Hierarchy of Auditory Skills, Goals and Timelines language, speech development, child's attention/behavior for Formal Language Use/ Comprehension
Previous PDF | Next PDF |
[PDF] Goals and Objectives Bank - USD320
Reading Comprehension Math Calculations Math Reasoning Oral Expression Listening Comprehension Written Expression Speech/Language
[PDF] of goals - Pro-Ed
processes are obsetved other than those expected in casual adult speech 7 Goal: The child will be able to use language as a tool for thinking at a level
[PDF] GOAL BANK - Ozark Speech Pathologist
minutes or longer in length with __ accuracy • The patient will “stop” speaking when looking at a visual cue of a stop sign to promote auditory comprehension
Understanding the Differences Between Auditory Processing
Speech and Language Disorders, and Reading Disorders October Auditory processing disorders (ADP) are developing and achieving intervention goals
[PDF] Auditory Processing Disorder - Speech and Hearing Association of
12 fév 2019 · Treatment areas related to auditory processes and sub-profile treatment goals and strategies incorporating results For SLP : Write Goals as
[PDF] Measurable Language Goals - The Speech Stop
Measurable Language Goals (By Ana Paula G Mumy, M S , CCC-SLP) Narrative Skills (Sample 1 with benchmark objectives) In one instructional year ( or in
[PDF] What to Expect for a Childs Auditory Development
Hierarchy of Auditory Skills, Goals and Timelines language, speech development, child's attention/behavior for Formal Language Use/ Comprehension
[PDF] Gas Goals Speech Pathology - Glenn Howells Architects
SPEECH AND LANGUAGE IMPAIRMENT WIKIPEDIA GOAL ATTAINMENT SCALING IN REHABILITATION AUDITORY PROCESSING DISORDER
[PDF] Problem Semantic Confusion - Arkansas Speech-Language
speech-language pathologist (Central auditory processing disorders: The role of the audiologist: Goal of treatment is to improve CAP skills in order to
[PDF] Grade Core Curriculum Goal Speech/ Language Smart Goal - UFT
Within one year the student will use context cues to determine the meaning of unfamiliar words to improve both reading comprehension and vocabulary with few
[PDF] auditory training goals and objectives
[PDF] auggie and me pdf
[PDF] augmented coefficient matrix latex
[PDF] augmented matrices latex
[PDF] augmented matrix calculator
[PDF] augmented matrix calculator rref
[PDF] augmented matrix latex bmatrix
[PDF] augmented matrix latex code
[PDF] augmented matrix latex overleaf
[PDF] augmented reality sign language app download
[PDF] august 2016 movies in theaters
[PDF] august 2020 calendar printable waterproof
[PDF] august 2020 calendar waterproof
[PDF] august 9
What to Expect for a Child's Auditory Development
MaryKay Therres, M.S., CCC-SLP, LSLS Cert. AVT
Virgi Mills, M.E.D.
EHDI Pre-session, April 13, 2014
MaryKay and Virgi are both employees of MED-EL•MaryKay: Manager of Education and Therapy
Virgi: Outreach Manager, SE Region Disclosure
Expectations of Outcomes
Hierarchy of Auditory Skills, Goals and Timelines
Assessment Tools
Case StudiesPresentation
Ability to develop auditory and oral-verbal/listening and spoken language/listen and talk Not everyone who receives a cochlear implant will have the same expectations Expectations should be held high to ensure that each recipient reaches their individual potential Use as a counselling tool to identify and discuss factors that may impact outcomes Expectations This presentation will address expectations in children•Children: Those who have developed
minimal to no language or have had progressive loss and have developed further language skills;
up to around age 5 to 7; and use a habilitativeapproach AgePre/post lingual deafened
Medical findings
Neural survival
Etiology
Cognition
Additional
disabilitiesChildren and Influencing Factors-IntrinsicFunctional use of hearing aids
Communicative intent
Available habilitation services
Educational program
Child's behavior (i.e., focus/attention)
Parental involvement (i.e., compliance with follow up, stressors, support)Children and Influencing Factors-Extrinsic Hellman, S.A., Chute, P.M., Kretschmer, R.E., Nevins, M.E., Parisier, S.C., & Thurston, L.C. (1991). The Development of a Children's Implant Profile. Am Ann Deaf, Apr;136(2): 77 - 81. Others have modified to meet their specific implant center's needsProfile usually divided into 5 sections
Rate each item in the section (usually as no concern, some concern, great concern) Overall profile of areas of that impact expectations-strengths and concernsChIP: Children's Implant Profile-ModifiedMedical (physical health, radiological, age)
Audiology (degree of hearing loss, ability to test, functional use of amplification/residual hearing, audiologic history)
Speech-Language (non verbal and verbal receptive and expressive language, speech development, child's attention/behavior for language development)
Family (child's developmental ability, family follow up/compliance with recommendations, family stressors, understanding and expectations of hearing loss and technology)
