Re/Habilitation Resources 2015

Transcription

Cochlear™
Materials available through our website:
www.cochlear.com
Re/Habilitation
Resources 2015
For all ages and stages
Cochlear’s rehabilitation resources are designed to support each
recipient as they progress through their listening journey.
Cochlear Mission
We help people hear and be heard.
We empower people to connect with others and live a full life.
We transform the way people understand
and treat hearing loss.
We innovate and bring to market a range of implantable
hearing solutions that deliver a lifetime of hearing outcomes
2 Cochlear Re/Habilitation Resources 2015
Cochlear Re/Habilitation Resources
Index:
Coaching and guiding with insight
Page 4
Birth to 6 years: Page 8
-On the road to listening -On the road to talking
-On the road to reading -Water play with Aqua +
-Tracking progress
School Age
Page 20
Teens and Adults
Page 22
Professional Resources
Page 26
www.cochlear.com
Cochlear Re/Habilitation Resources 2015 3
Welcome to the wonderful
world of Data logging
Coaching and Guiding with Insight – Families
Data logging gives us the opportunity for positive conversations with families about
the listening and spoken language world of each child.
What conversations would you want to have with a parent or carer?
Is the device being used?
Off Air 9.8 hrs
Speech 2.4 hrs
On Air 11.4 hrs
2 Power-Ons
Trends Over Time
hrss 12
On Air
4
Time on Air
Daily Average
hrs 3
Speech
1
Mar
2
Jun
19
Oct
13
Feb
28
Today
Coil Off 2.8 hrs
3 Coil-Offs
Thinking about time on air/speech/noise etc. Could you ask…
What is happening in your child’s daily routine which may affect the data logs?
What is happening in the family routine at home?
What is the auditory environment?
•
Understand how much time is spent in each scene
•
We can help families understand their child’s listening situations.
•
Understand system usage and track changes over time.
Musik 1.0 hrs
Wind 0.4 hrs
%
Noise 2.0 hrs
Quiet 5.0 hrs
Scenes
Trends Over Time
100
Noise
80
Daily Average
60
Quiet
40
0
Speech 2.4 hrs
Speech in Noise 0.6 hrs
Speech
Mar
2
Jun
19
Oct
18
Feb
28
Today
We can help families to understand their role in creating a good listening and
language learning environment. Could you ask…
What things are you doing that help your child to listen?
What could you do more of?
What else could you do?
What difference might this make?
Have a conversation with a family about their child’s data logs and build on the
good things they are doing.
Coaching and Guiding with Insight
– Teenagers and Adults
Data logging can promote positive conversations with
teenagers and adults.
You can use the information that data logging provides to start a conversation that
will help someone to understand how he or she is using their cochlear implant(s).
What questions might help someone to think about the opportunities they have
to develop their listening skills and to participate in conversations?
Off Air 9.8 hrs
Speech 2.4 hrs
On Air 11.4 hrs
2 Power-Ons
Trends Over Time
hrss 12
On Air
Time on Air
4
Daily Average
hrs 3
Speech
1
Mar
2
Jun
19
Oct
13
Feb
28
Today
Coil Off 2.8 hrs
3 Coil-Offs
What programs are being used?
Identify programs most used and fine-tune settings.
Music 1.0 hrs
Home 1.9 hrs
Trends Over Time
hrss 12
On Air
4
Program Usage
hrs 3
Speech
Daily Average
1
SCAN 5.0 hrs
Café 3.5 hrs
Mar
2
Jun
19
Oct
13
Feb
28
Today
www.cochlear.com
N
EW
!
DiaLog
The data logging counselling tool
Birth to Six Years On the road to listening
Sound Foundation series: A series of three planned resources designed to
help parents guide their child to age appropriate spoken language through listening.
Each program consists of 40 lessons centered on a unit or theme in the areas of
audition, receptive language, (understanding), expressive language, (what child
says), speech, (how child says). Each folder covers 12 months of hierarchical goals
following cochlear implantation at around 12 months of age. Each lesson includes
a Story and Song page.
Sound Foundation for Babies
12-24months
Language: English, Simplified Chinese, Hungarian, Lithuanian, Spanish,
Polish
This folder supports parents during the first year
after their child receives the cochlear implant at
approximately one year of age.
Sound Foundation for Toddlers
Toddlers 24-36 mths
Language: English, Simplified Chinese, Spanish
Supporting a young recipient and their parents during
their second year with a cochlear implant.
Sound Foundation
for Children
NEW!
Sound Foundation for Children
36-48 mths
Language: English
The third year with a cochlear implant.
Each of the 40 sets of goals is built around a theme that is
cognitively and developmentally appropriate for children
with a chronological age of 36-48months.
N415614-415626 ISS1DEC13 SFC Folder Cover.indd 1
2/10/14 2:12 PM
www.cochlear.com
Listen, Learn and Talk
Language: English, Simplified Chinese, Dutch, French, Greek, Italian,
Spanish Swedish, Norwegian, Thai, Indonesian, Vietnamese
Focusing on the natural bond that exists between
parents and their children, this auditory habilitation
tool consists of a book and DVD. This program has
been developed for both parents and professionals
to compliment their child’s habilitation program.
