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TRANSCRIPT
LSL Basic Premises
1.Given access to sound, children can learn to listen
2.Children say what they hear
Pedagogy: LSL Techniques
Physical Therapy
• Assess & identify weakness
Auditory Therapy
• Assess & identify auditory weaknessLINGS
Pedagogy: LSL Techniques
Physical Therapy
• Isolate muscle Auditory Therapy
• Isolate the skillScreening, Hand cue, Positioning
Pedagogy: LSL Techniques
Physical Therapy
• Build strength
• Coordinate movement
Auditory Therapy
• Provide guided practice
• Coordinate skill with language development
Acoustic HighlightingAuditory Sandwich
Pedagogy: LSL Techniques
Physical Therapy
• Assess & identify weakness
• Isolate muscle
• Build strength
• Coordinate movement
Auditory Therapy
• Assess & identify auditory weakness
• Isolate the skill
• Provide guided practice
• Coordinate skill with language development
Auditory Skill Development
•Detection“ I hear it!”
•Discrimination“I hear something different”
• Identification“I know what I hear”
•Comprehension“I know what that means”
LING Evaluation
•Purpose: Diagnosis
•Detection
•Discrimination and Identification
•Access across distance
LING Evaluation Detection
•Deliver with consistent pitch, length, and volume
•About 1-2 seconds in length
•Minimize other cues
LING Evaluation Identification
• /a/ (ah) airplane
• /u/ (oo) ghost or cow
• /i/ (ee) mouse, slide
• /m/ (mm) ice cream cone, cake
• /sh/ (shhh) sleeping child
• /s/ (ss) snake
LING Evaluation Distance
Distance rule:Double the distance, lose 6 dB
Half the distance, gain 6 dB
CLIP #5 “Distance diagnosis”CLIP #6 “Extreme distance”
LING Evaluation Distance - FM
•Check Ling’s first with personal amplification equipment
•Check again with the FM with significant distance or barrier
CLIP #7 LINGS with an FM
Positioning/Covering
•Purpose: Isolate the skill
•Use of a Speech Hoop
•Use of a hand cue
•Manipulating position and distance
Positioning/Covering Speech Hoop
TOTAL ISOLATION!(of speech sound from visual cues)
CLIP #8 Speech Hoop in a classroom
Acoustic Highlighting
•Purpose: Strengthening Skills
•Using volume/emphasis changes
•Manipulating word position / pausing
•Lowlighting
Acoustic HighlightingEmphasis
“He has five caps”“I got a new baseball mitt”
CLIP #11 Emphasis in therapy
Acoustic HighlightingReordering
He put his caps in the car.He put his caps - in the car.
CLIP #12 Pausing/Reordering in therapy
Auditory Sandwich
•Purpose: Building skills
•Auditory information with visual clarification
•Chunking
•Expansion
Auditory Sandwich Visual Clarification
We saw a lion!
We saw a lion!
CLIP #14 Basic Auditory Sandwich
Auditory Sandwich Chunking
• After we went to the park we stopped to get ice cream. (first bun)
• After we went (after we went)
• To the park (to the park)
• We stopped (we stopped)
• To get ice cream (to get ice cream)
• Right! After we went to the park we stopped to get ice cream!”
Auditory Sandwich Expansion
After we went to the park, we stopped to get ice cream.
After we went to the park
We stopped to get ice cream
Right! After we went to the park we stopped to get chocolate ice cream cones!
After we went to the park, we did stop to get ice cream!
Yes! After we went to the park Daddy drove to get Gelato!