accelerated growth for the late beginning listener… types, tools, teams, and tactics august 2-3,...

Accelerated Growth for Accelerated Growth for the Late Beginning the Late Beginning Listener…Listener…Types, Tools, Teams, and Types, Tools, Teams, and

TacticsTactics

August 2-3, 2012August 2-3, 2012Mississippi Bend Area Education AgencyMississippi Bend Area Education AgencyKathryn Wilson, M.A., CCC-SLP, LSLS Cert. AVTKathryn Wilson, M.A., CCC-SLP, LSLS Cert. AVT

Walker & Wilson 2011Walker & Wilson 2011

AgendaAgenda

IntroductionIntroduction Types: Who are they? Why do they start late? Types: Who are they? Why do they start late?

Tools That Work!Tools That Work! Transitioning to Spoken Language from a Transitioning to Spoken Language from a

Manual ApproachManual Approach Teams of Parents & ProfessionalsTeams of Parents & Professionals Tactics: Lessons with Late StartersTactics: Lessons with Late Starters Integration of Speech, Language, Listening & Integration of Speech, Language, Listening &

Standards/Application Standards/Application

Learner ObjectivesLearner ObjectivesParticipants will be able Participants will be able to…to… Describe the different types of late beginning listeners Describe the different types of late beginning listeners

and possible reasons for beginning spoken language and possible reasons for beginning spoken language after the age of five years.after the age of five years.

Identify tools and resources critical to the success of Identify tools and resources critical to the success of individuals beginning the learning of spoken language.individuals beginning the learning of spoken language.

Describe the modifications in professional practices Describe the modifications in professional practices necessary to serve late-beginning listeners.necessary to serve late-beginning listeners.

Learner ObjectivesLearner ObjectivesParticipants will be able Participants will be able to…to… Explain the roles of educators, SLPs, and parents when Explain the roles of educators, SLPs, and parents when

spoken language is initiated past the optimal age.spoken language is initiated past the optimal age.

Explain the specific needs of children who are Explain the specific needs of children who are transitioning to spoken language from a manual transitioning to spoken language from a manual approach.approach.

Demonstrate knowledge of integrated lesson plans i.e. Demonstrate knowledge of integrated lesson plans i.e. academics, speech, language, and listening.academics, speech, language, and listening.

Develop lesson plans integrating academic content Develop lesson plans integrating academic content related to the Iowa Core Standards with speech, related to the Iowa Core Standards with speech, language, and auditory targets.language, and auditory targets.

Being Late: Being Late: The ConsequencesThe Consequences


IntroductionIntroduction


Points to ponder…Points to ponder…

What do parents want for their What do parents want for their child?child?– I want my child to….I want my child to….

What are the advantages of being What are the advantages of being able to understand and use able to understand and use spoken language?spoken language?

If accelerated spoken language If accelerated spoken language growth is essential to achieve the growth is essential to achieve the long-term goal, what is the most long-term goal, what is the most effective modality for the effective modality for the acquisition of spoken language?acquisition of spoken language?

Auditory Brain Auditory Brain DevelopmentDevelopmentWhat Do We Know?What Do We Know?

The infant brain is loaded with auditory The infant brain is loaded with auditory designated tissue.designated tissue.

Initially neurons in the auditory cortex Initially neurons in the auditory cortex are like laborers with no job are like laborers with no job assignments.assignments.

Neuro-plasticity is greatest during the Neuro-plasticity is greatest during the first 3 ½ years of life.first 3 ½ years of life.

The auditory system is not fully The auditory system is not fully developed until age 15.developed until age 15.

Auditory Brain Auditory Brain DevelopmentDevelopmentWhat Do We know?What Do We know? Before 3 ½ is optimal. The Before 3 ½ is optimal. The

auditory system is not mature auditory system is not mature until age 15 so.…until age 15 so.…

How late is too late? 6? 7? 8? How late is too late? 6? 7? 8?

Our task..Preparing children for the workplace in the 21st CenturyBy the mid-1990s, entry level jobs By the mid-1990s, entry level jobs

required higher reading skills required higher reading skills than the lowest 40-50% of our than the lowest 40-50% of our high school students. Education is high school students. Education is not doing worse……… not doing worse………


……the job market now demands the job market now demands higher minimum verbal and math higher minimum verbal and math skills to find employment than it skills to find employment than it does to go to college. does to go to college. (p. 151 Fielding, (p. 151 Fielding, et al., 2007)et al., 2007)


Can we all agree?Can we all agree?