The program follows the natural development of the
child from birth to school age, and contains ideas and
strategies for developing spoken language through
listening.
Ling 6 Sound Pack
Language: English, Croatian, Czech, Turkish,
Simplified Chinese, Korean, Russian, Slovakian
The Ling 6 sound test is a simple but effective way to
check a child’s functional hearing every day.
These colourful and fun cards include bright pictures
representing the six sounds of the Ling Sound Test. If
your child can hear and recognise these six sounds, it
shows that they have access to all the sounds of speech.
NEW!
World of Sound
Language: English, French, Simplified Chinese, Japanese, German
Learning to listen can be great fun with this interactive
CD. Have fun with your child, exploring the sounds in
different scenarios. A great early listening tool as well
as helping to develop new words as they start their
listening journey.
Birth to Six Years On the way to talking
Small Talk
Language: English, Dutch, Slovenian
This package includes a DVD, booklet and handy fridge
notes. Small Talk gives families of young infants, ideas on
promoting early communication and interaction in those
first few months after a diagnosis of deafness.
Chit Chat
Language: English, Arabic
This resource includes a video, booklet and photocopiable
sheets and demonstrates the art of parent-child
conversation in everyday family life.
The package is designed to support the timely
development of parent-child spoken language
communication in daily life using the principles that a
professional would coach through a good auditory model
but demonstrating these techniques in daily routines in
the family home.
www.cochlear.com
Speech Sounds Consonants
Language: English, Simplified Chinese
There are lots of ideas on how to give your child
maximum exposure to many common consonant
sounds in this easy to follow guide. Each sound has
stories, songs, games, rhymes and recipes that focus
on that particular sound. Ideal if you want to work on a
‘sound of the week’ at home.
Speech Sounds Vowels
Language: English, Spanish
Speech Sounds Vowels is designed to give children rich
auditory input and exposure to each (American) vowel
by suggesting child friendly words, games and toys, daily
routines, songs, books and more.
Birth to Six Years On the road to reading
My Experience Book
Language: English, Japanese
Experience books are personalized stories that can
be highly rewarding and exciting because the child is
the main character in the story.
Creating experience books is an interactive
communication process between a child and
significant adult which lays the foundation for the natural development of listening,
speech, language and literacy.
This program demonstrates how to create Experience Books to support your child’s
literacy development.
Learning with Literacy
Language: English.
The relationship between learning to read and later
success in life is generally accepted. There is also a
strong link between the extent of a child’s vocabulary
and reading comprehension. These connections have
particular significance for parents of children with
hearing loss as building language comprehension is a
continuing priority.
www.cochlear.com
HOPE words app
Can be used in any language using pictures only
Created as a tool for improving listening and spoken
language skills of children with hearing loss. HOPE
words features interactive flashcards for the full alphabet
that have been organized by the speech sounds in the
English language. Each letter of the alphabet has 20
different flashcards This allows auditory self-monitoring
by listening to a word and matching speech production.
Vocabulary development is also facilitated by matching the
sound to a picture.
Hear our stories
Do you know what it’s like to have a cochlear implant?
There is a lot of information, however everyone’s
experience is different.
Let me introduce you to some friends of mine. They will
each tell you a little bit about their own cochlear implant
journey.
Together their stories explain what it’s like getting, and
living with a cochlear implant.
Birth to Six Years Having fun with water!
Water play: The Cochlear
TM
Nucleus® Aqua+ opens up a whole new
world of water activities
The Aqua+ is a soft, flexible silicone sleeve that fits over a CP810 or
CP900 series processor. When used with the Aqua+ Coil, it allows you to
enjoy water activities where additional protection is needed.
A water protection rating of IP68 is your invitation to get wet without
cumbersome cases or annoying cables – the Aqua+ sits comfortably on
the ear and can be submerged under 3 metres of water for up to 2 hours.
NEW!
WATERPROOF: If there are times when your
child needs something completely waterproof,
the new Aqua + enables them to dive right in
without compromising their hearing. It is easy
to use and will fully protect their system.
www.cochlear.com
NEW!
My Bath Time Picture Cards
and lessons
Language: English.
Picture cards can be used in any language.
Bath time is a part of every baby and toddlers
daily routine and can involve lots of language and
communication.
The Bathtime picture cards and lessons provide some
creative ideas to make bath time a fun and educational
time, while reinforcing listening and language goals.
NEW!
My Beach Time Picture Cards
and lessons
Language: English.
My Beach time picture cards and lessons are a fun way
to plan your next trip to the beach.
Listening and language goals can be incorporated
into family activities at the beach using the cards and
lessons. Playing in the sand, swimming in the sea or
exploring rockpools – all are listening and interaction
opportunities.
