Family’s goals? Education goals? Keeping this in mind creates your road map!
In class Out of class Discussions with teachers Checklists www.cde.comwww.cde.com
Language levels may be age appropriate due to early programming and therapy Scores may indicate that the student doesn’t “qualify” for special education services since a discrepancy is not present
Cottage Acquisition Scales for Listening, Language & Speech (CASLLS) Preschool Language Scale-4 Preschool-Clinical Evaluation of Language Fundamentals (CELF-P) Rosetti Infant Toddler Language Scale MacArthur Communication Development Inventory: Words, Gestures, and Sentences Test of Auditory Comprehension of Language- Third Edition (TACL-3) The Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R) The Reynell Development Language Scales III (RDLS III), 3 rd ed. SKI-HI Language Development Scale Oral and Written Language Scales (OWLS) Grammatical Analysis of Elicited Language, Pre-Sentence Level (GAEL-P) Early Speech Perception Test (ESP) for Profoundly Hearing Impaired Children Functional Auditory Performance Indicators (FAPI) Meaningful Auditory Integration Scale (MAIS)/ Infant-Toddler: Meaningful Auditory Integration Scale (IT-MAIS) The Listening Inventory for Education: an Efficacy Tool (LIFE)
The Arizona Articulation Proficiency Scale –Third Edition The Goldman Fristoe: Test of Articulation 2 Identifying Early Phonological Needs in Children with Hearing Impairment Peabody Picture Vocabulary Test (PPVT-3) Expressive One-Word Picture Vocabulary Test Receptive One-Word Picture Vocabulary Test Test of Early Reading Ability-3 rd Ed. (TERA-3) Boehm Test of Basic Concepts – Revised (BTBC-R) Bracken Basic Concept Scale- Revised Checklist of Emerging ASL Skills ASL Development Observation Record The American Sign Language Proficiency Assessment (ASL-PA) Test of American Sign Language (TASL) www.nasde.org/Portals/O/Documents /AssessmentTools.pdf
We need to use a prevention and surveillance model rather than a failure model to manage this generation of children with hearing loss. Beware of being seduced by how much these children seem to know at a young age. They still need enrichment! Carol Flexer, 2010
Think of what the student is doing with the information that they have Social skills – are they accurately interpreting situations with peers? Applying information- they can spell, they understand grammar- what happens when they put it into writing?
Standards Things to consider What are the standards expected at each grade level? How are they measured? Content, Content and More Content! What district and state tests occur at each grade level? What accommodations are needed?
Involve the family at all times No cookbook approach Keep assessing the child’s needs
Listen, Listen, and Listen some more Resources: ◦ www.hearingjourney.com www.hearingjourney.com CLIX Word Association Syllable Perceptions (WASP) SPICE (CID) Cottage Scales Spelling Tests Cochlear Implant Center HOME!!!!
Early listeners need to have listening goals in a quiet environment As their listening skills advance, then goals can move into more controlled noise situations Lastly, listening goals can be monitored in the classroom – children spend over ½ of their school day listening
Must read everyday to learn vocabulary! Read out loud! A student needs to know 10,000 words by first grade A student needs to know approximately 100,000 words by 12 th grade TV stays within 10,000 words!
Geers (2003) Large numbers of 8-9 yr. olds implanted before 5 years Reading levels within the normal range Geers (2008) When tested again at 15-16 years of age- significant numbers had not progressed
Choose targets carefully with eye toward practicing consonants with a variety of vowels Listen for sounds that are present and absent- it will guide us on how well the implant is or isn’t working Muddy In/Muddy Out (Carol Flexer) Be aware of normal speech development but don’t always feel like that is what needs to be followed Only 25% of speech sounds are visible so keep that in mind when presenting sounds
Conclusions: Early cochlear implantation had a long term positive impact on auditory and verbal development but did not result in age- appropriate reading levels in high school for the majority of students. Carol Flexor stated that the reading material for adolescents demands skills in word knowledge, complex vocabulary, making inferences, pragmatic skills of language.
Answer questions-verbally and written Understanding age appropriate skills can be the best guide
Understand expectations of each grade level The student may have great language skills but writing it down is a different ballgame!
Team members Family Cochlear Implant center