In the US, public schools deliver 85% In the US, public schools deliver 85% or more of their curriculum by or more of their curriculum by reading textbooks, whiteboards, reading textbooks, whiteboards, worksheets, and computer screens. worksheets, and computer screens. Students must read well to do Students must read well to do well.well. It matters little what else It matters little what else they learn in elementary school if they learn in elementary school if they do not learn to read at grade they do not learn to read at grade level. level. (p. 48, Fielding et.al., 2007)(p. 48, Fielding et.al., 2007)


For children who are deaf or For children who are deaf or hard of hearing…hard of hearing…

The median Reading The median Reading Comprehension subtest score Comprehension subtest score corresponds to about a 4.0 grade corresponds to about a 4.0 grade level at age 18. level at age 18. (Gallaudet Research (Gallaudet Research Institute, 2003)Institute, 2003)


Not solely a public school Not solely a public school problem…problem…

The achievement gap in reading is The achievement gap in reading is created BEFORE the first day of created BEFORE the first day of KindergartenKindergarten


Incoming Kindergarten Incoming Kindergarten TargetsTargets1.1. Speak fluently and in complete sentences with a Speak fluently and in complete sentences with a

vocabulary of about 5,000 words.vocabulary of about 5,000 words.

2.2. Recognize & name 10-15 alphabet Recognize & name 10-15 alphabet letters/sounds.letters/sounds.

3.3. Hear & repeat beginning/ending sounds.Hear & repeat beginning/ending sounds.

4.4. Count in order from 1-20.Count in order from 1-20.

5.5. Recognize numbers and quantities up to 10.Recognize numbers and quantities up to 10.

6.6. Settle into new groups or situations.Settle into new groups or situations.

7.7. Concentrate on a task for 5 minutesConcentrate on a task for 5 minutes

8.8. Come to school speaking English, if other Come to school speaking English, if other languages are spoken at home.languages are spoken at home.


Past Performance (4Past Performance (4thth grade grade reading level) is not good reading level) is not good enough…enough… Students in Grades 3-8 must achieve a Students in Grades 3-8 must achieve a

proficiency target of 71.6% in reading and proficiency target of 71.6% in reading and 88.6% in math…meaning 71.6% of ALL students 88.6% in math…meaning 71.6% of ALL students must achieve Level III or Level IV in reading.must achieve Level III or Level IV in reading.– Students performing at Level III consistently Students performing at Level III consistently

demonstrate mastery of grade-level subject matter demonstrate mastery of grade-level subject matter and skills and are well prepared for the next grade and skills and are well prepared for the next grade level. level.

– Students performing at Level IV consistently perform Students performing at Level IV consistently perform in a superior manner clearly beyond that required to in a superior manner clearly beyond that required to be proficient at grade-level work.be proficient at grade-level work.

– ARE YOUR STUDENTS ACHIEVING PROFICIENCY?ARE YOUR STUDENTS ACHIEVING PROFICIENCY?


And better “reading And better “reading instruction” …instruction” …

WILL NOT cure the poor reading WILL NOT cure the poor reading scores of late beginning listeners scores of late beginning listeners with severe language delay.with severe language delay.


Late Beginning Late Beginning Listeners…Listeners…


Who Are They?Who Are They?

A/O A/O Education/relatively Education/relatively good languagegood language– Incomplete signal for Incomplete signal for

learning spoken learning spoken languagelanguage

Good Language Good Language learned via a non-learned via a non-auditory systemauditory system– Dependent on visual Dependent on visual

inputinput– May/may not have May/may not have

utilized appropriately fit utilized appropriately fit hearing aids/FMhearing aids/FM

– Newly implanted child will Newly implanted child will not be able to process not be able to process connected discourse connected discourse through hearing alone. through hearing alone. Implications for the Implications for the mainstream….mainstream….


