A joint project between Kent State University and The University of Akron

As part of their specialist training, the students work one-on-one with clients in aural habilitation programs.  There are a number of key points to keep in mind during auditory-based therapy sessions.  Just playing with the child is not enough. We need to “play with a purpose”. Specific goals and objectives need to be set for these sessions so that the child can develop meaningful spoken language and expand his or her knowledge of the world.

Students who receive this training are also responsible for developing appropriate lesson plans and activities for the families who are involved in these sessions.

 Sample Lesson Plans:

1. Bobby: Beginning Cochlear Implant Listener Click here to see this as a  PDF .

2. Gina: More advanced Cochlear Implant Listener

3. A.B. Lesson plan 1. Click here to see this as a PDF.

4. A.B. Lesson plan 2. Click here to see this as a PDF.

5. D.L. Lesson Plan. Click here to see this as a PDF.

6. J.S. Lesson Plan. Click here to see this as a PDF.

 

Therapy sessions are not only to teach the child, but they also are adult education exercises.  The professional working with the family should provide guidance to the parent(s) or caregiver(s), so that the goals and objectives for that session can be continued at home.  Extensive home programs and activities should be given to the parent(s) or primary caregiver(s) following each therapy session.  These structured and unstructured home programs and activities are ones that can be implemented at home at the table and in daily activities. In other words, the focus is on the parent/caregiver who should be an active participant in every therapy session. Please refer to the “Links and Resources” section of this website for references to parent-friendly home activities.
 

Vocabulary and concepts that are taught during the sessions should be individualized to each child and family.  Words used during therapy will become more meaningful to the child, and will then become a part of the child’s repertoire of language. Vocabulary should not be taught at the single word level but rather within the context of language, using themes and language experiences.
 

Vowels, consonants, and suprasegmental perceptual aspects of spoken language should be focused upon simultaneously.  Suprasegmentals carry the melody and rhythm of speech and include stress, intensity, and intonation.
 

Sing, sing, sing!  Singing is a way for the child to learn melody and intonation.  Furthermore, if you use fingerplays (such as “Itsy-Bitsy Spider”, “Heads, Shoulders, Knees, and Toes”), you can tell if the child comprehends the song being sung, because he or she will eventually use fingerplays whenever the song is heard, even before the gestures are added. Singing also is a wonderful way to develop appropriate breath control, rhythm and natural speech.
 

Literacy goals should be part of every session. Examples include the experience book, as well as print books. Parents should be encouraged to read aloud, daily, to their children.
 

Parents and/or caregivers frequently should be referred to normal auditory, speech, and language developmental milestones to evaluate progress.
 

In addition, the therapist should have high expectations for the types of language tasks that the child can do.  Importantly, the therapist should not stay at one level too long, or at one that is a level too low. Sessions should be diagnostic in nature to ensure that progress and expectations are appropriate.
 

Language should go beyond nouns.  Adjectives, verbs, directions, textures, emotions, adverbs, conceptual language and a variety of figurative language should be used.  In addition, short, but complete, sentences should be spoken while employing techniques such as “acoustic highlighting” to emphasize concepts within a language context.
 

Since the goal of auditory-based teaching is to teach spoken language through audition, hearing should be used first before visual reinforcers are provided.