Download - Brainworks hear to learn 2013
![Page 1: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/1.jpg)
Hear to LearnDr. Krista YuskowBrainworks ConferenceNovember 2, 2013
Friday, 1 November, 13
![Page 2: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/2.jpg)
Today’s Talk
1. Hearing vs. Listening
1. Barriers to Auditory Access
2. Auditory Processing
3. Strategies for the Classroom
Friday, 1 November, 13
![Page 3: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/3.jpg)
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Friday, 1 November, 13
![Page 4: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/4.jpg)
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
Friday, 1 November, 13
![Page 5: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/5.jpg)
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
Radiation
Friday, 1 November, 13
![Page 6: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/6.jpg)
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
RadiationRadiation
Friday, 1 November, 13
![Page 7: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/7.jpg)
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
RadiationRadiation
Radiation
Friday, 1 November, 13
![Page 8: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/8.jpg)
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
RadiationRadiation
Radiation
Difficulties Processing
Friday, 1 November, 13
![Page 9: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/9.jpg)
Hearing Listening
Ear level
Passive process
The ear’s ability to detect sound
Brain level
Hearing with attention and intention
Demands mental effort
Brain Level
Reception of information, meaning and intent
Comprehending
Involve hearing, cognition, attention and memory.
Require cognitive and auditory processing.
Friday, 1 November, 13
![Page 10: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/10.jpg)
Hearing Listening
Ear level
Passive process
The ear’s ability to detect sound
Brain level
Hearing with attention and intention
Demands mental effort
Brain Level
Reception of information, meaning and intent65%
Comprehending
Involve hearing, cognition, attention and memory.
Require cognitive and auditory processing.
Friday, 1 November, 13
![Page 11: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/11.jpg)
The Role of Cognition for All Listeners
Allows listening to focus on a target
Supports more complex processing of information
Compensates by drawing on context and non-auditory issues (top down)
Precision and uncertainty (Singh, 2012)
Friday, 1 November, 13
![Page 12: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/12.jpg)
Hearing is Assumed… and often overlooked.
If that’s true for hearing, even more true for listening
Hearing/listening skills are a scaffold for other types of information processing (language, attention, pragmatics, etc.)
All of this is wrapped in cognition
Friday, 1 November, 13
![Page 13: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/13.jpg)
Audition and Cognition
Pichora-Fuller, 2006
Friday, 1 November, 13
![Page 14: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/14.jpg)
Audition and Cognition
Audition
Cognition
Pichora-Fuller, 2006
Friday, 1 November, 13
![Page 15: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/15.jpg)
Audition and Cognition
Audition
Cognition
Cognition
Audition
Pichora-Fuller, 2006
Friday, 1 November, 13
![Page 16: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/16.jpg)
Classroom Acoustics
Hearing Loss
Auditory processing
Speech level & clarity
Language proficiency
Barriers to Auditory Access
Friday, 1 November, 13
![Page 17: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/17.jpg)
Classroom Acoustics noise reverberation distance
? Cough!
Cough!
Cough!
Friday, 1 November, 13
![Page 18: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/18.jpg)
10
As the distance between teacher & student increases, the amount of info the student is able
to understand decreases.
Friday, 1 November, 13
![Page 19: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/19.jpg)
RATSI 11
Friday, 1 November, 13
![Page 20: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/20.jpg)
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 21: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/21.jpg)
1 m
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 22: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/22.jpg)
1 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 23: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/23.jpg)
1 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 24: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/24.jpg)
1 m
2.5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 25: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/25.jpg)
1 m
54 dBA
2.5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 26: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/26.jpg)
1 m
54 dBA
2.5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 27: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/27.jpg)
1 m
54 dBA
2.5 m 5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 28: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/28.jpg)
1 m
54 dBA48 dBA
2.5 m 5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 29: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/29.jpg)
1 m
54 dBA48 dBA
2.5 m 5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 30: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/30.jpg)
1 m
54 dBA48 dBA
2.5 m 5 m
10 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 31: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/31.jpg)
1 m
54 dBA48 dBA42 dBA
2.5 m 5 m
10 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 32: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/32.jpg)
1 m
54 dBA48 dBA42 dBA
2.5 m 5 m
10 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
![Page 33: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/33.jpg)
The Combined Effect
The farther the student is from the desired speaker the more noise and reverberation will interfere with speech
understanding.
Friday, 1 November, 13
![Page 34: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/34.jpg)
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
![Page 35: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/35.jpg)
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
![Page 36: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/36.jpg)
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
![Page 37: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/37.jpg)
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
![Page 38: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/38.jpg)
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
![Page 39: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/39.jpg)
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
![Page 40: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/40.jpg)
“Oh, they can hear me… I have a loud voice”.
Friday, 1 November, 13
![Page 41: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/41.jpg)
Miniature Adults?
Children are not mini-versions of adults.- Language development- Auditory development
Children require a more complete, detailed auditory signal.
