1. Topic-
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| Auditory awareness, identification and discrimination of Learning
to Listen (L2L) sounds and First Function Word (FFW) production |
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2. Content-
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| Recognizes, discriminates and produces sounds and word approximations;
follows auditory only directions. |
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3. Goals: Aims/Outcomes-
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1.The student will improve ability to process auditory information
through behavioral or conditioned responses 100% of opportunities.
2.The student will expand sound repertoire to include developmentally
appropriate speech sounds such as m, b, p and in word approximations
in 8/10 opportunities.
3.The student will imitate different consonant-vowel combinations (CV,
CVC) with age-appropriate phonemes in 8/10 opportunities. |
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4. Objectives-
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1.Using a behavioral response will indicate when one of the 6 Ling
sounds is heard.
2.Will imitate each of the 6 Ling sounds heard (use of hand cue).
3.Will discriminate between 2 moderately differing Learning to Listen
sounds in a closed set. And, produce First Function Words such as
hi, bye, Mom, more, pop. |
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5. Materials and Aids-
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| Ling objects and blocks/bucket and Learning to Listen objects as
well as bubbles and wand. |
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6. Procedures/Methods-
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A. Introduction-
1.Listen for each sound and drop a block in the bucket when you
hear one.
2.Say each sound you hear.
3.Discriminate between L2L (Learning to Listen) sounds by choosing
the correct object heard. Closed set of 2. Imitate sounds you hear
by modeling/playing with object and sounds they make. |
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B. Development-
1.Attend to auditory information by reacting to "Listen" and holding
the block by the Left ear/cochlear implant.
2.Drop the block in the bucket when you hear any one of the 6 Ling
sounds.
3.Say each sound heard. Therapist will use a hand cue to gesture speaking. |
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C. Practice-
1.Be sure listening attention has been achieved before presenting
auditory only Ling sounds or L2L.
2.Take out 2 L2L objects and place in the mailbox without The student
seeing them. Jiggle them to make noise inside the mailbox. Say the
sounds and open the mailbox. Let The student take both toys out and decide
which one he's heard. Allow him to play and cue making each sound
imitatively and spontaneously.
3.Using bubbles have The student blow the bubbles and pop them while
imitating or spontaneously producing each sound. Use hand cue to encourage
vocalization/verbalization of FFW. |
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D. Independent Practice-
1.While playing with each object The student is encouraged to make
the corresponding sounds first through imitation and then spontaneously.
2.While puckering to blowing bubbles, The student is encouraged to say,
"pop" each time he pops a bubble.
3.The student discriminates between L2L sounds and plays with each object-
imitating and then spontaneously making the sounds. |
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E. Accommodations (Differentiated Instruction)-
1.Use of hand over mouth for auditory only listening.
2.Use of hand cue to encourage vocalizations/verbalizations.
3.Instruction is 1:1 and differentiated. |
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F. Checking for understanding-
1.Keep a tally of every response and opportunity to collect data.
2.Monitor and adjust as needed to allow for success and to challenge
development of new skills.
3.Provide positive feedback for any and all vocalizations and verbalizations
to provide encouragement and feedback for auditory and verbal skill
development. |
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G. Closure-
1.Praise The student for participating in the auditory therapy session.
Lots of high fives and smiles!
2.Have The student follow auditory only instructions for saying, "all
done" cleaning up using "put in, on" open and close and saying "bye
bye (FFW) as I leave. |
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7. Evaluation-
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1.Data is collected during each activity and are grouped according
to number correct out of number of opportunities. (6/6; 8/10)
2.Generation of learned verbalizations/vocalizations from imitation
to spontaneous oral communication. |
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8. Teacher Reflection-
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| The student did a good job attending to auditory only activities with
less sign language usage for communication. He needs to continue building
his repertoire of sounds understood; words produced and auditory directions
followed using lots of visual cues. |
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