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Numerous Web sites provide information on hearing loss and cochlear implants. Please visit these sites for important information and resources. Cochlear Awareness Network Hands and Voices Web site Sound and Fury Web site A Website For Teenagers U.S. Food and Drug Administration (FDA) on Cochlear Implants To order contact: Help Kids Hear.org Cochlear Implant Rehabilitation Resources: The Children's Hearing Institute (CHI) Cochlear Implant Awareness Foundation (CIAF) Hearing Loss Association of America League for the Hard of Hearing Auditory Perception/Listening Skills This checklist outlines the development of listening from sound awareness to auditory comprehension including; discrimination, identification, localization, auditory memory and sequencing, listening from a distance, and listening in noise. St. Gabriel’s Curriculum for the Development of Audition, Language, Speech and Cognition This program contains a hierarchical order for the development of auditory awareness and auditory memory progressing from closed set to open set. Cottage Acquisition Scales For Listening, Language, and Speech This developmental checklist is for assessment and planning for diagnostic therapy. The listening section progresses from sound awareness to comprehension of paragraphs including phonetic listening skills. Early Speech Perception Test (ESP) for Profoundly Hearing-Impaired Children The ESP test battery is a test of speech perception for profoundly deaf children as young as 3 years of age. The ESP may be used to establish objectives and to measure the effects of a hearing aid or cochlear implant in terms of their impact on the child’s speech perception ability. The kit includes a manual, response forms, box of toys, full-color picture cards and audiocassette. Functional Auditory Performance Indicators (FAPI): An Integrated Approach to Auditory Development The FAPI assesses the functional auditory skills of children with hearing loss. It examines seven categories of auditory development: sound awareness, sound is meaningful, auditory feedback, localizing sound source, auditory discrimination, short-term memory, and linguistic auditory processing. A profile of a child’s functional auditory skills is generated after administering all items on the profile. The categories are hierarchical; however, it is appropriate for a child to be working on many skills at the same time. By working on multiple skills from different categories, the child will be learning an integrated approach to auditory skill development. Test of Auditory Comprehension (TAC) Test of Auditory Comprehension of Language-Third Edition (TACL-3) The TACL-3 measures a child’s auditory comprehension skills including word classes and relations, grammatical morphemes, and elaborated sentences. The child is presented with a picture and points to the phrase or sentence that matches what he/she hears. The Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R.) /The Preschool S.I.F.T.E.R. The S.I.F.T.E.R. is used by the teacher to rate the child in comparison to other children in the classroom on 15 items. The responses are plotted on a chart which indicates pass, marginal or fail for each of the five areas of academics, attention, communication, classroom participation, and school behavior. If a child fails in a specific area, they should be referred for further evaluation. The Preschool S.I.F.T.E.R. was developed to be used with preschool children and is similar to the S.I.F.T.E.R. The Lexical Neighborhood Test (LNT) and the Multi-syllabic Lexical Neighborhood Test (MLNT) The Lexical Neighborhood Test (LNT) and the Multi-syllabic Lexical Neighborhood Test (MLNT) were developed by Indiana University in 1995. The LNT and MLNT are two new open-set tests of word recognition. These tests include words that the child repeats, and have been used to assess recognition of individual words and phonemes in children who are cochlear implant candidates. The LNT and MLNT are based on the lexical characteristics of word frequency and neighborhood density, and include words found in the vocabularies of children age three to five. Results from these tests with pediatric cochlear implant users have shown that their lexicons appear to be organized into similarity neighborhoods, and these neighborhoods are accessed in open-set word recognition tests. Studies have shown that normal hearing three- and four-year old children are able to recognize all the words from these two open-set speech perception tests at very high levels of performance. Therefore, these results have been used as a benchmark for children with hearing impairments. The Listening Inventory for Education: an Efficacy Tool (L.I.F.E.) The L.I.F.E. is designed to determine amplification benefit and considers input from both the student and the teacher. The protocol also provides suggestions for intervention accommodations designed for the specific situations that are identified as problems.