Friday, 1 November, 13
![Page 42: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/42.jpg)
Think of the following words:WalkWalksWalkedTalkTalksTalkedTopTopsTopped
Making your voice louder
does not necessarily make your
voice heard.
Friday, 1 November, 13
![Page 43: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/43.jpg)
Think of the following words:
Making your voice louder
does not necessarily make your
voice heard.
Friday, 1 November, 13
![Page 44: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/44.jpg)
Think of the following words:
Making your voice louder
does not necessarily make your
voice heard.
WalkWalksWalkedTalkTalksTalkedTopTopsTopped
Friday, 1 November, 13
![Page 45: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/45.jpg)
Hearing vs. Comprehending
Gr.2 vs 400 level college course
Auditory-Cognitive closure
Young ears/brains cannot accurately ‘repair’ what is missed or misheard.
The importance of high frequency information
Friday, 1 November, 13
![Page 46: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/46.jpg)
19
Auditory-Cognitive ClosureFriday, 1 November, 13
![Page 47: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/47.jpg)
Hearing Loss
¼ of K/1 students in typical classrooms do not hear normally on any given day.
Flexor, Richards, Buie, Brandy; 1994
Friday, 1 November, 13
![Page 48: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/48.jpg)
Why do children get ear infections?
Eustachian tube
Becomes inflamed or does not open properly
Friday, 1 November, 13
![Page 49: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/49.jpg)
• Fluid builds up and cannot drain. • Bacteria or viruses can move into this fluid.
May result in conductive hearing loss
Friday, 1 November, 13
![Page 50: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/50.jpg)
Some chemotherapies can result in high frequency hearing loss
Friday, 1 November, 13
![Page 51: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/51.jpg)
The Audiogram
Friday, 1 November, 13
![Page 52: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/52.jpg)
The Audiogram
Friday, 1 November, 13
![Page 53: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/53.jpg)
The Audiogram
Friday, 1 November, 13
![Page 54: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/54.jpg)
The Audiogram
Friday, 1 November, 13
![Page 55: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/55.jpg)
The Audiogram
Friday, 1 November, 13
![Page 56: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/56.jpg)
The Audiogram
Friday, 1 November, 13
![Page 57: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/57.jpg)
The Audiogram
Friday, 1 November, 13
![Page 58: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/58.jpg)
The Audiogram
Friday, 1 November, 13
![Page 59: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/59.jpg)
The Audiogram
Friday, 1 November, 13
![Page 60: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/60.jpg)
The Audiogram
Friday, 1 November, 13
![Page 61: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/61.jpg)
I’m so misunderstood….
Friday, 1 November, 13
![Page 62: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/62.jpg)
Auditory Processing
Hearing occurs at the ear level.
Processing occurs at the brain level.
“What we do with what we hear.” (Katz)
Friday, 1 November, 13
![Page 63: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/63.jpg)
Friday, 1 November, 13
![Page 64: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/64.jpg)
Friday, 1 November, 13
![Page 65: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/65.jpg)
What is it? A breakdown in auditory abilities resulting in diminished learning (e.g. comprehension) through hearing.
Even if peripheral hearing sensitivity is normal.
Deficits in auditory processing are often associated with listening, comprehension, language, and learning difficulties.
Friday, 1 November, 13
![Page 66: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/66.jpg)
What Causes APD?
Developmental delaysCANS disordersNeurologic disorders/diseaseGenetic predisposition
Reduced or inconsistent auditory stimulation Brain injury Demeylinating Diseases
Friday, 1 November, 13
![Page 67: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/67.jpg)
Auditory Processing is Typically Maturational
Children require:
a louder speech signal a slower rate of speech
* Children with auditory processing difficulties as a result of radiation/chemotherapy treatments, hearing loss or other non-maturational causes may not develop listening skills to that of their peers.
http://www.learningthroughlistening.org/Listening-A-Powerful-Skill/The-Science-of-Listening/History-and-Overview-of-Listening/91/
repetition of information more time.
Friday, 1 November, 13
![Page 68: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/68.jpg)
Children require a more complete, detailed auditory signal.
Young ears/brains cannot accurately ‘repair’ what is missed or misheard.
Friday, 1 November, 13
![Page 69: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/69.jpg)
Bottom-Up ProcessingHow the information gets from the ear to the brain.Bottom-up processing can result in incomplete information.
Sound Waves
Auditory Identification
Aud/LangProcessing
ConceptUndrstng
To compensate for incomplete information we use top-down processing.
Friday, 1 November, 13
![Page 70: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/70.jpg)
Top-Down Processing
Once information is in the brain… how it is categorized, organized, retrieved, etc.
Applying meaning to language (Beck, 2012)
Friday, 1 November, 13
![Page 71: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/71.jpg)
Fishin’ Talk
Friday, 1 November, 13
![Page 72: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/72.jpg)
Fishin’ TalkHiyamac. Lobuddy.