Birth to Six Years Tracking progress
Track a Listening Child (TLC)
Language: English
TLC is a checklist of progressive skills along the pathway
to developing spoken communication. As each
milestone is reached, check it off and feel confident as
your child progresses through each stage. This system
supports you in targeting goals when you look ahead at
individual areas for listening, language, speech, social,
cognitive and general development. It also provides
helpful suggestions for you should you need additional
support.
Diary Inventory of Early Language
(Di-EL)
Language: English, Simplified Chinese.
Di-EL First Words is the first application of a diary
technique to be validated for children with hearing loss.
It is a valuable tool for all those who are interested in
early lexical development of young children.
Di-EL supports the parent and professional in recording
the child’s first 100 spoken words. Di-EL is a CD-ROM
that includes a guide for parents and teachers, a selfnavigated tutorial, parent feedback, data entry software
and supporting reference material.
www.cochlear.com
Integrated Scales of Development
English, Arabic, Bulgarian, Simplified Chinese, Croatian,
Czech, Dutch, Estonian, French, Greek, Hungarian,
Italian, Indonesian, Japanese, Korean,Latvian,
Lithuanian, Norwegian, Polish, Portuguese, Romanian,
Russian, Serbian, Slovakian, Slovenian, Spanish, Swedish,
Thai, Turkish, Vietnamese.
This comprehensive developmental
chart, identifies milestones in listening,
receptive (what your child understands)
and expressive (what your says) language
speech, cognition (thinking) and social communication.
A practical and easy to use form supports you in
tracking your child’s development over the long term.
Nottingham Early Assessment
Package (NEAP)
Language: English, CAP, ILIP, LIP, MAIS, PALS, SIR,
SNAP, TAIT, PASS, [Danish, Dutch, French, German,
Greek, Hebrew, Icelandic, Italian, Portuguese,
Russian, Serbia, Spanish, Swedish, Turkish,
Lithuanian].
NEAP is an information and assessment
resource for use with very young children.
NEAP includes checklists, profiles,
downloadable forms, video analysis
resources and questionnaires.
These tools measure:
• Auditory perception,
• Communication and language development,
• Speech production development,
• Video tutorials demonstrate how to administer each
assessment.
Birth to Six Years
SEPPAL
Language: Spanish.
This tool includes information to support professionals
in understanding Auditory-Verbal Therapy (AVT). Learn
what AVT, how this therapy benefits many children who
are deaf and take away ideas, suggestions and games on
how to transfer listening and spoken language to the child’s
everyday environment.
EEPAL
Language: Spanish.
A fun way for parents and professionals to encourage
language learning with kids up to about age six. This
program has lots of interactive computerised games
that when used with the support of an adult will
support your child’s listening development.
www.cochlear.com
Juegaoyendo
Language: Spanish.
This is a fun and interactive way to develop auditory
perceptual skills in children.
This notebook follows the typical stages of: detection,
discrimination, integration and comprehension of speech
through the auditory system.
Included in this notebook are pictures and activities that
you simply cut out, color and paste. All the hard work
has been done for you!
School Age
LEAPing on with Language
Language: English, Dutch, Slovenian, Japanese
LEAPing on with Language is a conversation based
parents program for school aged children. LEAPing on
with Language provides practical strategies that aim
to accelerate your child’s spoken language learning
beyond simple sentences to more complex and
abstract language. These skills are then used to develop
communicative independence and self esteem. There are
dozens of fun games and activities for your child to enjoy.
Strive and Thrive refresh
Language: English, Japanese, Lithuanian, Slovenian, Latvian
Attendance at a mainstream school does not signal the
end of support from Cochlear, but rather the beginning of
the next phase in helping children to become competent
communicators and learners. There are many ways in
which parents and teachers can help children with a
hearing impairment survive and thrive in a mainstream
educational setting. Parent preparation at home begins
a full year or more before the child walks through the
school doors.
www.cochlear.com
Hope Tips: Time for School
Whether your child has just begun his school career, or
already has has several years of instruction, maintaining
perspective on the different aspects of the education can
be overwhelming …
‘Time for School’ series is designed to ease the stress of
that journey by providing guidance for key areas of the
education process.
HOPE music series
What the Experts Say…
By Kate Gfeller Ph.D.
Although the key aim of cochlear implants is to
provide access to sound for effective communication
through listening, enjoyment of music is an important
part of life for most people. Realistic expectations is
a key aspect of learning to enjoy music. This brochure
contains useful information and handy hints.
Teens and Adults
Cochlear’s rehabilitation resources will give you lots of ideas and materials
to help in your work with teenagers and adults, supporting their increased
participation in the hearing world.
Communication Strategies
Language: English, Simplified Chinese, Polish
For adults who receive a cochlear implant, hearing
rehabilitation is an important aspects of auditory
progress with the device. Hearing rehabilitation takes
on various areas of focus including communication
strategies.This brochure covers a number of key factors
that can influence understanding during conversation.
Cochlear Implant Rehabilitation.
It’s not just for kids!
Language: English.