Delayed language Delayed language learned pre optimal learned pre optimal amplification or via amplification or via non auditory systemnon auditory system– Placement in special Placement in special

classes or “sitting” in classes or “sitting” in the mainstreamthe mainstream

– Implanted with the Implanted with the expectation that the CI expectation that the CI will “fix” the language will “fix” the language delaydelay

– Changes in speech Changes in speech production will take production will take timetime

Little or no language Little or no language of any kindof any kind– Self-containedSelf-contained– Language processing Language processing

concerns?concerns?– Parents may not have Parents may not have

demonstrated demonstrated commitment to any commitment to any communication communication approach or approach or amplificationamplification


Early Start-Downhill from thereEarly Start-Downhill from there– UNHS alone is not enough UNHS alone is not enough – Early identified infants require aggressive Early identified infants require aggressive

audiological management and optimal audiological management and optimal amplification in combination with early amplification in combination with early interventionintervention

– Factors contributing to poor outcomes for Factors contributing to poor outcomes for this group:this group:

Quality of ServicesQuality of Services Consistency of servicesConsistency of services


Children from non-English Children from non-English speaking homesspeaking homes– Inconsistent or no amplificationInconsistent or no amplification– No language system—primarily gesturalNo language system—primarily gestural– Little or no home-school communicationLittle or no home-school communication– Low expectationsLow expectations– Limited/no access to optimal Limited/no access to optimal

audiological management & technologyaudiological management & technology

Implanted Implanted veryvery late- seeking a late- seeking a miraclemiracle

Essentially nothing working in child’s favor Essentially nothing working in child’s favor to suggest spoken language potentialto suggest spoken language potential– Length of deprivationLength of deprivation– No formal communication system of No formal communication system of

any kindany kind– Inconsistent or no use of amplificationInconsistent or no use of amplification– Parent wants YOU to “fix” the problemParent wants YOU to “fix” the problem

This situation requires thorough, This situation requires thorough, complete, and careful documentation of complete, and careful documentation of all information shared with parents.all information shared with parents.

Evaluation…Evaluation…

Discuss the types of late beginning Discuss the types of late beginning listeners on your caseload or in your listeners on your caseload or in your class. Develop a list of questions class. Develop a list of questions regarding your concerns about these regarding your concerns about these students; what you are currently students; what you are currently doing to help them close the gap, doing to help them close the gap, and what you expect to learn during and what you expect to learn during this workshop to effectively meet the this workshop to effectively meet the needs of late beginning listeners.needs of late beginning listeners.

Typical Scenario: Typical Scenario: Late Start + Large Gaps Late Start + Large Gaps between Language Age & Class between Language Age & Class AgeAge

Mainstreamed for all possible subjects: Mainstreamed for all possible subjects: math, science, SS, PEmath, science, SS, PE

Time for special intervention is determined Time for special intervention is determined by subjects child can be “taken out” for by subjects child can be “taken out” for

TOD: reading/language + tutoring (post-TOD: reading/language + tutoring (post-test)test)

SLP: spoken and/or written language (using SLP: spoken and/or written language (using commercially available language curricula, commercially available language curricula, vocabulary program, lists of idioms, etc.vocabulary program, lists of idioms, etc.

Goal:Goal: “Keep his head above water" “Keep his head above water"

The Tools The Tools that Promote Planning and Facilitating Accelerated Growththat Promote Planning and Facilitating Accelerated Growth


Practices that work..Practices that work..

What It TakesWhat It Takes Assessment & Application of the Assessment & Application of the

DataData TimeTime

Increased Instructional TimeIncreased Instructional TimeRetentionRetention

Long Term PlanningLong Term Planning Superb TeachingSuperb Teaching


What It Takes…What It Takes…

Tool to dialogue with Tool to dialogue with parentsparents about critical conditions for the about critical conditions for the late starter late starter

Tool to dialogue among Tool to dialogue among school school

team members team members about about necessary conditions at school necessary conditions at school


Assessing the Assessing the SituationSituation

Conduct diagnostic testing to determine deficient Conduct diagnostic testing to determine deficient sub-skills.sub-skills.

Look at the data to identify the weak subskill(s) Look at the data to identify the weak subskill(s) and pinpoint the need(s).and pinpoint the need(s). The deficient sub-skill is __________ for late The deficient sub-skill is __________ for late

beginning listeners with a large gap between beginning listeners with a large gap between CA/grade placement and reading level. CA/grade placement and reading level.

Understand the dataUnderstand the data Develop and implement a long-term plan to close Develop and implement a long-term plan to close

the language gap.the language gap. Re-testRe-test


Time: What does “Increased Time: What does “Increased Instructional Time” mean?Instructional Time” mean?