The Arizona Articulation Proficiency Scale-Third Edition The Arizona-3 is a tool designed to identify misarticulations and total articulatory proficiency. The stimulus pictures show children in more current clothing styles and activities. The test materials also include more ethnic diversity. The instrument has been restandardized on a sample of over 5,500 individuals, representative of the U.S. population according to geographic region, ethnicity, and parents' education level. Gender-specific norms are provided for the early childhood years. The kit includes an examiner’s manual, picture cards, and 25 test booklets. The Goldman Fristoe: Test of Articulation 2 Order and inquiries: customerservice@agsnet.com This test assesses a child’s articulation ability by sampling both spontaneous and imitative speech production. Pictures and verbal cues are used to elicit single word answers that demonstrate common speech sounds. It measures the articulation of speech sounds and identifies and describes the types of articulation errors produced by the child. The Phonetic-Phonologic Speech Evaluation Record: A Manual This tool is used to assess the segmental and nonsegmental aspects of speech at both the phonetic and phonologic levels. The phonetic level responses are obtained through imitation. Phonologic level responses are obtained from spontaneous language samples. Identifying Early Phonological Needs in Children with Hearing Impairment This is a standardized test used to assess how young children with hearing loss spontaneously use first-level phonological patterns. It numerically rates whether the child’s patterns are missing, emerging, or mastered. St. Gabriel’s Curriculum for the development of Audition, Language, Speech and Cognition This curriculum outlines the development of early speech, the development of early auditory feedback skills, and an order for the acquisition of vowels, diphthongs, and consonants. It also provides a developmental checklist of phonological processes. Cottage Acquisition Scales For Listening, Language, and Speech This curriculum provides a developmental checklist for assessment and diagnostic planning for therapy. The speech section tracks objectives from Phonetic-Phonologic Speech Evaluation Record and also links these objectives to phonetic listening development. Spoken Communication for Students Who are Deaf or Hard of Hearing: A Multidisciplinary Approach E-mail: service@buttepublications.com This curriculum includes a Student Speech Record (SSR) which is used to evaluate the following: non-verbal communication (attention, turn taking, eye contact, and breath support) and suprasegmentals, vowels and diphthongs, and consonants at the phonetic, phonologic, and pragmatic levels. The SSR also includes an oral peripheral examination form. The Central Institute for the Deaf (CID) Picture Speech Intelligibility Evaluation (SPINE) The SPINE uses colorful pictures to evaluate speech intelligibility in children as young as 6 years of age. The assessment package includes 300 full-color picture cards, a test manual, and 25 response forms. Paden-Brown Phonological Kit This tool is designed to assess spontaneous use of first level phonological patterns in children with hearing loss. It utilizes a list of 25 words that are typically within the speaking vocabulary of young children with hearing loss. The word list provides at least five opportunities for the child to demonstrate how well he/she spontaneously targets each basic consonant feature, such as manner, place, and voicing, as well as each of the primary vowel areas, diphthongs, and basic word patterns. Numerical scoring o f the test reveals whether the child’s patterns are missing, emerging, or mastered. Results can be used for developing auditory and speech goals for the child. The test kit includes an instructional manual, 10 score sheets, and 25 picture cards.
Kendall Demonstration Elementary School (KDES) Preschool Auditory and Speechreading Skills Inventory Phone: (202) 651-5045 This inventory is used to informally assess a child’s listening (speech & environmental sounds) and speechreading readiness and ability to understand words and phrases (familiar/functional and phrases containing 2 and 3 critical elements).