This is a great guide for adults who will benefit in
learning and practicing strategies and skills that can
help in making the most of your cochlear implant. Here
you have lots of information, tips, and listening activities
that will support you as you adjust to your new listening
situation.
For those who have had a second, sequential cochlear
implant, the activities and guidance you take from this
guide will help you maximise outcomes with the second
cochlear implant while integrating the new sound with
their first implant.
www.cochlear.com
Hope Notes – Turn the Music On
Language: English, Dutch
A fun and interactive DVD designed for cochlear
implant users to help improve music perception and
appreciation using original songs, traditional, Folk,
Blues, Country styles and some familiar tunes played
in unexpected ways.
Hope Notes was developed by Richard Reed, a
professional musician and Cochlear implant recipient.
Adult Aural Rehabilitation Guide
Language: English, Simplified Chinese, Dutch, Greek
This comprehensive package is a multi-purpose resource
for cochlear implant clinics. Developed for professionals
working with adults and older teenagers with a hearing
impairment, it is both a resource of rehabilitation
material and a training guide for new staff. The package
consists of a guide, booklet, DVD and CD-ROM.
Teens and Adults
COMING SOON!
Adult Cochlear Implant
Home-Based Training
Language: English
• Prelingual or Long Duration Hearing Loss
• Postlingual Hearing Loss
• Guide for Clinicians
Auditory training is an important component of adult
post-implant rehabilitation. Cochlear has created three
manuals to supplement the work of the clinician in
the clinic, and to create more independent learning
opportunities for the adult recipient.
There are lots of activities an adult recipient can do at
home with the help of a hearing support person.
Stages of Listening with a
Cochlear Nucleus System
‘Adult Aural Rehabilitation Guide’ (Cochlear 2005)
Although the technology provides much greater access to sound than recipients had before, adults may need assistance in
learning to recognise environmental sounds and comprehend speech. Many people find that auditory training significantly
enhances their ability to enjoy activities such as general conversation, using the phone or listening to music. The following
steps are the stages in the auditory heirarchy that would typically be followed after cochlear implantation.
Detection
• Detection of sound. Noise makers.
Discrimination
• Report whether two items are same or different.
Identificiation
• Selection from closed set* (3 > 4 > 5 etc)
• Music with a strong beat.
• Environmental sounds. Noise makers.
• Prosodic aspects. Duration, pitch, intensity
• Environmental sounds: inside, outside.
• Loud/soft; long/short; high/low, fast/slow.
• Count syllables of familiar words (p12)
• Indicate when CI not working.
• Voice. Man/woman; angry/sad etc.
• Familiar daily phrases. Predicting part of a
familiar phrase (p21)
• Word stress (p14)
• Vowel and consonant phonemes(p15)
• High/low frequency identification (p20)
• Identify phrases or sentences (p104>)
NEW!
Adult poster
Stages of Listening with a Cochlear
Nucleus System
Language: English
Recognition
Comprehension
Conversation
• Closed set task using visual cues (p89)
• Text following (p22)
• Follows and expands conversation (p90)
• Repeat what is said (p90)
• Fill in the sentence (p88)
• Task with direct clue: key word (p109)
• Open set sentences** (p99)
• Sentence predictability.
Context clues (p92, 97)
• Task with indirect clues: topic (p111)
• Context cues for sentences (p 92)
• Two person scripted conversation (p101)
• Task with no clues (p120)
• Information transfer. Instructions (p93)
• Clarification (p84)
• Continuous discourse tracking (p85)
• Answer questions related to
comprehension tasks (p100)
* Closed set: Limited choice of answers
** Open set: Unlimited choice of answers
Telephone conversation
• Telephone training (p195)
• Seeking information (p98)
• Within sentence predictability (p186)
• Continuous discourse tracking and
repair management (p190)
• Known speaker
• Unknown speaker
www.cochlear.com/rehabilitation
Cochlear is a trademark of Cochlear Limited. © Cochlear Limited 2012. N391610 ISS1 MARCH14.
• Confirming and clarifying understanding (p189)
• Speech perception in conversational
context p182
Many people find that auditory training significantly
enhances their ability to enjoy listening activities such
as conversation, using a telephone or listening to music.
This poster shows steps in the Auditory Hierarchy
which would typically be followed after activation of a
cochlear implant.
Music and Implants: Piecing the Puzzle together
Language: English
Though cochlear implants (CI) are designed primarily for the processing of sounds
related to speech, many CI recipients are successfully enjoying the sounds of music.
Solving the puzzle of why some CI recipients successfully enjoy music, involves
considering each recipients biological, environmental and lifestyle characteristics.
NEW!
DiaLog.
Data Logging Counselling Tool
Language: English
Welcome to one of our new features
with Nucleus 6 – Data logging. Data
logging gives valuable insight into when
and how recipients are using their device
outside the clinic and in their day-to-day
activities.
This guide will:
• support clinicians in using the information provided by data logging, effectively and
efficiently; it contains real-life examples and ideas to guide discussions with recipients
and parents. There are also suggestions for useful resources and links.