Friday, 1 November, 13
![Page 73: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/73.jpg)
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Friday, 1 November, 13
![Page 74: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/74.jpg)
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Friday, 1 November, 13
![Page 75: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/75.jpg)
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.
Friday, 1 November, 13
![Page 76: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/76.jpg)
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.Ennysizetoom? Couplapowns.
Friday, 1 November, 13
![Page 77: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/77.jpg)
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.Ennysizetoom? Couplapowns.
Hittinhard? Sordalike.
Friday, 1 November, 13
![Page 78: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/78.jpg)
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.Ennysizetoom? Couplapowns.
Hittinhard? Sordalike.
Igoddago. Seyaroun.
Friday, 1 November, 13
![Page 79: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/79.jpg)
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.Ennysizetoom? Couplapowns.
Hittinhard? Sordalike.
Igoddago. Seyaroun.Yatakideezy. Guluk.
Friday, 1 November, 13
![Page 80: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/80.jpg)
Students with APD often have difficulties with the following
educational activities:
Friday, 1 November, 13
![Page 81: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/81.jpg)
Hearing or understanding speech in a noisy room or in groups of people
Following long conversations
Learning a second language
Learning challenging vocabulary words
Remembering spoken information/instructions
Maintaining focus in the presence of noise
Friday, 1 November, 13
![Page 82: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/82.jpg)
Taking notes
Organizational skills
Following multi-step instructions
Spelling, reading and/or phonemic awareness skills
Keeping up with classroom work
Paying attention and may be easily distracted
Friday, 1 November, 13
![Page 83: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/83.jpg)
Students with APD may additionally experience difficulties with:
Friday, 1 November, 13
![Page 84: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/84.jpg)
Exhibiting inappropriate behaviors because of frustration
Peer relations and social confidence
Sensitivity to loud sounds
Locating traffic and other environmental sounds
Fatigue and may tire more easily than classmates
Passive learning: students with miss important information when the conversation is not directed towards them
Friday, 1 November, 13
![Page 85: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/85.jpg)
Management: What Can I do to Help?
Friday, 1 November, 13
![Page 86: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/86.jpg)
Management Myth The problem needs to be cured for the treatment to have value.
Conclusion: since there is no ‘cure’, nothing can be done.
The “diagnosis as treatment” model: Recognize that the disorder exists.
Current research in neuralplasticity suggests that changes occur over a long time frame (The Brain that Changes Itself by Norman Doidge, 2007)
Whitelaw, 2012
Friday, 1 November, 13
![Page 87: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/87.jpg)
Make the classroom a good listening environment.
Improved bottom-up (CADS or pFM)
Seating placement/arrangement
Reduce classroom noise
Slow rate of speech
Friday, 1 November, 13
![Page 88: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/88.jpg)
CADS
Universal Design for Learning
CADS improves signal-to-noise ratio
CADS help to maximize speech/intelligibility
CADS provide redundancy to the bottom-up system.
Be aware that the use of technology is NOT a panacea for children with APD.
Friday, 1 November, 13
![Page 89: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/89.jpg)
44
SPEECH TRANSMISSION (RASTI)
Friday, 1 November, 13
![Page 90: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/90.jpg)
Help the Student Focus on What is Being Said
Eye contact
Identify and paraphrase
Visual cues/supports*
“Chunk” information
Stay on topic
Comprehension Monitoring
Provide short breaks
Self advocacy / Mindfulness
Friday, 1 November, 13
![Page 91: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/91.jpg)
Watch for Signs of Frustration
Provide extra time to process auditory information
Paraphrase rather than repeat.
Summarize discussions.
Friday, 1 November, 13
![Page 92: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/92.jpg)
Other Strategies New concept/vocabulary support
Provision of notes / technology to support
Demonstrations and experiments
Exam accommodations
Multiple means of representation
Elbow partner
Friday, 1 November, 13
![Page 93: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/93.jpg)
Poor acoustics,
health, hearing loss
and processing
difficulties can all
affect intelligibility
and comprehension.
Friday, 1 November, 13
![Page 95: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/95.jpg)
APD Management: Auditory Training FastForWord Earobics Lindamood-Bell material (e.g. LiPS) Treating Auditory Processing Difficulties in Children (Sloane) Rosner’s approach (good home material) Helping Children Overcome Learning Difficulties; pages 189-210.
Rosner's books and tests can be found in Academic Therapy Publication catalog.
Noise desensitization training Training in areas of deficit, including speech perception training Moncrieff: Dichotic listening skills - dichotic interaural intensity
difference training Sweetow, LACE Jirsa, P-300 research; Kraus, BioMAP research
Friday, 1 November, 13
![Page 96: Brainworks hear to learn 2013](https://reader033.vdocument.in/reader033/viewer/2022052505/5556b8f6d8b42a9c798b571e/html5/thumbnails/96.jpg)
APD Management: Direct Treatment
Communication repair strategy development Build in top-down skills.
Multiple modality input may be beneficial However in some cases, global/multiple modality processing issues arise.
Friday, 1 November, 13