The Bzoch-League Receptive-Expressive-Language Test (REEL-2), 2nd. Ed. The REEL-2 is a scale designed for infants and toddlers up to 3 years of age. It measures and analyzes emergent language for intervention planning. Results are obtained from a parent interview and are given in terms of an Expressive Language Age, A Receptive Language Age, and a Combined Language Age. The Rynell Development Language Scales III (RDLS III), 3rd Ed. Phone: 800-277-8737 The RDLS III assesses receptive and expressive language using real objects rather than pictures for the child to interact with. It is designed for children from 15 months to 7 years of age. The comprehension scale comprises sections such as agents and actions, attributes, locative relations, vocabulary and complex grammar, and inferencing, etc. The expressive scale comprises sections such as verb phrases, auxiliaries, clausal elements, inflections, etc. The Preschool Language Scale-4 (PLS-4) Phone: 800-211-8378 The PLS-4 is a standardized test of auditory comprehension and expressive communication for infants and toddlers. The auditory comprehension subscale assesses basic vocabulary, concepts and grammatical markers in preschool and higher-level abilities such as complex sentences, making comparisons and inferences, etc. in older children. The expressive communication subscale asks preschoolers to name objects, use concepts that describe objects, express quantity, use grammatical markers, etc. For older children it includes word segmentation, completing analogies, telling a short story in sequence, etc. This test also includes an articulation screener and a language sample checklist. Preschool-Clinical Evaluation of Language Fundamentals (CELF-P) Phone: 800-211-8378 The CELF-P evaluates expressive and receptive language ability. It focuses on word meanings, word and sentence structure, and recall of spoken language. This tool was standardized for children ages 3 years, 0 months to 6 years, 11 months and uses pictures as stimulus for all three areas of language development. The linguistic concepts subtest evaluates the child’s knowledge of modifiers and his/her ability to interpret one-level oral directions. The sentence structure subtest evaluates comprehension of early acquired sentence formation rules and the child’s ability to comprehend and respond to spoken sentences. The recalling sentences in context subtest evaluates recall and repetition of spoken sentences. Formulating labels assesses the child’s ability to name pictures. The word structure subtest assesses the child’s knowledge and use of early acquired morphological rules and forms. The MacArthur Communication Development Inventory: Words, Gestures, and Sentences Phone: 800-730-2214 These questionnaire/checklists ask parents to identify various words that their child either says or signs. It includes vocabulary relating to: things in the home, people, action words, description words, pronouns, prepositions, question words, as well as sentences and grammar. The Rossetti Infant-Toddler Language Scale: A Measure of Communication and Interaction Phone: 800-PRO-IDEA This scale assesses preverbal and verbal areas of communication and interaction including: Interaction-Attachment, Pragmatics, Gesture, Play, Language Comprehension and Language Expression. The examiner can directly observe or elicit a behavior from the child or use the caregiver’s report to equally credit the child’s performance. Results reflect the child’s mastery of skills in each of the areas assessed at 3 month intervals. A parent questionnaire with guidelines for parent interview is also included. Systematic Analysis of Language Transcripts (SALT) Phone: 888-440-SALT A 30 minute play session is videotaped and every spoken and signed language utterance is transcribed. This analysis includes information regarding the number and types of spontaneous utterances that the child and caregiver produce. This analysis is intended to provide a portrait of the child’s language, as well as the type of language the caregiver uses while communicating with the child. In order to measure the child’s growth a videotape is made every six months. SKI-HI Language Development Scale Phone: (435) 245-2888 This scale is developmentally ordered and contains a list of communication and language skills in varying intervals for different ages. Each age interval is represented by enough observable receptive and expressive language skills to obtain a good profile of a child’s language ability. Test Of Semantic Skills-Primary (TOSS-P) (update of former test, Assessing Semantic Skills Through Everyday Themes (ASSET)) Phone: (800) PRO-IDEA The TOSS-P is a receptive and expressive diagnostic test designed to assess a child’s semantic skills. Comprised of twenty realistic line-illustrations depicting