• support parents and recipients in understanding the information collected through data
logging and recognising the impact this might have as well as the opportunities this
information might present.
www.cochlear.com
A Clinician’s Guide To Adult Expectations
Language: English
The Clinician’s Guide provides valuable insights into the
possible outcomes and behavious experienced by some
recipients during their journey at activation, one week,
one month, three months, six months and long term.
This resource is based on four adult recipient profiles:
1. Post-Lingual / short duration /with or without residual hearing
2. Post-Lingual / medium – long duration / residual hearing
3. Post-lingual / medium – long duration / poor residual hearing
4. Pre-lingual / auditory-oral history
The Mentor’s Guide to Auditory-Verbal
Competencies – Years 1-3
Language: English
Mentor’s Guide: Auditory-Verbal competencies Years
1-3, was developed to provide guidelines for mentors
and mentees to monitor the growth of essential
professional auditory-verbal skills through a three years
mentoring process.
Copyright 2013 Cheryl L Dickson, Helen M. Morrison
and Mary Boucher Jones.
Let us help you plan your professional development
NEW!
10 Observation lessons on the website.
The videos included here are full, unedited AVT lessons with support documentation
which includes pre and post CI audiograms, lesson plans and long term goals.
For professionals or parents working with children who have a cochlear implant,
these lessons can provide some valuable insights into the auditory verbal process to
bring a child to effective spoken communication.
Listening and Spoken Language Specialists (LSLS) who are being mentored for their
auditory verbal therapy (AVT) accreditation are required to observe and make
diagnostic notes on at least 10 complete auditory verbal sessions.
Candidates must observe at least two different cert AVTs (auditory verbal therapists)
providing a full lesson to a child and their parent or main carer.
These observations may be either on-site or via video.
www.cochlear.com
HOPE Seminar Series
New lectures regularly added!
Language: English,Simplified Chinese.
HOPE online seminars are designed for educational
professionals, therapists and clinicians who work with
babies, children, teens or adults with hearing loss.
Some are also appropriate for parents and recipients.
More than 100 lectures available on a wide variety of
topics for all ages and stages of the listening journey.
These seminars can be accessed at
hope.cochlearamericas.com/online-courses
or at cochlear.com/wps/wcm/connect/intl/
for-professionals
Information Guides and posters
Language: English, Lithuanian, Hungarian, Romanian and more...
Understanding hearing Loss
Hearing Checklist
Speech Acoustics Made Easy and more...
Find many useful information guides covering aspects of
hearing, listening and speech development. These can
be downloaded free and printed in poster size for clinic
walls or A4 size as workshop handouts.
The range of information guides and posters is
constantly growing so its worthwhile to regularly visit
the Cochlear website to check on new additions.
Practical and colourful posters for your clinic.
Sound Start Poster Series
English, Simplified Chinese, Czech, Croatian, Indonesian, Hungarian, Lithuanian, Polish, Slovakian,
Slovenian, Thai, Vietnamese
8 posters which cover stages of the Auditory Hierarchy and the key listening strategies
which are crucial to support a child’s early listening and spoken communication
development. The Auditory Hierarchy is the stages in listening development, from
sound awareness through to complex listening skills and competence in spoken
communication.
After receiving a cochlear implant a child will follow these steps in their learning to
listen journey, with their family and auditory therapist.
This poster series is designed to be a colorful and practical addition in a clinic,
school or at home.
Discrimination
Meaning
Auditory Memory
Awareness
r
Auditory Memory
Discrimination
Meaning
Awareness
spontaneous response
2. Environmental sounds: show
r
INsIdE
Stage 2. Associating Meaning to Sound
Identification is where the child associates or selects an object, picture or situation based on spoken words. To select, a child
needs to remember what they heard. The development of auditory memory enables a child to hear, remember and process
increasingly more information through listening.
1. Distinguish changes in vocal length (duration: long & short)
Sound Object Association (➔ means a long continuous sound)
OUTsIdE
Stage 4. Identification
Discrimination is the ability to hear the difference between different sounds. This might be detecting the difference between
the noise made by a cat and dog or a finer detections of the letters m and n.
Pattern PercePtion
In this stage, the child begins to associate a sound with its related object and starts to recognize familiar phrases. Sounds are
now becoming meaningful.
spontaneous response
NOTE – Integrated Scales Development (ISD) available: cochlear.com/au/rehabiliation
1. One item auditory memory
(ISD – from 13-15mos)
a-a-a➔
Airplane
Pu-pu-pu
Boat
Mooo➔
Cow
Brrm-beep beep
Car
i-i-i
Monkey
Baaa➔ ba-ba-ba
Baaaa➔
Sheep
Mooo➔ Hoot Hoot
Wheee➔ i-i-i-i
m
i
Why these 6 sounds?
The Ling 6 sounds represent different speech sounds from
low to high pitch (frequency). They help to test the child’s
hearing and to check that they have access to the full range
of speech sounds necessary for learning spoken language.
u
sh
Cheep cheep
Baby Chicken
Meow➔
Cat
Ch-ch –oo-oo
Train
Hop hop
Rabbit
Loud
Roar!!!
