Development of an Auditory Function A.ppt

* * * Always consider – what kind of learner am I working with and what is my teaching context? Use profile from last year to create lesson plan – auditory goals only * * * * * * * * * * * * * * * * * * * * * Good time to address “change-overs” and/or LD kids * For our purposes, modeling means therapist, parent, other adult or child? And THEN the child with hearing loss, NOT therapist and then child Converse slightly above… What about single word input? Teach, Don’t Test: Discuss how to assess in an informal way Integrating directions into natural routines, e.g., clear-up routines Stay away from “task-oriented” activities like…..? * * * * * * - - Across various skill levels. Helps therapist to see the big picture, not focus on isolated skills of all possible subskills. As you become more familiar with the guide and work with a mentor,you’ll discover the many subskills within each step. * * Multifunctional guide: many uses - year to year, planning for more than a year’s progress at a glance -selecting individual goals or subskills - Helps parent to see where child is, where should be, where we’re going. During IEP meetings, easy to give them the general idea of the ALG and discuss current level of function…what needs to be accomplished on given timeline. What is realistic. Found it helpful as an “eye opener” for resistive personnel that don’t “see” the delays or the huge mountain of work ahead. In NC most of the professionals use this guide so it helps when we are all using the same tool(s). * * What is the ALG - All these are auditory skills that develop concurrently in children with normal hearing Therefore…we work on them concurrently with kids who are D/HH to give BEGINNING therapists a “BALLPARK” idea re: MINIMUM expected rate of progress - so * * Begin at beginning for all listeners Comment on second time around with bilateral As therapist becomes more skilled, children will move faster through timelines Children with more hearing will likely