TEACHING SPEECH AND AUDITORY SKILLS TO CHILDREN WITH HEARING IMPAIRMENTS USING AUDITORY VERBAL STRATEGIES SP. ED. 5530 and 6530 FALL 2017 INSTRUCTOR: Marilyn Madsen Email: dean.madsen@comcast.net Cell: 801-361-3233 University of Utah Multi-University Consortium Teacher Training Program Sensory Impairments
Course Description: This course emphasizes the development of speech and auditory skills in students with hearing loss. Students will gain knowledge of various aspects of phonetics including IPA and how it is used for analysis of normal and deviant speech. Phonetic and phonologic speech production including suprasegmental development, articulation, acoustic properties of speech, feedback, levels and stages of acquisition, and auditory verbal teaching strategies are emphasized. Identification and interpretation of assessments regarding development and production of speech in the child with a hearing loss and the use of results in planning educational objectives will be included. The role of audition in the speech teaching process including the use of cochlear implants will be an important component of this class. (This course includes components of CEC standards 2,3,4,5,6,7 and 8 in the areas of similarities and differences among individual learners, influence of families, procedures and technologies consistent with program philosophy and managing the teaching, learning environment, specialized assessment, evidence based instructional practices for stimulating and utilizing residual hearing, managing assistive technology, and the integration of speech skills into academic areas.) Course Objectives: A. The student will be introduced to the International Phonetic Alphabet and how to use it in analyzing speech samples. B. The student will identify the stages of phonetic and phonologic speech development. C. The student will describe an audiogram in relationship to auditory and speech objectives. D. The student will identify the consonant and vowel categories and describe the influences of phonetic context and coarticulation on their production. E. The student will analyze a speech sample of a hearing impaired student and identify appropriate goals and objectives.
F. The student will explore a variety of tools for evaluating the functional auditory level of a student, and demonstrate the ability to use the results in individual student programming. G. The student will identify auditory verbal techniques and demonstrate how they are incorporated in therapy. H. The student will explore the use of new technology including cochlear implants in teaching speech and listening skills to students with a hearing loss. The texts for this class will be: Children With Hearing Loss Developing Listening and Talking Birth to Six. By authors: Elizabeth Cole and Carol Flexer. Auditory-Verbal Therapy. By authors: Warren Estabrooks. Karen Maclver-Lux, Ellen Rhoades. Special readings will be provided by the instructor. Course Requirements: A. Field Studies 50 points Students will make five visits for observation. One visit will be made with a PIP advisor, one to a preschool, and three to observe auditory verbal therapy sessions. A written observation report from each visit will be submitted for grading. The three tutoring sessions may be observed in one day or on three different days. Auditory components will be emphasized in these observations. In writing your observations, keep these things in mind. What were the child s communication attempts?
How were they responded to? Was the child engaged? Did the child attempt to imitate? Did the child use spontaneous verbal communications? Did the child turn take? How was listening incorporated into the lesson? Was there ample opportunity and wait time for the child to respond? How did the parent and/or teacher communicate with the child? How was the child amplified? B. Journal Assignments 100 points 10 points each Each student will do 10 journal entries to be turned in on information learned from the assigned readings with your comments added. C. Speech and Listening Lessons 20 points each Each student will write two speech and listening lesson plans to be submitted for grading. The lessons will be presented in class also. D. Activity Assignment 25 points each Each student will administer a phonetic speech assessment on a child with a hearing loss and analyze the results and select appropriate goals for the child, which will be turned in to the instructor for grading. Each student will do a phonologic speech sample of at least 50 utterances and analyze it to select appropriate phonologic goals for