natural, real-life scenes, the test is built around six common themes: Learning and Playing, Shopping, Around the House, Working at School, Eating and Health and Fitness. Test items emphasis vocabulary that is meaningful and relevant to the experiences of young children. The TOSS-P surveys ten semantic and vocabulary tasks through five receptive subtests and five expressive subtests. St. Gabriel’s Curriculum for the development of Audition, Language, Speech and Cognition V/TTY: 202-337-5220 Oral and Written Language Scales (OWLS) Phone: 800-277-8737 o The OWLS assesses higher order thinking, semantics, syntax, vocabulary, and pragmatics. It includes a Listening Comprehension Scale (picture pointing), an Oral Expression Scale (answering questions, and sentence completion) and a Written Expression Scale (use of conventions, syntactical forms, and ability to communicate meaningfully). Peabody Picture Vocabulary Test (PPVT) Phone: 800-328-2560 Ext, 7717 The PPVT measures a child’s understanding of individual words (receptive vocabulary). It is designed for children 2 years 6 months to 18 years of age. Raw test scores are converted into standard cores, percentile ranks and age equivalents. Expressive One-Word Picture Vocabulary Test (EOWPVT) Phone: 800-277-8737 The EOWPVT assesses a child’s English speaking vocabulary by asking the child to name objects, actions and concepts pictured in illustrations. The test ends on 6 consecutive incorrect responses. Receptive One-Word Picture Vocabulary Test (ROWPVT) Phone: 800-277-8737 The ROWPVT assesses a student’s knowledge of vocabulary by asking the child to point to the object being named. The test ends when the child cannot correctly identify the pictured meaning of the word in 6 out of 8 consecutive items. Grammatical Analysis of Elicited Language, Pre-Sentence Level (GAEL-P) Contact Dianne Gushleff at dgushleff@cid.edu or 314-977-0133 or 314-977-0016 (fax) This test contains three sections: readiness skills, single words, and word combinations. The examiner uses structured play and pictures to elicit language specific to these three areas. The test was developed for children with hearing loss and can be administered in spoken or signed English. Teacher Assessment of Grammatical Structures (TAGS) Contact Dianne Gushleff at dgushleff@cid.edu or 314-977-0133 or 314-977-0016 (fax) The TAGS consists of rating forms to be completed by the therapist regarding the child’s understanding of grammatical structures in sentences of at least four words that contain a subject and a verb. The grammatical categories are noun modifiers, pronouns, prepositions, adverbs, verbs, and questions. Test of Early Reading Ability-3rd ed (TERA-3) Phone: 800-897-3202 The TERA-3 measures reading ability of young children ages 3-6 through 8-6. Rather than assessing a child’s reading readiness it assesses their mastery of early developing reading skills. The three subtests include: Alphabet (knowledge of the alphabet and its uses), Conventions (knowledge of the conventions of print), and Meaning (measuring the construction of meaning from print). An overall Quotient is computed using all three subtest scores. Checklist of Emerging ASL Skills This checklist provides a series of indicators to judge whether a deaf child has components of ASL in his or her communication system. The evaluator should not judge a child’s skills based on English ability. The focus should be on ASL. The checklist should be filled out by at least three different evaluators who are familiar with the child and who are proficient in ASL. ASL Development Observation Record Phone: (510) 794-2536 This tool was developed by the Early Childhood Education program at the CSDF to document the ASL language development of deaf children from the time they entered the program to Kindergarten. The goal of the observation record is to identify the language strengths and needs of each child and to document the progress made over the time spent in the Early Childhood Education program. This record also serves as a guide for teachers in assessing their role as language models and how they use language with the children. The American Sign Language Proficiency Assessment (ASL-PA) TTY: 520-621-9466 The ASL-PA globally assesses the expressive ASL skills of children ages 6-12 years of age. Items/target features are based on ASL acquisition studies. Language samples are elicited from varied discourse contexts. There are no sample norms presently available. Test of American Sign Language (TASL) Phone: 415-338-7655 The TASL consists of two production measures (Classifier Production Test, and Sign Narrative) and four comprehension measures (Story Comprehension, Classifier Comprehension Test, Time Marker Test, and Map Marker Test). It is designed to be used with deaf students ages 8-15 years.