A drastic increase in face-to-face A drastic increase in face-to-face timetime– ““It is eyeball-to-eyeball, highly energetic, and highly It is eyeball-to-eyeball, highly energetic, and highly

interactive.”interactive.”

A drastic decrease in “screen time,” A drastic decrease in “screen time,” worksheets and “practice exercises”worksheets and “practice exercises”– ““Direct instructional time is too valuable to waste Direct instructional time is too valuable to waste

practicing. Students can practice later in the day or practicing. Students can practice later in the day or after school.”after school.”


Time: What does “Increased Time: What does “Increased Instructional Time” mean?Instructional Time” mean?

Time to focus on the deficit sub-Time to focus on the deficit sub-skill(s).skill(s).– Direct instruction is proportional to the Direct instruction is proportional to the

deficiency. deficiency. The greater the deficiency, The greater the deficiency, the more time they getthe more time they get..

Some children may require Some children may require instruction that is 4 or 5 times more instruction that is 4 or 5 times more powerful than the rest of the powerful than the rest of the students students (Crawford, 2007)(Crawford, 2007)


Example:Example:

Vocabulary Target: Age appropriate vocabularyVocabulary Target: Age appropriate vocabulary At age 5.0 SS 56 of and percentile rank of 0.2 on At age 5.0 SS 56 of and percentile rank of 0.2 on

the PPVT-4.the PPVT-4. Johnny is entering Kindergarten with the language Johnny is entering Kindergarten with the language

of the typical 2 year, 3 month old—~3 years of the typical 2 year, 3 month old—~3 years behind.behind.

Service Delivery for Johnny’s Pre-school Services:Service Delivery for Johnny’s Pre-school Services:– Speech-Language Services 150 minutes weeklySpeech-Language Services 150 minutes weekly– TOD – 120 minutes weeklyTOD – 120 minutes weekly

1 hr direct instruction daily = Annual Growth BUT 1 hr direct instruction daily = Annual Growth BUT No Catch-Up GrowthNo Catch-Up Growth


Accelerated Growth Accelerated Growth Plan..Plan.. Time for annual growth = 60 minutesTime for annual growth = 60 minutes

(based on past two years of data)(based on past two years of data) At Chronological Age 6.0, Johnny’s Vocabulary Age will At Chronological Age 6.0, Johnny’s Vocabulary Age will

be ____ if he makes annual growth. The difference be ____ if he makes annual growth. The difference between his C.A. and L.A. is still ____years.between his C.A. and L.A. is still ____years.

If we double the daily minutes for direct instruction If we double the daily minutes for direct instruction (120 minutes) in Kindergarten, we can project that he (120 minutes) in Kindergarten, we can project that he will make annual growth plus a year of catch-up growth. will make annual growth plus a year of catch-up growth. At the end of Kindergarten, his Language Age is At the end of Kindergarten, his Language Age is projected to be _____years.projected to be _____years.

If we provide the same amount of instruction during 1If we provide the same amount of instruction during 1stst grade, we can project a Language Age of _______at the grade, we can project a Language Age of _______at the end of 1end of 1stst grade. grade.


An Accelerated Growth Plan An Accelerated Growth Plan for Oral Language-for Oral Language-

Brainstorm major areas of Brainstorm major areas of instruction in spoken language instruction in spoken language developmentdevelopment

Vocabulary Development, _______, Vocabulary Development, _______, _______, _______________, ________

Now put them Now put them on Steroids…on Steroids…


What would Vocabulary What would Vocabulary Development look likeDevelopment look likeon Steroids?on Steroids? Rapid Acquisition of VocabularyRapid Acquisition of Vocabulary handout handout Get organized!! Get organized!!

– About where new words come from About where new words come from – With weekly Lists at school & homeWith weekly Lists at school & home– With weekly emails to entire teamWith weekly emails to entire team– With clear incentives for childWith clear incentives for child

Get MOVING!! Get MOVING!! throughthrough your hierarchy as your hierarchy as rapidly as possible.rapidly as possible.– Get Get off of input off of input and and onto onto useuse quickly to quickly to

help child “own” a new word.help child “own” a new word.Walker & Wilson 2011Walker & Wilson 2011

What would Speech What would Speech Development look likeDevelopment look likeon Steroids?on Steroids?


What other deficient What other deficient language-based sub-skills language-based sub-skills need steroids before reading need steroids before reading can improve?can improve?

