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GPS: Guide to Providing Services A workshop for Early Intervention Providers Mary Koch Cline, M.A., Auditory Education Consultant Hamilton, MT

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Presentation on theme: "GPS: Guide to Providing Services A workshop for Early Intervention Providers Mary Koch Cline, M.A., Auditory Education Consultant Hamilton, MT"— Presentation transcript:

1 GPS: Guide to Providing Services A workshop for Early Intervention Providers Mary Koch Cline, M.A., Auditory Education Consultant Hamilton, MT The Learning Center for the Deaf June 10, 2013 Communication Considerations…. One Child at a Time

2 Communication Considerations... One child at a time.

3 Communication Considerations... One child at a time. Communication Priority Pyramid Connection Cognition Communication Language Modality Precision

4 In an environment that meets the needs of the individual child. vision hearing s ymbols words LANGUAGE names concepts thoughts literature movies humor education books stories employment ideas history poetry internet conversations relationships friends

5 Communication Considerations... One child at a time. Where do we hear?

6 Communication Considerations... One child at a time. oo mm ah oo ah ee sh The “Speech Banana”

7 Communication Considerations... One child at a time. Speech “Submarine” Any sounds ABOVE the recorded thresholds CANNOT be detected. Any sounds BELOW the recorded thresholds CAN be detected.

8 Communication Considerations... One child at a time. What CAN be heard

9 Communication Considerations... One child at a time. What CAN’T be heard

10 Communication Considerations... One child at a time. Normal Hearing Moderate Hearing Loss Severe Severe-to-Profound Unaided Aided Cochlear Implant

11 Communication Considerations... One child at a time. Listen in… Can you identify the meaning of 3 Afrikaans words in the following clip: 1. _________________ 2. _________________ 3. _________________

12 Communication Considerations... One child at a time. Listen and look... Can you identify the meaning of 3 Afrikaans words in the following clip: 1. _________________ 2. _________________ 3. _________________

13 Communication Considerations... One child at a time. At birth, the human brain is still preparing for full operation. The brain's neurons exist mostly apart from one another. Nature, Nurture and Early Brain Development Sara Gable, University of Missouri, 2004

14 Communication Considerations... One child at a time. These connections are formed when impulses are sent and received between neurons. Nature, Nurture &Early Brain Development Sara Gable, University of Missouri, 2004; paulnussbaum.com/gettoknow.html

15 Communication Considerations... One child at a time. It is the creation of these synapses that account for learning. Through meaningful repetition, sounds and words become encoded in the auditory memory. Nature, Nurture &Early Brain Development Sara Gable, University of Missouri, 2004; paulnussbaum.com/gettoknow.html

16 Communication Considerations... One child at a time. New: Language and concepts being presented for the first or second time. Review: language and concepts that have been presented repeatedly over a period of at least 2 weeks. Routine: The language of the daily activities of the classroom: transition, snack, instructional routines, etc.

17 Communication Considerations... One child at a time. Listening and “The Lazy Eye” Hearing The Weaker Sense Vision Vision The Stronger Sense

18 Communication Considerations... One child at a time. The Auditory “Sandwich” Auditory Visual Clarifier Auditory

19 Communication Considerations... One child at a time. Speechreading Sign Gesture Picture Representational Object Actual Object

20 Communication Considerations... One child at a time. Continuum Navigation Guidelines AAVAV VAVA V New Review Routine

21 Symbolic representations of “cat” k ӑt (cat) c a t g Ŏ tō (gato) ʃ Ŏ (chat)

22 Communication Considerations... One child at a time. 22 Spoken language Sign language...languages with radically different sensory modalities such as speech and sign are processed at similar brain sites.” Petitto et al Petitto et al

23 Communication Considerations... One child at a time. Traditional Communication Continuum AUDITORYVISUAL Auditory- Verbal Auditory- Oral Cued Speech SimultaneousCommunicationASL LanguageCommunicationCognition Robbins 2001

24 Communication Considerations... One child at a time. AUDITORYVISUAL Communication “choices” Traditionally viewed as a “parking lot”… Auditory- Verbal Auditory- Oral Cued Speech Simultaneous Communication ASL LanguageCommunicationCognition

25 Communication Considerations... One child at a time. Fully Auditory Communicator Mostly Visual Communicator Mostly Auditory Communicator Fully Visual CommunicatorA AvAvAvAvAV VAVAVAVAV * [Adapted source:Robbins 2000 Communication Continuum More like a “skating rink.”

26 Communication Considerations... One child at a time. Continuum Navigation Guidelines AAVAV VAVA V New Review Routine

27 Communication Considerations... One child at a time. 27 RECEPTIVE Modality Auditory Visual A Av AV VAVA V Role of STUDENT in COMMUNICATION Expressive Receptive E ERER ER RERE R EXPRESSIVE Modality Oral Sign O Os OS So S EXPECTATION INDICATORS ACADEMIC AUDITORY Degree of CHALLENGE AUDITORY ACCESS Checklist mm  oo  sh  ah  ee  ss LING 6 SOUND TEST  ha  ci fmfm EQUIPMENT AUDITORY COMMUNICATION DASHBOARD ACoRN © 2007 Boys Town National Research Hospital AUDITORY ACCESS & ATTENTION Noise quiet loud Attention none good Familiarity routine new Context Lots! None CONTENT and CONTEXT SIGN LANGUAGE INPUT Interpreter Use Interpreter Sign System ASL Key words SEE Teacher CASE

28 Thank you!


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