Computer Software for Developing Spoken Language Skills: Earobics (Step 1, Step 2, Adolescent/Adult version) Earobics are colorful, interactive games to train listening skills. The games provide immediate feedback and are motivational. Step 1 provides six games focused on a range of fundamental listening and sound awareness skills. The games can be modified to work on beginning, intermediate, or advanced tasks. Step 2 provides more advanced listening activities to address phonics and language skill development. There are clinical and home versions of the software. The clinical versions provide greater flexibility in modifying activities. Exploring First Words (I and II) Phone: 800-562-6801 Exploring First Words provides activities to promote basic vocabulary development. The program is designed to give the instructor control over the content and presentation of the lesson. Levels I and II are similar in difficulty, varying only in the content of the vocabulary addressed. They each provide opportunities for students to listen for vocabulary associated with ten categories, including animals, body parts, clothing, common objects, food, household items, outside things, toys, utensils, and vehicles. The Great Action Adventure Web: http://www.superduperinc.com The Great Action Adventure is a software program designed to teach more than 100 verbs through listening and sign language. The program provides the opportunity to listen to a word and then see the associated sign via a brief video clip. Appropriate for ages 2 and up. Phone: 800-362-2890 IBM SpeechViewer III is an interactive computer program that proceeds from simple to advanced exercises providing visual feedback to support development of voice and speech production skills. The system includes the games from Visual Voice Tools as well as more advanced activities that focus on phonological development as well as pitch and loudness patterning. Purchase of the program includes a microphone and a clinical tracking system. It is intended for therapy/school use. Intelli-Talk II Web: http://www.intellitools.com Intelli-Talk II is a word processing program that combines text, speech, and graphics. Students can listen to spoken production of letters, names, words, and sentences as they type. Text voicing is possible for letters, words, sentences, or a whole page at a time. Speech pronunciation can be modified for unusual spelling. The program comes with numerous pictures and pre-designed templates to develop individualized programs for each student. Activities can be modified for pre-readers utilizing an included picture library. Listen-Hear Phone: 519-472-7944 This software is divided into three sections: Sound Discrimination, Vocabulary Development, and Language Concepts. Each section can also be purchased individually. The Ling 6-sound test is included via a game that develops awareness and identification of these sounds. The progression through each level includes the option to "familiarize" the child with the specific targeted sounds for each unit prior to initiating the unit. The program also provides options for choosing which sounds/words to include in each activity. After participating in the familiarization portion of the software, the progression through the activity is pre-set and must be completed before moving to another activity. Locu-Tour Literacy CD-Rom: Phonemic Awareness (pre-kindergarten to adult) Web: http://www.superduperinc.com Technology for Education, 1870 East 50th Street, Suite 7, Inver Grove Heights, MN 55077 Software includes seven activities to develop letter identification, word identification, lipreading, spelling, and memory for sounds. The lipreading component is especially useful for deaf/hard of hearing students. Each activity includes options to modify the difficulty level. The software is easy to use and can be modified for a variety of ages and listening/phonemic levels. (See other LocoTour software including Phonology, Articulation, and Look, Listen, and Learn.) Nouns and Sounds Phone: 800-562-6801 Nouns and Sounds is an easy-to-use program that helps children discriminate and identify 100 environmental sounds. Users can select specific sounds and pictures to modify for individual listening levels. A variety of games is offered within the software. Photographs are used. Otto’s World of Sounds Games revolving around listening for sounds in ten varied environments (i.e. house, kitchen, farm, beach, etc…) Each environment contains 10 different sounds common to that environment ( i.e. doorbell, telephone, blender, farm animals, waves). A variety of activities are offered for each environment to help students identify and remember these sounds. The activities are easy for students to navigate, and the sound quality for the varied sounds is very good. Seeing and Hearing Speech (lessons in lipreading and listening) Seeing and Hearing Speech: Lessons in Lipreading and Listening is a software program for established language users to train and practice lip-reading at their own pace and at home. This new interactive CD-ROM from Sensimetrics Corporation contains carefully planned lessons that help people combine what they see with what they hear to understand speech better. Hear We Go (Individualized rehabilitation workbook for teenagers) This CD contains an easy to install program that allows the therapist to access rehabilitation exercises and generate an individualized rehabilitation workbook for the Nucleus recipient. The workbook is built around 24 different topical interests for older children and teenagers and has 3 different auditory skill levels within each topic. It can either be printed or emailed to the recipient it has been designed for. It also contains additional topics like Active Listening, Telephone Training, Communication