Expanding early intervention auditory-based services and resources for infants and toddlers with all degrees of hearing loss and their families

 Children who are deaf CAN Talk and Listen.

The Auditory Options Project can show you how.

SAMPLE THEMATIC LESSON PLAN WITH HOME PROGRAM FOR A MORE ADVANCED COCHLEAR IMPLANT (CI) LISTENER

Client: “Gina”

Theme: Easter

AUDITION:

Goal:    1). To check functioning of Gina’s cochlear implant

            Procedure:  Therapist will complete a partial map/program check (troubleshooting checklist) and verify that all dials are set appropriately on Gina’s cochlear implant. (see previous lesson plan for details. Once again, Gina’s mother/caregiver is an active part of this session).

Goal:    2). Gina will detect and produce all Ling 6 sounds at a distance of 3, 9, and 20 feet.

            Procedure:  Therapist will administer Ling 6 Sound Test at distances of approximately 3, 9, and 20 feet – or just once at Gina’s maximum distance hearing capabilities (see previous lesson plan for explanation). Gina will hold a plastic Easter egg up to her ear, listen for the Ling 6 sound, drop the egg into the Easter basket, and repeat the Ling 6 Sound that she heard. 

Goal:    3). Gina will demonstrate the ability to recognize negatives in sentences; 4/5 trials.

            Procedure: Therapist will have pictures of different colored eggs with different prints and patterns on them. Gina will listen as Therapist describes the target egg by stating what she does NOT want.  Example:  “It is NOT blue”; “It does NOT have stripes”.  Gina will give the eggs as she hears what the Therapist does NOT want.

LANGUAGE:

Goal:  1). Gina will demonstrate understanding of linguistic concepts: near, far, before, and after; 3/5 trials.

            Procedure: Using carrots and bunnies, Therapist will first model for Gina the linguistic concepts. “The carrot is FAR away from the bunny.” or “There is 1 carrot before the bunny, there are 2 carrots after the bunny.”  Therapist will then have Gina listen and place the carrots in the correct location based on the sentence and linguistic concepts presented by the therapist.  

Goal:  2). Gina will demonstrate understanding of linguistic concepts: under, behind, and on top; 3/5 trials.

            Procedure:  Therapist and Parent will hide plastic eggs, bunnies and carrots around the therapy room. Therapist and Parent will take turns describing to Gina where an object is hidden.  Example: “The egg is UNDER the table.”  Gina will listen and then try to find the object in the described hiding place.

     SPEECH:

Goal:    1). Gina will correctly produce the initial /k/ sound at the single word level; 4/5 trials.

      Procedure:   Therapist will scatter plastic eggs and paper bunny rabbits throughout the facility halls. Pictures of words containing the initial /k/ sound will be inside the eggs and under the paper bunnies. Gina will go on a scavenger hunt collecting these items and saying the initial /k/ words depicted in the pictures. Therapist and Parent will provide verbal, visual and tactile cues/models as needed.

COGNITION:

Goal:    1). Gina will sequence events from a story; 3/5 trials.

            Procedure:  Gina will listen to the story of Peter Rabbit.  Therapist will provide pictures of events from the story. Gina will sequence the pictures according to the events in the story.

HOME PROGRAM:  Continue to expand on Gina’s understanding and use of spatial concepts and prepositions. Example targets might include: in, on, under, behind, next to, on top of, and beside.

Activity 1:  Have Gina help prepare a snack. Relocate common items to unusual places within the house or kitchen. Gina must listen for you to tell her where the ingredients for the snack are located and bring them to you.  Example: “The bread is UNDER the table.” or “The peanut butter is BEHIND the couch.”

Activity 2:  Make getting dressed a little more interesting and challenging. Place pieces of Gina’s clothing outfit in different places around the house. Go on a hunt for the items with Gina. When an item is found, ask Gina, “Where did you find your ________ (shoes, hat, shirt, socks, etc.)?”  Gina can then verbally answer, “IN the bathtub” or “BESIDE the TV”.

*Note these activities will also help build Gina’s vocabulary for furniture, household items, and clothing. Try to think of different variations of these activities using other household and family routines. We will help Gina discuss what her favorites were next week!

Activity 3:  Read to Gina, daily. Books that emphasize rhyming schemes to reinforce phonemic awareness activities are recommended.

Activity 4:  Add a page to Gina’s experience book. Perhaps take or draw a picture of Gina finding her socks in the bathtub. Paste or draw the picture in the experience book with a three sentence written description of what happened.