the child. This report will be turned in to the instructor for grading. The dialogue for the phonologic will be written out. The child s utterances will be transcribed in IPA. E. In Service Project 50 points Each student will plan and prepare a written in-service for either early intervention personnel or for preschool teachers from non-categorical preschool programs on hearing loss. Include in the in-service what kinds of information would be beneficial for teachers instructing a student with a hearing impairment regarding types and degrees of hearing loss, types of amplification, special accommodations needed in the classroom, communication skills development, and effects of a hearing loss on the child s development. These presentations will be presented in class as well as submitted for grading in a written form. Visual aids should be included. Phonetic Assignment 40 Points Each student will complete four IPA assignments given by the instructor consisting of transcription from English to IPA. *Graduate Students must complete 5 summaries of articles taken from journals more recent than 2010 concerning some aspect of listening or speech training for students with a hearing loss. Exams: Midterm Final 50 points 50 points Course Grades: 95-100 = A 80-82 = B- 67-69 = D+
90-94 = A- 77-79 = C+ 63-66 = D 87-89 = B+ 73-76 = C 62-60 = D- 83-86 = B 70-72 = C- Below 60 = E Access for Students with Special Needs: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need special accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services. 162 Olpin Union Bldg. 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services. Student Rigts and Responsibilities The University of Utah is committed to maintaining an atmosphere of intellectual integrity and academic honesty. Students are expected to adhere to the University of Utah Student Code, which covers students rights and responsibilities with regard to academic honesty. Any suspicion of academic misconduct (which includes, but is not limited to, copying homework or exams, misrepresenting someone else s work as their own or their work as someone else s plagiarism, fabrication of falsification of information, facilitating academic misconduct by intentionally helping another to commit an act of academic misconduct, or cheating in any way) may result in a report filed with the Dean of Students. The University Code is available on-line (http://www.saff.utah.edu/code.htm1) Notes: 1. Any student requiring accommodations should inform the instructor at the beginning of the semester.
2. Please inform the instructor if you will not be in class. The in-class work cannot be made up. 3. Any work that is late will have points deducted unless prior arrangements have been made with the instructor. Course Outline Class 1 Class 2 Class 3 Class 4 Review Syllabus Historical Perspectives Aspects of Spoken Language Assignment: Chapters 1 and 2 Cole/Flexer Chapter 2 Auditory-Verbal Therapy Neurological Foundations of Listening and Talking The Auditory System Assignment: Chapters 3 and 4 Cole/Flexer Chapters 4 and 5 Auditory Verbal Therapy Journal #1 due Hearing and Hearing Loss Diagnosing Hearing Loss Assignment: Chapter 8 Cole/Flexer Journal Summary #2 Stages of Speech Development Assessment of Early Pre-speech and Speech in Infants and Preschoolers Assignment: Chapter 5 Cole/Flexer Chapter 6 and 7 Auditory-Verbal Therapy
Explore Cochlear, Med-El and Advanced Bionics websites Journal Summary #3 PIP observation due Class 5 Class 6 Class 7 Cochlear Implants Hearing Aids FM Systems Assignment: Chapter 6 and 7 Cole/Flexer Chapter 1 Auditory-Verbal Therapy Journal entry #4 Intervention Issues Auditory Verbal Method Chapter 11 Auditory-Verbal Therapy Journal entry #5 Preschool observation due Midterm The Importance of the Role of Parents Working As a Team Fall Break Class 8 Class 9 In-service Presentations International Phonetic Alphabet Instructor handouts on Assessment Auditory observations due Assessment of Phonetic and Phonologic Speech