Strategies, and more. It can either be printed or emailed to the recipient it has been designed for. Sound and Beyond (interactive listening rehabilitation for adults) This CD is a self-paced, interactive computer listening tool that offers: Pure Tone Discrimination, Environmental Sounds, Male/Female Identification, Vowel Recognition, Word Discrimination, Everyday Sentences and Music Appreciation. There are five different skill levels within each topic and over 10,000 sounds, words, and sentences. It reports tracking progress to view and share. One lisence can be shared with up to three different users at a time. Talk Time with Tucker Phone: 651-457-1917, Talk Time with Tucker is a set of voice-activated programs for young children; a variety of activities are included, all with the goal of facilitating use of voice. Visual Voice Tools Technology for Education, Inc. 1870 East 50th Street, Suite 7, Inver Grove Heights, MN 55077 Visual Voice Tools is a software that includes seven child-centered games from IBM Speechviewer III to help students develop control of voicing and the suprasegmental aspects of speech production. Activities are provided to promote practice with: sound presence, loudness, voice onset, voice timing, pitch range, and pitch control. These games are appropriate for children of all ages. This software can also be used at home. Words Around Me Phone: 800-562-6801 Technology for Education, Inc., 1870 East 50th Street, Suite 7, Inver Grove Heights, MN 55077 The Words Around Me software program associates common vocabulary words with associated pictures. The students have the opportunity to listen to a word and see a variety of associated pictures. They can work independently and practice their listening for specified words while building a broader vocabulary. Hear We Go (individualized rehabilitation workbook for Nucleus recipient) This CD contains an easy to install program that allows the therapist to Sound and Beyond (interactive listening rehabilitation for adults) This CD is a self-paced, interactive computer listening tool that offers: Pure Tone Discrimination, Environmental Sounds, Male/Female Identification, Vowel Recognition, Word Discrimination, Everyday Sentences, and Music Appreciation. There are five different skill levels within each topic and over 10,000 sounds, words, and sentences. It reports tracking progress to view and share. One license can be shared with up to three different users at a time.
Ausplan (Auditory Speech Language): A Manual For Professionals Working With Children Who Have Cochlear Implants Or Amplification (2003) Bringing Sound to Life: Principles and Practices of Cochlear Implant Rehabilitation CHATS :The Miami Cochlear Implant, Auditory and Tactile Skills Curriculum The guide provides a sequence of goals to facilitate auditory development for students of all ages using a variety of technologies including cochlear implants. There are receptive and expressive goal categories. The focus of the receptive goals is perception while the focus of the expressive goals is production. The objectives within each category follow a developmental sequence. Activities are provided to support the goals in each category. Classroom Goals: Guide For Optimizing Auditory Learning Skills This guide was designed to support development of auditory learning regardless of hearing level, type of amplification device used, grade level, or mode of communication. The guide describes practical ways for teachers to create situations to encourage development and use of residual hearing in the classroom. Lessons are suggested to demonstrate how to incorporate auditory experiences into learning. While the activities described are content specific, the strategies incorporated can be applied to any content area or book. Contrasts for Auditory and Speech Training (CAST) CAST is an analytic auditory training program for children with cochlear implants or hearing aids. CAST includes pre-test, step-by-step procedures for analytic auditory training and a progress log. It also provides 600 full-color stimulus pictures for listening practice. Cottage Acquisition Scales For Listening, Language, and Speech A product to help assess, select objectives, and plan instruction to document and facilitate language acquisition in children with hearing loss. It is based on many of the language development beliefs of researcher Christie Yoshinaga-Itano (Language assessment of infants and toddlers with significant hearing loss, Seminars in Hearing, 1994) It includes a set of scales (pre-verbal, pre-sentence, simple sentence, complex sentence, sounds and speech) that follow the development of language, listening, cognition, and speech. The assessment component is based on language sampling. It also provides suggestions for using the tool to promote instruction in the addressed areas. Learn To Talk Around The Clock This oral early intervention program is designed for professionals who work with families of children who are deaf or hard of hearing. It focuses on language learning in the child’s home environment. It provides a toolbox for professionals to maximize the caregiver’s language development techniques by encouraging interactions during everyday activities. The premise is that providing opportunities for interaction in everyday life provides the groundwork for auditory and language development. The curriculum includes a toolbox and VHS cassette. Listen, Learn, and Talk An auditory habilitation program for young deaf and hard of hearing children who are learning to listen and talk. It consists of a manual and three videotapes (Babies Babble, Toddlers Talk, and Children Chatter). The videos provide practical ways that families can provide spoken language enhancement in their home. The manual provides