys Town National Research Hospital A production of the Lied Learning & Technology Center at Boys Town National Research Hospital ©2012 Boys Town National Research Hospital 20
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