____________________ ____________________ ____________________


Take away…Take away…

Directing instruction to the Directing instruction to the deficient sub-skill is deficient sub-skill is fundamentally different than re-fundamentally different than re-teaching the morning’s lesson teaching the morning’s lesson (p. (p. 237. Fielding et. al., 2007)237. Fielding et. al., 2007)


More Tools….More Tools….


The BIG Question…The BIG Question…Retention OR Social Retention OR Social PromotionPromotion What does the research say?What does the research say?

– Grade retention and social Grade retention and social promotion are not effective promotion are not effective strategiesstrategies

– Reading deficits account for the Reading deficits account for the majority of retentionsmajority of retentions

– Students who are retained actually Students who are retained actually do worse in the long run—give up on do worse in the long run—give up on themselves as learnersthemselves as learners

Reasons to Retain:Reasons to Retain:

TimeTime TimeTime TIMETIME AND….AND…. TIME to do something different i.e. provide appropriate, specific remediation to address deficits. TIME to do something different i.e. provide appropriate, specific remediation to address deficits. 2003 NASP Position Statement on Student Grade Retention and Social Promotion2003 NASP Position Statement on Student Grade Retention and Social Promotion

– 22000033 NNAASSPP SSttaatteemmeenntt oonn SSttuuddeenntt GGrraaddee RReetteennttiioonn aanndd SSoocciiaall PPrroommoottiioonn

– TT

““Most important is to advocate for Most important is to advocate for implementation of educational implementation of educational interventions that are supported interventions that are supported by research first, continue by research first, continue monitoring the child's achievement monitoring the child's achievement trajectory, and then revisit the trajectory, and then revisit the progress made.” progress made.” NASP..(retrieved from http://www.cdl.org/resource-NASP..(retrieved from http://www.cdl.org/resource-library/articles/grade_retention.php)library/articles/grade_retention.php)

Remember the “typical Remember the “typical scenario?”scenario?”

Appropriate Scenario: “Teach him to Appropriate Scenario: “Teach him to swim!”swim!”

Rather than patching holes year to Rather than patching holes year to year, consider child’s long range year, consider child’s long range goals and work backward.goals and work backward.

GNIKNIHT GNIKNIHT SDRAWKCAB…SDRAWKCAB…


Consider gap between LONG Consider gap between LONG RANGE goal and current level of RANGE goal and current level of function …then make a function …then make a long long term planterm plan

Developing a Long Developing a Long Term PlanTerm Plan What is the purpose of a Long What is the purpose of a Long

Term PlanTerm Plan What are the components of a What are the components of a

Long Term Plan?Long Term Plan? Background & History: HunterBackground & History: Hunter

Hunter…Hunter…

C.A.C.A. L.A.L.A. C.A.-L.A. C.A.-L.A. GradeGrade

3.03.0 1.01.0 2.02.0 pre-kpre-k

4.04.0 no datano data pre-kpre-k

5.05.0 no datano data pre-kpre-k

6.06.0 no datano data KK

7.07.0 3.03.0 4.04.0 11

Projecting…Projecting…

8.08.0 3.63.6 4.64.6 22

9.09.0 4.04.0 5.05.0 33

10.010.0 4.64.6 5.65.6 44

11.011.0 5.05.0 6.06.0 55

Superb Teaching- Superb Teaching- Big #2!Big #2! Quantity of Direct Instructional TimeQuantity of Direct Instructional Time Quality of Instruction-Where are you?Quality of Instruction-Where are you?

– I create minimal growth.I create minimal growth.– I create average growth.I create average growth.– I create accelerated growth.I create accelerated growth.

Point to Ponder…"Adults who consistently do Point to Ponder…"Adults who consistently do not and cannot create double annual growth not and cannot create double annual growth should not continue to be in charge of should not continue to be in charge of creating it for that critical population of creating it for that critical population of students who require it.” (Fielding, 2009) students who require it.” (Fielding, 2009)


EvaluationEvaluation

Develop a Long-Term Plan for the following Develop a Long-Term Plan for the following case:case: 15 points15 points

Andrew is 9 years of age. Andrew was Andrew is 9 years of age. Andrew was identified with a severe-profound hearing identified with a severe-profound hearing loss at 18 months of age. He utilized hearing loss at 18 months of age. He utilized hearing aids and a TC approach until 4 years of age. aids and a TC approach until 4 years of age. He received a CI and transitioned to a spoken He received a CI and transitioned to a spoken language approach at that time. Recent language approach at that time. Recent testing indicates his expressive testing indicates his expressive language/vocabulary is like that of the typical language/vocabulary is like that of the typical 4 year old. 4 year old.