information on the importance of parent participation in the habilitation process, theory behind auditory development, strategies for facilitating spoken language development, and integrated scales for monitoring/documenting development in listening, language, speech, cognition, and social communication. Listen Little Star (A Listening Program) Manual and activity guide available through Auditory Verbal International, Inc (AVLI) to facilitate spoken communication with deaf and hard of hearing infants. Developed by Dimitry Dornan a Speech Pathologist and Certified Auditory-Verbal therapist. The techniques described are based on Auditory Verbal techniques. The program includes a manual with handouts about hearing loss and a step by step plan of sequential activities for the child, family and professional. My Baby and Me Web: http://moogcenter.org/Bookstorenbspnbspnbspnbspnbsp/tabid/149/Default.aspx My Baby and Me is a notebook-style resource for parents (and professionals working with them) that provides strategies and tips for helping a child learn to listen and talk in an easy-to-use "baby book" format that is personalized for each child and family. This resource provides detailed information and resources about language learning and hearing loss and provides space for families to document their child's individual development. While developed for families using an "oral only" approach to communicati Phono-Graphix This program is intended to support phonemic development and reading and includes an instructional manual and materials. The program can be used as part of a reading and/or speech development program. It addresses skills to support children in "breaking the reading code." It teaches children that letters are pictures of sounds, that sound pictures can be one or more letters, that there is variation in the code, and that there is overlap in the code. St. Gabriel’s Curriculum for the Development of Audition, Language, Speech and Cognition A guide for professionals working with children with hearing loss from birth to 6 years. The guide provides a developmental sequence for the areas of audition, language, speech and cognition. The audition component describes auditory awareness, the 7-sound test, and auditory memory, The language component describes expressive and receptive developmental sequence for the structures of English. The Speech section follows the developmental stages of early speech, the development of auditory feedback skills, and an order for the acquisition of vowels, diphthongs and consonants. It also provides a developmental checklist of phonological processes. The cognitive section details a hierarchical order for the development of critical thinking skills. While the guide was developed for a center utilizing the Auditory Verbal approach, its sequences can be applied to students using a range of communication methodologies and educational approaches. See-the-Sound Visual Phonics Phone: 763-389-4875 This program uses a combination of visual, tactile, kinesthetic, and auditory feedback cues to assist in developing phonemic awareness, speech production, and reading skills. It provides a system to help SMILE SMILE is a multi-sensory program that teaches speech, reading, and writing to children with severe language and communication delays, including those with hearing loss, dyslexia, or autism. Unique in its engaging yet simple focus, SMILE uses expressive and receptive modalities to improve the reading skills of target and general populations. Spoken Communication for Students Who are Deaf or Hard of Hearing: A Multidisciplinary Approach V/TTY: 866-312-8883 A speech text that supports the instructional best practice of using a multidisciplinary team approach to develop spoken communication skills regardless of the type and degree of hearing loss or the educational philosophy. This habilitative program allows for teachers, speech therapists, parents and school personnel as well as the student to work together within the classroom setting to establish, develop and support spoken communication skills. The test is user-friendly and provides pictures, forms, springboard discussions, experiments, and practical ideas for use in school or at home. Top Ten Strategies for Parents (Parent manual, professional manual, videotape) Developed by Jill Bader, Founding Director of the Hear At Home program in Colorado (303-841-7987, jbaderconsultant@aol.com). The manuals (one for families and one for professionals working with families) include clearly written descriptions of ten strategies to facilitate a child’s learning to listen and speak. With catchy names for strategies such as “Three Ring Circus”, “Bore Me To Death” and “Make Your Point”, this resource provides the important premises and foundations for promoting development of spoken language skills in terms that anyone will understand. The described strategies remove the professional jargon and help make sense of the information for families. The accompanying videotape demonstrates each of the 10 strategies.
Animusic Listening Games for Littles It Takes Two to Talk: A Parent’s Guide To Helping Children Communicate Sign with your Baby Summer’s Story—Coming of Age with the Cochlear Implant Sound or Silence: Discovery Health Channel Video ASL Songs For Kids Many thanks to our friends at Laurent Clerc National Deaf Education Center for allowing us to utilize this wonderful list resources! This is a reference list of articles related to the following topics: Predictors of Success: Child, Family, & Implant Predicotrs; Habilitation & Education: Intervention Strategies & Placement Issues; Age At Implantation: Favors Young Children; and Diverse Outcomes: Users of Spoken Language, Sign Language, & Both.
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