Habilitation (availability of services, educational placement, knowledge and skill of service providers, parent participation)ChIPAreas
Modified ChIP-exampleTEAM IMPRESSIONS OF THE FACTORSIMPORTANT TO IMPLANT USE AND SUCCESS
SOMECONCERN
1. CHRONOLOGICAL AGE2. DURATION OF DEAFNESS3. OTOLARYNGOLOGY· - Medical· - Radiological4. OTHER DISABILITIES5. AUDIOLOGY· - Test Reliability· - Hearing Aid Use· - Hearing Aid Benefit6. SPEECH PATHOLOGY· - Auditory Training· - Formal Language Use/Comprehension· - Use of Voice to Communicate· - Desire to Communicate7. SOCIAL WORK· - Family Structure & Support· - Child's Behavior· - Expectations (Parents)· - Expectations (Child)8. EDUCATION· - Current Educational Placement· - Future Educational Placement (Transition)· - Access to Auditory-Oral Services· - Educational Staff CI Training· - Ability of Parent to Participate in Educational Process
GREATCONCERNNO
CONCERN
Profile 1
No Concern Some
Concern Great Concern
Medical
Physical findings X
Radiology X
Audiology
Test reliability X
Attention/behavior X
Hearing Aid Us X
Compliance with Recommendations XHearing Aid Benefit X
Auditory Skills X
Other Disabilities X
Speech Language
Receptive Language x
Expressive Language XPlay/Social Skills X
Oral Motor Skills X
Speech Reading Skills X
Communicative Intent XSpeech Production X
Attention/Behavior X
CA/duration of deafness X
Other Disabilities X
Family
Family Support and Structure X
Family Stressors X
Expectations (parent/child) X
Other Disabilities X
Habilitation
Current Educational Placement
Availability of Support Services X
Appropriateness of Skills of Service X
Future Placement X
Parent's Ability to participate in process X
Child's ability to participate in process X
Profile 2
No Concern Some
Concern Great Concern
Medical
Physical findings X
Radiology X
Audiology
Test reliability X
Attention/behavior X
Hearing Aid Us X
Compliance with Recommendations X
Hearing Aid Benefit X
Auditory Skills X
Other Disabilities X
Speech Language
Receptive Language
xExpressive Language X
Play/Social Skills X
Oral Motor Skills X
Speech Reading Skills X
Communicative Intent XSpeech Production X
Attention/Behavior X
CA/duration of deafness X
Other Disabilities X
Family
Family Support and Structure X
Family Stressors X
Expectations (parent/child) X
Other Disabilities X
Habilitation
Current Educational Placement
Availability of Support Services X
Appropriateness of Skills of Service X
Future Placement X
Parent's Ability to participate in process X
Child's ability to participate in process X
Profile 3
No Concern Some
Concern Great Concern
Medical
Physical findings X
Radiology X
Audiology
Test reliability X
Attention/behavior X
Hearing Aid Us X
Compliance with Recommendations X
Hearing Aid Benefit X
Auditory Skills
XOther Disabilities X
Speech Language
Receptive Language
xExpressive Language X
Play/Social Skills X
Oral Motor Skills X
Speech Reading Skills X
Communicative Intent X
Speech Production X
Attention/Behavior X
CA/duration of deafness X
Other Disabilities X
Family
Family Support and Structure X
Family Stressors X
Expectations (parent/child) X
Other Disabilities X
Habilitation
Current Educational Placement
Availability of Support Services X
Appropriateness of Skills of Service X
Future Placement X
Parent's Ability to participate in process X
Child's ability to participate in process X
Through experience and without being judgmental have recognized three general descriptive categories applicable to recipients of all ages:• Comparable aural-oral skills to individuals with typical hearingFunctional aural-oral communication
Aural-oral skills that assist in communication
Range within each categoryExpectations
Children would be expected to develop aural-oral skills that are comparable to peers with typical hearing• Language and academic learning can be accomplished through auditory modalityDeafness in only challenge
Expected to maintain and compete with peers mainstream education Appropriate to utilize auditory based approachComparable communicationChildren would be expected to develop aural-oral skills for functional language and academic learning but not to level of peers with typical hearing (i.e., lower vocabulary, difficulty with lengthy and abstract information through listening alone)•
Not done with ease and require intensive support;
Language is not at level of peers with typical hearing Other mild to moderate issues may be present, particularly language issues Child may have been implanted outside the optimal age of implantationAppropriate to utilize auditory based approach with additional visual strategies (speech reading, reading, gesture cues) Functional communication
Children would be expected to develop some aural-oral skills to assist communication but primary communication will be through visual means• Deafness is not primary challenge, present with other issues (ie: deaf plus) Realistic expectations-keep whole child perspective