Transitioning to Transitioning to Spoken Language Spoken Language from a Manual from a Manual ApproachApproach


Service Delivery: Service Delivery: Transition from Manual/Oral to Transition from Manual/Oral to Auditory, Language Age Auditory, Language Age AppropriateAppropriate

Transition Involves:Transition Involves: Multiple stagesMultiple stages

– Begin @ BeginningBegin @ Beginning– Although child is older, auditory learning is not necessarily Although child is older, auditory learning is not necessarily

slowslow Likely change in placementLikely change in placement

– Use assessment of competencies for transition from manual Use assessment of competencies for transition from manual to spoken learning environment (w/out interpreter) to spoken learning environment (w/out interpreter) (Boston Center checklist: “Children with CIs Who Sign: Guidelines”) (Boston Center checklist: “Children with CIs Who Sign: Guidelines”)

Change in interpreter’s roleChange in interpreter’s role– Interpreter → Language Facilitator → no roleInterpreter → Language Facilitator → no role– A written plan attached to IEP re: interpreter’s role A written plan attached to IEP re: interpreter’s role (sample (sample

plan handout)plan handout)

New Expectations for New Expectations for Parents and Parents and ProfessionalsProfessionals

““His implant went down this week His implant went down this week so we sent his interpreter into class so we sent his interpreter into class with him until he can get with him until he can get remapped.” remapped.”

Optimal Amplification is a “must” not a “perk” Optimal Amplification is a “must” not a “perk” – Top priority for AUD Top priority for AUD andand TOD TOD and and SLPSLP– FM or SF functioning well in classroomFM or SF functioning well in classroom– SF system for individual sessionsSF system for individual sessions

““We have been signing with her for We have been signing with her for six years. Do we just drop the six years. Do we just drop the signs?”signs?”

Initially accept child’s signs but don’t teach new signInitially accept child’s signs but don’t teach new sign

““Are you saying we go Are you saying we go all the all the way back way back to the “Learning to to the “Learning to Listen” sounds with an eight Listen” sounds with an eight year old?”year old?”

Go back to the beginning (of auditory Go back to the beginning (of auditory hierarchy) hierarchy)

Evidence of progress with perception will Evidence of progress with perception will likely be faster than with babies d/t likely be faster than with babies d/t __________________________________

Insure Success Insure Success Success Success for Success Success for Late Starters:Late Starters:

““You’re asking him to do You’re asking him to do something new and hard (listen) something new and hard (listen) when he’d rather do what he’s when he’d rather do what he’s comfortable with. (sign or cue) comfortable with. (sign or cue) How am I supposed to keep him How am I supposed to keep him motivated?”motivated?”

Increase auditory/ Decrease visual in Increase auditory/ Decrease visual in all communication using K & B’s top all communication using K & B’s top ten: ten:

K & B’s Top Ten Strategies K & B’s Top Ten Strategies for Early SUCCESS with Late for Early SUCCESS with Late Beginning ListenersBeginning Listeners1.1. Insure optimal listening conditions. Always Insure optimal listening conditions. Always

control ____ and ____. control ____ and ____.

2.2. Insure auditory attention before speakingInsure auditory attention before speaking

3.3. Provide abundant context with your auditory Provide abundant context with your auditory input (show object, look at object, model the input (show object, look at object, model the action) action)

4.4. Provide opportunities all day long for the child Provide opportunities all day long for the child to hear common phrases, questions, directions to hear common phrases, questions, directions repeated-repeated-repeated in a natural wayrepeated-repeated-repeated in a natural way

5.5. Auditory input before showing pictures, Auditory input before showing pictures, performing actionperforming action

6.6. Use Parentese (even with a 10 year old) Use Parentese (even with a 10 year old)

7.7. Use Acoustic HighlightingUse Acoustic Highlighting

8.8. Allow time to process after input is given Allow time to process after input is given (count to 10)(count to 10)

9.9. If he fails to process through audition alone, If he fails to process through audition alone, use A-V-A, auditory sandwich, give the use A-V-A, auditory sandwich, give the visual input then “put it back into hearing”visual input then “put it back into hearing”

10.10. __________________________________________________________________________

““He already has so much language. I He already has so much language. I can’t break down everything I need can’t break down everything I need to say to him into short phrases!” to say to him into short phrases!”

