Download Curriculum-embedded Auditory Training for School Age

Curriculum-embedded Auditory Training for School Age Children
with Hearing Loss
Teris Schery, Ph.D. & Gail Zika, M.E.D.
Vanderbilt University, Nashville, TN
Introduction:
Collaboration between SLPs and teachers of the deaf can be an effective way to help
school age children with hearing loss extend their auditory functioning and academic
performance within a classroom environment. This poster demonstrates a method for
incorporating listening skills (audition) within curriculum–specific small group lessons based
upon general education standards.
How to Begin
1. Identify an appropriate grade level standard from your state educational
curriculum that you will teach
This should be done collaboratively with the classroom teacher
2. Determine the language level of the child(ren) with hearing loss
This may be a combination of signed and spoken language skills
3. Determine the auditory skill level of each child with hearing loss
Levels of Auditory Development (Schery & Peters, 2003)
Detection: the ability to detect the presence or absence of sound.
Discrimination/Pattern Perception: the ability to distinguish between sound patterns
( i.e. having child match or indicate ‘same’ vs. ‘different’).
Identification: the ability to respond appropriately to a word after hearing it
(given multiple choice).
Comprehension: the ability to process and use auditory information for meaning.
Assessment:
•
•
ESP: Early Speech Perception Test for Profoundly Hearing-Impaired
Children (Moog & Geers, 1990)
developed to obtain information re. speech discrimination abilities in young profoundly
deaf children with limited vocabulary or language skills
places child in one of four speech perception categories:
o
o
Category 1: No Pattern Perception
Category 2: Pattern Perception
insert picture of ESP
o
o
•
Category 3: Some Word Identification
Category 4: Consistent Word Identification
standard version uses pictures; low verbal version uses objects
Putting it together
Plan and write a lesson to target skills leading to the grade level standard while
individualizing for each child’s auditory skill, speech and language level
Example: Lesson Plan for Third Grade Science Lesson
Step 1: Identify Skill
Scope and Sequence: 3rd Grade Tennessee State Standard – Food: examine the major parts of
plants and determine their functions
Topic: Plant parts, plant requirements for growth, and plant functions
Step 2: Identify objectives
Academic Objectives: Students will:
• say/sign six plant parts with 100% accuracy
• say/sign what each of the six parts does with 100% accuracy
• say/sign seven things plants need to survive and grow with 100% accuracy
• say/sign an item that we eat from each of the six parts with 100% accuracy
Speech objective:
• Students will pronounce initial blend /pl-/ when saying a /pl/ word in a sentence with
100% accuracy (you can individualize articulation targets for children who are not
developmentally ready for this blend)
Language objective:
• Students use verb “has” when saying a sentence describing parts of a plant with 100%
accuracy (“A plant has _______.”) This may be oral or signed
Auditory Training objective using audition only: (4 examples based on level of auditory
development)
•
Detection (newly implanted or amplified): When listening for the teacher to say one new
vocabulary word (presence or absence), student will pick up a paper plant with that one
vocabulary word on it when detected 4 out of 5 times
•
Discrimination (2-3 months after receiving implant or new amplification): When given
orally two vocabulary words or two sentences, student will say/sign “same” or
“different” 4 out of 5 times
•
Identification (several months after receiving implant or new amplification): When given
orally a word or sentence, student will point to correct response from multiple choices 4
out of 5 times
•
Comprehension (using implant or amplification consistently to gain spoken information):
When asked an oral question about the lesson topic, student will answer correctly 4 out of
5 times
Step 3: Select vocabulary: Sort words by syllable length to maximize auditory pattern
differences
1 syllable
plant
leaves
stem
roots
bloom
seed
light
straw
food
fruit
soil
squash
grow
drink
hold
veins
2 syllable
flower
survive
carrot
lettuce
blossom
water
sunlight
onion
carry
certain
multisyllable
underground
flowering
vegetable
celery
sunflower
germination
photosynthesis
identify
important
temperature
different
Step 4: Write a story teaching the content
This story can be written on the chalkboard or on large paper, and also given out for the children
to copy and put in their science notebooks. The analytic and synthetic activities below can be
carried out using this story.
Plants
Plants are growing things.
A plant has six different parts.
The parts are roots, stem, leaves, blossoms, seeds, and sometimes fruits or vegetables.
Plants need seven things to grow and survive.
Sunlight, water, air, food, temperature, time, and room to grow are necessary for a plant
to grow.
We plant seeds in soil.
The seeds germinate.
Roots grow underground.
They get water and food from the soil.
The stem works like a straw.
The stem carries water from the roots to the leaves.
The leaves have veins.
The veins carry food to other parts of the plant.
The leaves catch light, air and water.
They make food for the plant and this is called photosynthesis.
Some plants grow blossoms, fruits, or vegetables.
We eat different parts of the plant.
Carrots are root vegetables.
Onions and celery are stem vegetables.
Lettuce is a leaf vegetable.
We eat pumpkin seeds and squash blossoms.
We eat many fruits and vegetables that grow on plants.
Step 5: Plan activities (These activity classes are based on Ertmer, D., 2005)
Analytic activities: select words from the story with similar and dissimilar vowels and
consonants of manner, voicing, and place. Focus on decoding words and syllabification. Select
from one syllable, two syllable, and multi-syllable words for discrimination tasks. Select a
variety of different sentence lengths for identification (give attention to similar wording vs.
different words).
Example:
Synthetic activities: select like concepts and sentence patterns in discussion of topic.
Select a grammatical structure (verb usage) and use consistently (e.g. Identify names of plant
parts as context for listening to phonemes).
Example:
Pragmatic activities: tell student topic and objectives ahead of the lesson. Discuss plants and
what makes them grow (checking for background knowledge). Provide activities to demonstrate
impact of plants’ requirements on their growth. Use real plants.
Examples:
• Take a live plant apart, mount and label.
• Soak lima beans to see seeds germinate, sprout and root.
• Use carnation and red food coloring to see stem drink and veins spread
color.
• Open pea pods, bean pods, and pumpkins to see seeds we eat.
•
•
Use carrots to show roots.
Put sprouted seeds in varying locations under varying conditions (no light,
refrigeration, no water, etc.)
References
Chute, P. & Nevins, M.E. (2006). School professionals working with children with cochlear
implants. San Diego: Plural Publishing Inc.
Ertmer, D. (2005). The source for children with cochlear implants. East Moline, IL:
LinguiSystems, Inc.
Schery, T. & Peters, M.L. (2003). Developing auditory learning in children with cochlear
implants. Topics in Language Disorders 23:1 (pp. 4-15).
ESP: The Early Speech Perception test battery (CID, 1990) is a test of speech perception for profoundly
deaf children as young as 3 years old. The ESP may be used to establish objectives and to measure
effects of a hearing aid or a cochlear implant in terms of their impact on the child's speech perception
ability. The kit includes manual, response forms, box of toys, full-color picture cards and audio cassette.
ESP Test Kit: $200
Alternate Randomization CD: $15
IBM Version 2.0 Software Package: $25
ESP Standard Scoring Forms: $10 (pkg. of 25)
ESP Low-Verbal Scoring Forms: $10 (pkg. of 25)
Supported in part by U.S. Department of Education Grant #H325A000097, Multidisciplinary Personnel Training for Work with Deaf Children
with Cochlear Implants