Hearing Impaired Professional Preparation

Meeting the needs of children with hearing loss and their families:
Training specialists in speech-language pathology

LESSON PLAN FOR 12/03/08
Client: D. L.                                                                           

 

AUDITORY GOALS:

 

GOAL:  Client will detect all of the Ling 6 sounds at distances of 3 and 5 feet

ACTIVITY 1: The Ling 6 sounds will be presented at 3 and 5 feet.  Client will drop a chip into the box at detection.  Clinicians will encourage client to say the sound presented.

MATERIALS:  record sheet, chip/bin, Ling Six Picture cards

	/u/	/a/	/i/	/sh/	/s/	/m/
3 feet
5feet

 

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GOAL: Imitate songs with accompanying vocalizations while providing contextual meaning.

ACTIVITY 2:  Say nursery rhyme “Pat-a-Cake”  While doing the rhyme, clinician and client will both look at pictures and act it out.

MATERIALS:  Pictures, the rhyme

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GOAL:   Client will discriminate between sentence vs. word or phrases in 5/8 trials.

 

ACTIVITY 3:  Clinician and client will look at 5 pairs of cards.  Each pair will consist of a one word picture vs. a sentence picture.  Client will point with a wand. 

 

MATERIALS:  5 sets of cards, wand

 

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GOAL: Client will identify the onset and termination of speech in 5/8 trials.

ACTIVITY 4: Client will push a car along while listening to clinician say “bu-bu-bu”, and stops when speech stops.

MATERIALS:  bus

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GOAL: Client will demonstrate comprehension of the adjectives “big” vs. “little”

ACTIVITY 5: Clinicians will present pairs of different sized toys.  Clinician will ask for either “big” or “little.” Client will sort the toys into different piles.  Client will be encouraged to vocalize the two adjectives.

MATERIALS:  set of balls, cups, stuffed animals, stickers, flowers, (etc.)

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GOAL: Client will be introduced to the verbs “pull/push” while attempting to vocalize the phoneme /p/.

ACTIVITY 6: Clinicians and client will read “Magic Painting Day” together.  Clinician will say “pull” for  the client to  “pull” the magic tab that makes the color of the page changes and “push” to push the tab back into the page.

MATERIALS:  Magic Painting Day book.

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GOAL: Client will demonstrate comprehension and attempt vocalization of “uh-oh” during meaningful play in 5/10 opportunities.

ACTIVITY 7:  Client and clinicians build towers with blocks until they fall.  Also, throughout session, client will be encouraged to vocalize “uh-oh” when a mishap happens (e.g. dropping a toy onto the floor)

 

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GOAL: Client will discriminate a discreet, continuous, intermittent sound in 8/10 opportunities.

ACTIVITY 8:  Client will have a cow, duck, and dog to put away in a box.  Clinician will say either  “moooo”, “quack quack”, and “woof!”  for client to put away.  Client will then also pull one out one by one and attempt vocalization of the associated animal.  (example:  Client pulls out cow.  Clinician asks “What did you find?”  Client will answer “moooo.”

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Speech goals:

GOAL: To imitate vowel variety. (“ahh,” “ee,” and “ooo”)

ACTIVITY 9:  Clinician presents sounds first, then object.  Clinician will use the play microphone to encourage client to imitate sounds.  Clinician will reinforce with “That’s right, the monkey says ‘ee-ee-ee.’

 

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GOAL: Client will imitate an early developing phonemes /p/, in meaningful play.

ACTIVITY 10: Clinician and client will read the book Magic Painting Day (in activity 7).  Client will be encouraged to vocalize /p/ in “pull” and “push.”

/p/

 

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GOAL:  Client will vocalize an appropriate greeting (“hi”) or farewell (“bye”) to a familiar adult over 70% of trials.

ACTIVITY 11:  Whenever the clinicians or mom (or other family members) leave or enter the room, D.L will produce the appropriate greeting or farewell.

Approximations:  Hi =

                                Bye =