For children who transition to auditory/oral with For children who transition to auditory/oral with sophisticated manual language…(in the beginning)sophisticated manual language…(in the beginning)

– For longer utterances, give via vision + For longer utterances, give via vision + auditionaudition

– then “put it back into hearing” then “put it back into hearing” – until child can process 3 critical elementsuntil child can process 3 critical elements– At that point, auditory first for ALL info using At that point, auditory first for ALL info using

abundant acoustic highlighting for key wordsabundant acoustic highlighting for key words

The Biggest The Biggest Challenge? Challenge? Changing speech patterns learned Changing speech patterns learned

on a non-auditory model…on a non-auditory model… For improved speech in a late starter, For improved speech in a late starter,

GO BACK to the beginning!GO BACK to the beginning! Allow the child to progress through Allow the child to progress through

stagesstages Use Use audition audition as avenue for speech as avenue for speech

change change The priority is VOICE VOICE VOICEThe priority is VOICE VOICE VOICE

The TeamThe Team of Parents and of Parents and Professionals for the Late Beginning Professionals for the Late Beginning Listener Listener


The Traditional Team…The Traditional Team…

ParentsParents AdministratorsAdministrators Teacher of the DeafTeacher of the Deaf Regular Classroom TeacherRegular Classroom Teacher Speech-Language PathologistSpeech-Language Pathologist


Big Questions Big Questions about about service delivery to late service delivery to late startersstarters What are the critical areas of What are the critical areas of

instruction for late starters?instruction for late starters? What knowledge, skills and What knowledge, skills and

abilities are needed to provide this abilities are needed to provide this instruction?instruction?

Who is responsible for each area?Who is responsible for each area? How can the traditional team How can the traditional team

possibly cover all this material? possibly cover all this material? Walker & Wilson 2011Walker & Wilson 2011

Parent Guidance for the Late Beginning Listener“I have always considered

educating my kids as one of my primary jobs as a parent. The public schools are there to help me do my job.” –Dave Bond, Superintendent,

Kennewick, WA, School District


Parent Guidance for Parent Guidance for the Late Beginning the Late Beginning ListenerListener Parental Roles and Parental Roles and

Responsibilities:Responsibilities: What are they? What are they? …….... ……....


Why must parents Why must parents participate in weekly participate in weekly sessions?sessions? Parents of late beginning listeners need Parents of late beginning listeners need

guidance and support toguidance and support to– focus on learning through listeningfocus on learning through listening– eliminate established communication habits that eliminate established communication habits that

slow auditory learningslow auditory learning– learn, practice, and consistently apply a variety of learn, practice, and consistently apply a variety of

strategies and techniquesstrategies and techniques Wait timeWait time Acoustic highlightingAcoustic highlighting RepetitionRepetition …….. ……..


– identify appropriate ways to carry-over identify appropriate ways to carry-over weekly goals at homeweekly goals at home

– become child’s advocate and be become child’s advocate and be accountable for what happens in between accountable for what happens in between sessions. sessions.

– adjust child’s activities or schedule to adjust child’s activities or schedule to reflectreflect NEW priority for spoken NEW priority for spoken language/literacy developmentlanguage/literacy development

– other ideas???other ideas???


Dialoguing with Administrators:It’s our job (or “your job”)

There are three compelling reasons to have courageous conversations:– First, it is impossible to create an

environment of trust without risking speaking your truth.

– Second, if you do not express matters that concern you, it will add to your level of stress.

– Third, when you don’t say what’s on your mind, your sense of personal satisfaction and competence suffers. (Sanderson, 2006)

Dialoguing with Dialoguing with AdministratorsAdministrators Gather good data. Gather good data. Make an appointment.Make an appointment. Pre-script/role play what you want to say. Make notes Pre-script/role play what you want to say. Make notes

and use them during the meeting.and use them during the meeting. Define the problem clearly with examples. Use simple Define the problem clearly with examples. Use simple

charts or graphs that make it easy for the charts or graphs that make it easy for the administrator to see the current and long-term picture administrator to see the current and long-term picture for the child and the school system.for the child and the school system.

Be straightforward and clear about what outcome/changes you seek.Tell the administrator the impact that making necessary changes will have from a positive perspective.