Class 10 Class 11 Class 12 Oral Peripheral Exams Finding Speech Goals Six Sound Test Assignment: Chapter 8 Auditory-Verbal Therapy Journal #6 IPA transcriptions due Auditory Work Milestones in Auditory-Verbal Development Hierarchy of Listening Skills Auditory Assessment Chapter 10 Auditory-Verbal Therapy Assignment: Journal summary #7 Phonetic transcription due Strategies for Listening, Talking, and Thinking In Auditory Therapy How to Develop Auditory Competencies The Listening Environment Choosing goals Assignment: Chapter 9 Cole/Flexer Journal Summary #8 Constructing Meaningful Communication The Affective Relationship Motherese Blueprint of an Auditory-Verbal Session Assignment: Chapter 10 Cole/Flexer Chapter 13 Auditory-Verbal Therapy Journal Summary #9 Phonologic assignment due Class 13
Promoting Listening and Talking Auditory Teaching Strategies Speech Teaching Strategies Teach speech and listening lesson Chapter 14 Auditory-Verbal therapy Journal Summary #10 Class 14 Putting it all together Teach 2 nd speech and listening lesson Formal and Informal Teaching Phonological Processes Final Exam
Selected References Bleile, Ken Mitchell. (2004). Manual of Articulation and Phonological Disorders: Infancy through Adulthood/ 2 nd ed. P.; cm-(clinical competence series) Bradham, Tamala S., Houston, K. Todd. (2015). Assessing listening and spoken language in children with hearing loss. [Edited by], Tamala S. Bradham, & K. Todd Houston. P.; cm. Easterbrooks, S.R., & Estes. E.L. (2007). Helping deaf and hard of hearing students to use SPOKEN LANGUAGE. Thousand Oaks: Corwin Press Eriks-Brophy. A., Outcomes of Auditory-Verbal Therapy. A Review of the Evidence and the Call for Action. The Volta Review, Vol. 104(1), 21-35. Ertmer,D.J. & Iyer, S.N.,(2010). Prelinguistic vocalization in infants and toddlers with hearing loss: Identifying and stimulating auditory-guided speech development. In Marschark, M. & Spenser, P. (Eds.) The oxford handbook of deaf studies, language, and education: Volume 2 (360-375), New York, Oxford University Press Estabrooks, W. (2006). Auditory-verbal therapy and practice. Washngton, DC: A.G. Bell Association for the Deaf and Hard of Hearing. Ling, D., (2002). Speech and the Hearing Impaired Child: Theory and Practice. Washington, DC: A.G. Bell Association for the Deaf and hard of Hearing. McClatchie, A., & Therres, M.K. (2003). Auditory in AuSpLan: Auditory, Speech and Language: A Manual for Professionals Working with Children Who Have Cochlear Implants or Amplification. Children s Hospital and Research Center, Oakland. Rhoades, E.A. (2001). Language progress with an auditory-verbal approach for young chlldren with a hearing loss. International Pediatrics, 16(1), 1-7. Sharma, A,. Nash, A., and Dorman, M. (2009) Cortical development, plasticity, and reorganization in children with cochlear implants. Journal of Communication Disorders, 43(4), 272-279. White, E. & Voss, J. (2015) Listening and auditory development. Small talk. (141-154). St Louis, Missouri. Central Institute for the Deaf.
White, E. & Voss, J. (2015) Language, speech, and learning to talk. Small talk. (155-166). St Louis, Missouri. Central Institute for the Deaf. Wiggin, M., Sedey, A., Awad, R., Bogle, J., Yoshinaga-Itano. (2013). Vowel Production in children with cochlear Implants. The Volta Review, Vol. 113 Nu. 2, Summer 2, 127-148.
Selected Readings Franz, D,. Caleffe-Schenck., and Kirk, K. A tool for Assessing functional Use of Audition in Children: Results in Children with the Med-El Combi 40+ Cochlear Implant System. The Volta Review, Vol. 104(3), 175-196. Goldberg, D.M., (2015). Hearing testing: A guide for parents and teachers. Volta Voices, 22(2), 20-25 McConkey Robbins, A., (2016). Auditory verbal therapy: A conversational competence approach. In Moller, M.P., Ertmer, D.J., & Stoel-Grmmon,C. (Eds.) Promoting language and literacy in children who are deaf and hard of hearing (181-211). Baltimore, Maryland, Paul H. Brooks Publishing Co. Rhoades, E.A. (2003). Lexical-semantic and morphosyntactic language assessment in Auditory-Verbal intervention: A position paper. The Volta Review, 103, 169-184. Rhoades, E.A., & Chisholm, T.H. (2000). Global language progress with an auditoryverbal therapy approach for children who are deaf or hard of hearing. The Volta Review, 102, 5-25.