Lion
For complete list of ‘Learning to Listen Sounds’, see Listen Learn and Talk (LLT), Cochlear 2005, pp 57-58 and 72.*
Available on-line at www.cochlear.com
Simple Phrases
Soft
Shh
Sleeping Baby
Loud
a-u-a-u
Ambulance
Soft-Voiceless
pu-pu-pu
Boat
Low
Woof Woof
Dog
High
Whistle
Bird
Selection from 4, 5 and increasingly more items.
Vary the items/ acoustic contrast.
Be aware of the acoustic content of the
sound associated with toy.
Blow!
Blow the bubbles.
Up, up we go.
Down we go!
Brush, brush,
Brush your hair.
Pour the water.
Pour it.
Open the door.
Pop. Pop
Up, up, up.
Wheee…!
Brush.
Pour.
Knock. Knock.
Intonation
Stress
Rhythm
Rate
Question
Exclamation
Excitement
Anger
Stress on different
words can change the
intent or meaning
Rhymes
Smooth
Accented
Fast
Slow
Pause
2
3
4
dog
rabbit
bicycle
Rhinocerous
car
monkey
ambulance
helicopter
ball
chicken
banana
television
Ow! That’s hot!
Lets go outside to play
Shut the door
I can see the teddy bear
Up we go!
The boy is riding the bicycle
Sit down
The big bear is running in the forest
Clap your hands
Sheep
Car
ISD 25-30 mos.
Auditory memory of 2 items with different linguistic features
Different linguistic features:
• nouns and verbs
• nouns and adjectives: color, number, etc
• pronouns: you, I, she, he, they
• nouns and prepositions: in, on, under, behind
• negative: ‘not’, neither
SElECTION Of NOuN pluS ACTION
The girl is reading
The dog is running
Sequence 2 pieces of information.
He ate his breakfast then cleaned his teeth.
Selection of noun and adjective
put your hands on your head
ISD 16-18mos
Key word in the middle of the sentence
put the duck in the water put your shoes by the door
Give me the blue car
Cards
Follows 2-3 directions:
Open the box, take out the car and put it on the chair.
Show me the small dog
As auditory memory develops, sequencing
becomes increasingly important.
Auditory sequential memory: To store, remember
and recall auditory information in the order in which
it was presented. HOpE notes – ‘listening at School’
www.cochlear.com
See listen learn & Talk, Sound foundations for Babies
MOVING ON !!!
ISD 37-42months
Auditory memory increases to five items
Sequences 3 or more pieces of information
follows 3 directions
Retells a short story
See listen learn & Talk Sound foundations
“Brayden’s favorite sound is
anything loud – the dog barking,
someone knocking at the door, his
brother yelling...”
“My child’s future is bright becaus
e
she was given the gift of sound
.
That’s a big thing right there
.”
– Alina now aged 3 years
– Brayden now aged 2 years
– Leah now aged 11 years
– Rielyn now aged 3 years
Selection from 5 +
Give me the cow, the dog, AND the train
Monkey
Give me the dog AND the sheep
Follow one step direction
6. Discriminate sentence length (short phrases)
Number of syllables
1
“I chose Cochlear because
I want my daughter to hear.
Leah’s miracle of sound is music.
”
N323131 ISS MAR11
Always present the sound in association with the name of the toy. (eg. The
bus goes ‘bu-bu-bu.’) Say the sound before the child sees the toy. Once the
toy is visible, repeat the object name and sounds while the child plays with
it. Use the waiting strategy after saying the sound so that your baby has
the opportunity to process and imitate it.
5. Perceive differences in word length
These phrases incorporate a number of vocabulary groups such as nouns, verbs and
pronouns. Learning to identify, understand and use these phrases is an important step
in language development. Daily routines in natural settings are the best way to practice
these and other familiar phrases (LLT p 59). They can also be found on the back of the 6
sounds cards available on our website – www.cochlear.com
For more information on Ling 6 sounds – visit
www.cochlear.com/au/rehabilitation/early-intervention-birth-6-years
Ling 6 sound listening pack available.
3. Three item auditory memory
Selection from 4 +
By this stage only the word, not the sound
Dog
The boy is sleeping
3. Perceive difference in intonation / stress / rhythm / rate 4. imitate Learning to Listen sounds
s
It’s nice knowing that she
can wear her implants around water
or while sitting on the pool steps
playing with her brothers.
mooo➔
Give me the plane that goes a-a~
Show me the cow that says mooo➔
Woof woof
Dog
N323136 ISS1 MAR11
What is the Ling 6 sound Test?
The Ling 6 Sound Test was developed as a quick and
easy test that parents and professionals can use to
check their child’s hearing. The test checks that the child
can hear (detection) and in time recognize each sound
(identification) across the different speech frequencies.
The test also checks that the cochlear implant system is working.