The Traditional CurriculumThe Traditional Curriculum and Spoken and Spoken Language Targets:Language Targets:

Integration of Speech, Language, and Listening with Integration of Speech, Language, and Listening with AcademicsAcademics


Lesson Plan for a Late Lesson Plan for a Late Beginning Listener/Integration Beginning Listener/Integration of Audition/Speech/Language & of Audition/Speech/Language & Academics Academics View/analyze/discuss video & lesson plan View/analyze/discuss video & lesson plan

that includes goals from the:that includes goals from the: Core StandardsCore Standards Auditory Learning GuideAuditory Learning Guide Model for Normal Language DevelopmentModel for Normal Language Development

– New Vocabulary & New Language New Vocabulary & New Language StructuresStructures

Normal Speech MilestonesNormal Speech Milestones +Strategies that promote auditory +Strategies that promote auditory

learninglearning

See Sample Lesson Plan: LexieSee Sample Lesson Plan: Lexie


Lesson Plan for a Late Starter Lesson Plan for a Late Starter Integration of Integration of Audition/Academics Audition/Academics

Lexie Language Sample 2006 (age 4 1/2)Lexie Language Sample 2006 (age 4 1/2) OpenOpen Uh-ohUh-oh NoNo DoggieDoggie DaddyDaddy StopStop MoreMore MilkMilk Bye-byeBye-bye BirdBird MeowMeow HorseHorse

Lexie: Language Sample Lexie: Language Sample 2008 2008 (age 6- one year into (age 6- one year into aggressive LS program)aggressive LS program)

Look. Look. See, it dirty.See, it dirty. How ‘bout this one?How ‘bout this one? Look! Look! Look! Look! What is that?What is that? No, but thank you.No, but thank you. What doing? What doing? It writing.It writing. Sunny go downSunny go down It night. It night. It dark.It dark. This one. This one. I want this one.I want this one. All the dress missingAll the dress missing Help you. Help you. I need help. I need help.

Oh, wait. Oh, wait. I get it. I get it. I got it!I got it! Hey! Hey! I take it off.I take it off. Ooo, shinyOoo, shiny So shiny”So shiny” No! No! Don’t take it off!Don’t take it off! Turn pageTurn page Stay there. Stay there. Close door. Close door. Don’t open. Don’t open. Potty! Potty! I got potty! I got potty! I need potty!I need potty!


Independent PracticeIndependent Practice

Work with partners to develop an Work with partners to develop an integrated lesson plan using the Core integrated lesson plan using the Core Standards and language, speech, and Standards and language, speech, and auditory hierarchies described in auditory hierarchies described in class.class.

Include in the plan:Include in the plan: A brief description of your student i.e. A brief description of your student i.e.

age/grade level/language age/grade level/language age/communication approach.age/communication approach.


Independent PracticeIndependent Practice

At least 2 standards, 1 language At least 2 standards, 1 language target, 1 speech target and 1 target, 1 speech target and 1 auditory target.auditory target.

Include a description of your Include a description of your materials, activity, and materials, activity, and procedure.procedure.


EvaluationEvaluation

Write a 2-3 page paper (double-Write a 2-3 page paper (double-spaced) describing what you have spaced) describing what you have learned and your implementation learned and your implementation plan. Include specific information plan. Include specific information about what changes you will make in about what changes you will make in your practice and teaching and how your practice and teaching and how you expect your students to benefit you expect your students to benefit as a result of your participation in as a result of your participation in this professional learning activity. .this professional learning activity. .


““We never really leave our non-reading We never really leave our non-reading children behind. We may forget about them, children behind. We may forget about them, but we are chained to them socially and but we are chained to them socially and economically. Like a ship and its anchor, we economically. Like a ship and its anchor, we must either lift them up or drag them along must either lift them up or drag them along behind us. It is time to teach our children to behind us. It is time to teach our children to read. It’s the promise of education. There is read. It’s the promise of education. There is no ethical or professional way to sidestep the no ethical or professional way to sidestep the obligation to deliver on that promise.” obligation to deliver on that promise.”

(L. Fielding, 2007)(L. Fielding, 2007)


accelerated growth for the late beginning listener… types, tools, teams, and tactics august 2-3,...

Documents

spoken language growth

acquisition of spoken

learning of spoken language

late beginning listener

introduction slide

standardsapplication

late starters tactics

accelerated growth