Darcy Beaver Teacher of the Deaf/Hard of Hearing

 Family’s goals?  Education goals? Keeping this in mind creates your road map!

 In class  Out of class  Discussions with teachers  Checklists 

 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)  /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: ◦ 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!

 Phonics  Sequencing  Retell

 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 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

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