Ba-ba-ba
Bus
pu-pu-pu
N323133 ISS1 MAR11
Detection of Ling 6 sounds
2. Two item auditory memory
Selection from 3
Acoustic contrast at first
2. Discriminate intensity (loud & soft) and pitch (low & high)
a-a~
a
Auditory Memory
Stage 3. Discrimination – Suprasegmental
Sound awareness is the first step in learning to listen. The child starts to detect or respond to sounds around her/him. At
first we would draw attention to the sounds around us such as voices and loud sounds in the environment and observe the
child’s reactions (stilling, smile or eye movement).
1. Noisemakers: elicit response
Discrimination
Meaning
Awareness
Auditory Memory
Discrimination
Meaning
Stage 1. Sound Awareness
N323137 ISS1 MAR11
Awareness
* adapted from W. Estabrooks. 1998
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Auditory Sequence
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4/7/11 7:41 PM
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Story Retelling
Part 1 Key Strategies
Auditory Sequence
Auditory Sequence
Children love to listen to their favorite story many times and will start to retell it to others. Help your child progress from
listening to many repetitions to listening to a story once only, then retelling it in sequence including as many details as
possible. (See My Experience Book http://www.cochlear.com/au/my-experience-book).
TITLE
Introduction
2. Three (then 4, then 5+) item auditory memory
in sequence
Continue to increase the number of items as the child’s
auditory skills develop. At first the order is not important
but later it is important that the sequence is correct.
Give me the...
SHEEP
DOG
COW
DUCK
BEGINNING
Setting
MIDDLE
Main Action
END
Events – Resolution
SUMMARY
Conclusion
Little Bear’s Breakfast
SNAKE
Little Bear is fast asleep. Mama Mama Bear walks and walks
Mama Bear’s friends happen
Mama Bear climbs to
Bear know’s Little Bear will be but cannot see any of the right to fly over and together they
the top of the tree and
hungry when he wakes up.
type of gum tree.
look for a gum tree with lots of collects lots of fresh
leaves for Baby Bear to eat.
gum leaves.
Mama Bear comes back to sleeping Baby
Bear. She will have his breakfast ready
when he wakes up. When he gets bigger
though, he will have to learn to find his
own gum leaves.
Who? Main character.
Where? What?
How did it end? What does Teddy
know now?
Who?
What do you think? Why?
What happened?
How did she feel? Why?
What happened then?
What do you think?
1
Questioning is a common strategy used to check a child’s understanding of what they heard and to encourage
vocal responses. As your child’s language develops, the child’s response to questions should be more than a one
word answer. You can ask questions that are more complex so that your child learns to reason, express ideas, feelings and
develop the skills of problem solving, predicting and understanding cause and effect. (See Integrated Scales of Development and SFB).
4. Four (then 5, then more) step sequences using
daily routines
• We go to the shop
• We get a trolley
• We put things in the trolley
• We pay for the shopping
• We carry the shopping home
TITLE
Introduction
The summer holidays.
Who? What?
MIDDLE
Main Action
END
Events – Resolution
SUMMARY
Conclusion
School is finished for the
summer & all the family is
going on a camping trip.
We got lost on the way
and then the car broke down!
Uh! Oh!
A tow truck came and
towed the car all the way
to our holiday house.
Dad will have to spend their
vacation time fixing the car!
I can help him with the tools.
Where? How?
What happened?
So what did you do then?
How did your holiday finish?
2
Use a singsong voice. This is
typical of how adults speak
and interact with babies. The
more interesting your voice
is, the more motivation for
the child to respond.
5
7
Develop turn taking. Oral
communication involves taking
turns at listening and talking. To
develop turn taking you should
vocalize, wait for your child to
vocalize, then repeat what they say.
Go to www.cochlear.com, Cochlear My Experience Book, program
Sound Foundation for Toddlers – Audition goals Week 14-29. LLT p95 for more information
8
3
Establish eye contact. This
is an important element of
spoken communication as
we acknowledge speakers
by looking at them.
6
Talk about
daily routines.
9
Have a quiet
environment
to make it
easier for
your child
to hear
your voice.
Establish joint attention. Develop
the ability to share attention with
an adult towards
an object while
talking about it.
Cue into listening. This is to
focus attention and alert
child to sound. Point to
your ear and say, excitedly,
‘Listen!’ or ‘I heard that! Did
you hear that?’
Have auditory input first. Say sound a
few times: ‘MOOOO’ with toy hidden
then show toy and say moo again.
He’s like he should be, he’s hearing...
like a normal child. He is very
observant now because he can hear
everything, it’s great!
– Dillan Bouyea now aged 4 years
– Madison now aged 15 years
– Avery now aged 3 years
Auditory Sequence
Story Retelling
Next 10 Strategies for Developing Listening Skills
Be close to the
microphone when
speaking so that
child has the
best access to
speech and
sounds.
www.cochlear.com See SFT Week 38. Audition, Language (exp and rec) LLT p100-106.
