Darcy Beaver Teacher of the Deaf/Hard of Hearing

Familys

goals? goals?

Education

Keeping this in mind creates your road map!

 In

class Out of class Discussions with teachers Checklists

www.cde.com

 Language

levels may be age appropriate due to early programming and therapy may indicate that the student doesnt qualify for special education services since a discrepancy is not present

Scores

Cottage Acquisition Scales for Listening, Language & Speech (CASLLS) Preschool Language Scale-4 Preschool-Clinical Evaluation of Language Fundamentals (CELF-P) Rosetti Infant Toddler Language Scale MacArthur Communication Development Inventory: Words, Gestures, and Sentences Test of Auditory Comprehension of Language- Third Edition (TACL-3) The Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R) The Reynell Development Language Scales III (RDLS III), 3rd ed. SKI-HI Language Development Scale Oral and Written Language Scales (OWLS) Grammatical Analysis of Elicited Language, Pre-Sentence Level (GAEL-P) Early Speech Perception Test (ESP) for Profoundly Hearing Impaired Children Functional Auditory Performance Indicators (FAPI) Meaningful Auditory Integration Scale (MAIS)/ Infant-Toddler: Meaningful Auditory Integration Scale (IT-MAIS) The Listening Inventory for Education: an Efficacy Tool (LIFE)

The Arizona Articulation Proficiency Scale Third Edition The Goldman Fristoe: Test of Articulation 2 Identifying Early Phonological Needs in Children with Hearing Impairment Peabody Picture Vocabulary Test (PPVT-3) Expressive One-Word Picture Vocabulary Test Receptive One-Word Picture Vocabulary Test Test of Early Reading Ability-3rd Ed. (TERA-3) Boehm Test of Basic Concepts Revised (BTBC-R) Bracken Basic Concept Scale- Revised Checklist of Emerging ASL Skills ASL Development Observation Record The American Sign Language Proficiency Assessment (ASL-PA) Test of American Sign Language (TASL)

www.nasde.org/Portals/O/Documents /AssessmentTools.pdf

We need to use a prevention and surveillance model rather than a failure model to manage this generation of children with hearing loss. Beware of being seduced by how much these children seem to know at a young age. They still need enrichment!

Carol Flexer, 2010

Think of what the student is doing with the information that they have Social skills are they accurately interpreting situations with peers? Applying information- they can spell, they understand grammar- what happens when they put it into writing?

What are the standards expected at each grade level? How are they measured?

Content, Content and More Content! What district and state tests occur at each grade level? What accommodations are needed?

Standards

Things to consider

 Involve No

the family at all times

cookbook approach assessing the childs needs

Keep

Listen, Listen, and Listen some more Resources:

www.hearingjourney.com
CLIX Word Association Syllable Perceptions (WASP) SPICE (CID) Cottage Scales Spelling Tests Cochlear Implant Center HOME!!!!

Early listeners need to have listening goals in a quiet environment As their listening skills advance, then goals can move into more controlled noise situations Lastly, listening goals can be monitored in the classroom children spend over of their school day listening

Must read everyday to learn vocabulary! Read out loud! A student needs to know 10,000 words by first grade A student needs to know approximately 100,000 words by 12th grade

TV stays within 10,000 words!

 Phonics Sequencing Retell

Geers (2003) Large numbers of 8-9 yr. olds implanted before 5 years Reading levels within the normal range

Geers (2008) When tested again at 15-16 years of agesignificant numbers had not progressed

Choose targets carefully with eye toward practicing consonants with a variety of vowels Listen for sounds that are present and absent- it will guide us on how well the implant is or isnt working Be aware of normal speech development but dont always feel like that is what needs to be followed Only 25% of speech sounds are visible so keep that in mind when presenting sounds

Muddy In/Muddy Out (Carol Flexer)

Conclusions: Early cochlear implantation had a long term positive impact on auditory and verbal development but did not result in ageappropriate reading levels in high school for the majority of students.
Carol Flexor stated that the reading material for adolescents demands skills in word knowledge, complex vocabulary, making inferences, pragmatic skills of language.

Answer questions-verbally and written Understanding age appropriate skills can be the best guide

Understand expectations of each grade level The student may have great language skills but writing it down is a different ballgame!

Team members Family Cochlear Implant center

www.agbell.org www.cochlear.com/HOPE www.hearingjourney.com www.asha.org www.avli.org www.cochlearamericas.org www.advancebionics.com