Extension ideas for Children. Cochlear Experience Book App
after being implanted, I
A couple of years
aid back on and it sounded
tried my hearing
ause it felt like they were
really weird bec
d and now I feel really normal.
inside my hea
N389129 ISS1 AUG12
10
The number of steps or events in a story would increase as the child’s
language and auditory memory develop.
www.cochlear.com See SFT Week 38. Audition, Language (exp and rec) LLT p100-106.
Extension ideas for Children. Cochlear Experience Book App
Take photos of daily routines and special events to create your own sequences.
Avery’s future is bright because she
is able to communicate with the world.
It’s beautiful!
Can’t get any better than that.
BEGINNING
Setting
Make sure the cochlear
implant, Baha or
hearing aids are
in good working
order and are
worn all day
every day.
4
Ask questions to help your child retell it in the correct sequence.
3. Three step sequence –
• Open the jar.
• Dip the bubble stick into the jar.
• Blow the bubbles.
Story Retelling
First 10 Strategies for Developing Listening Skills
Stage 6. Story Retelling
Stage 5. Auditory Sequencing
As the child moves beyond two item auditory memory (see Poster ‘Auditory Memory’), auditory sequencing is an important
skill to be developed. It is necessary for children to be able to retell stories, jokes and riddles, follow sequential directions
and recount events they have heard. The child needs to remember things in the correct order. This skill can be developed
with nursery rhymes, songs, games and stories.
1. Nursery rhymes with actions
• Twinkle twinkle little star
• How I wonder what you are
• Up above the world so high
• Like a diamond in the sky
Story Retelling
11
13
14
16
17
12
Associates meaning to sound
Be alert to child’s response to
sounds around them and use
every opportunity to make the
association between the sound
and what it represents.
Use phrase and simple sentences
The basic language is a sentence and it is important
that this be the input from adults rather than single
words. In a phrase or sentence there is more acoustic
information and more time to process.
Capture your child’s attention
Your child will learn best in meaningful situations
and when his/her attention is focused.
Use repetition
Most young children need to hear language
repeated in a variety of contexts before they
process, comprehend and use it. Repetition is
a natural strategy to use at the beginning of
developing spoken language.
Up we go!
15
Model correct language
Use the correct grammar and
pronunciation when speaking to your
child and repeating her utterances.
Expand vocabulary and
extend language
This is done by introducing
language that is slightly more
complex than your child’s
present expressive level.
Eg. Places to live – House,
castle, high rise apartments,
caravan, tepee, etc.
18
20
Roll the ball!
Use questioning –
appropriate to
the child’s level
of language
development.
See SFB, and ISD
19
Use auditory close
This is the strategy of
starting a sentence and
waiting for your child
to finish it. Eg, Twinkle
twinkle little…
Make it fun!
When children are actively participating and enjoying themselves,
the most learning will occur. This is a very important strategy.
Children love to have fun.
For More information on Listening Strategies: LLT pp 20-30.
See www.cochlear.com.au | Early Intervention. SFB, ISD, LLT
He’s always been out going, especially
after being activated, he warms up to
I
people a lot easier. t’s just another
way to connect with people.
– Brayden Phillips now aged 4 years
Cochlear is a trademark of Cochlear Limited. © Cochlear Limited 2013. N389131-389137 ISS1 MAY13
Cochlear is a trademark of Cochlear Limited. © Cochlear Limited 2012. N389130 ISS1 APR13
Pour the juice!
Use pausing, waiting
When you speak to your child, wait
before speaking again, giving her
time to respond vocally. Make it clear
that you are waiting for a response.
N389133 ISS1 AUG12
N323131 ISS1 Rehab Posters - Awareness.indd 1
m er
m
Su
fun in th
e water!!
For all ages!
With the Cochlear™ Nucleus® Aqua+ there’s no need to be a fish out of water.
The Aqua+ is a soft, flexible silicone sleeve that fits over a CP810 or CP900 series
processor. When used with the Aqua+ Coil, it allows you to enjoy water activities where
additional protection is needed.
A water protection rating of IP68 is an invitation to get wet without cumbersome
cases or annoying cables – the Aqua+ sits comfortably on the ear and can be submerged
under 3 metres of water for up to 2 hours.
As the global leader in implantable hearing solutions,
Cochlear is dedicated to bringing the gift of sound to people
with moderate to profound hearing loss. We have helped
over 350,000 people of all ages live full and active lives by
reconnecting them with family, friends and community.
We give our recipients the best lifelong hearing experience
and access to innovative future technologies. For our
professional partners, we offer the industry’s largest clinical,
research and support networks.
That’s why more people choose Cochlear than any other
hearing implant company.
www.cochlear.com
Cochlear Ltd (ABN 96 002 618 073) 1 University Avenue,
Macquarie University, NSW 2109, Australia
Tel: +61 2 9428 6555 Fax: +61 2 9428 6352
Cochlear, the elliptical logo are trademarks of Cochlear Limited.
Nucleus is a registered trademark of Cochlear Limited.
© Cochlear Limited 2015
D720594 Iss 1.A MAY15

Re/Habilitation Resources 2015

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