cochlear re/habilitation resources 2015

Materials available through our website: www.cochlear.comCochlear™

Re/Habilitation Resources 2015For all ages and stages

Cochlear’s rehabilitation resources are designed to support each recipient as they progress through their listening journey.

Cochlear MissionWe help people hear and be heard.

We empower people to connect with others and live a full life.

We transform the way people understand and treat hearing loss.

We innovate and bring to market a range of implantable hearing solutions that deliver a lifetime of hearing outcomes

2 Cochlear Re/Habilitation Resources 2015

Cochlear Re/Habilitation Resources

Index:

Coaching and guiding with insight Page 4

Birth to 6 years: Page 8

-On the road to listening

-On the road to talking

-On the road to reading

-Water play with Aqua +

-Tracking progress

School Age Page 20

Teens and Adults Page 22

Professional Resources Page 26

Materials available through our website: www.cochlear.com

Cochlear Re/Habilitation Resources 2015 3

Welcome to the wonderful world of Data loggingCoaching and Guiding with Insight – FamiliesData logging gives us the opportunity for positive conversations with families about the listening and spoken language world of each child.

What conversations would you want to have with a parent or carer?

Is the device being used?

Coil Off 2.8 hrs3 Coil-Offs

Off Air 9.8 hrs Speech 2.4 hrs

On Air 11.4 hrs2 Power-Ons

Time on AirDaily Average

Mar2

Jun19

Oct13

Feb28

Today

hrss 12

4

hrs 3

1

On Air

Speech

Trends Over Time

Thinking about time on air/speech/noise etc. Could you ask…

What is happening in your child’s daily routine which may affect the data logs?

What is happening in the family routine at home?

What is the auditory environment?

• Understand how much time is spent in each scene

• We can help families understand their child’s listening situations.

• Understand system usage and track changes over time.


Musik 1.0 hrs

Wind 0.4 hrs

Noise 2.0 hrs

Speech in Noise 0.6 hrs

Speech 2.4 hrs

Quiet 5.0 hrs

ScenesDaily Average

%

100

80

60

40

0

Mar 2

Jun19

Oct18

Feb28

Today

Speech

Quiet

Noise

Trends Over Time

We can help families to understand their role in creating a good listening and language learning environment. Could you ask…

What things are you doing that help your child to listen?

What could you do more of?

What else could you do?

What difference might this make?

Have a conversation with a family about their child’s data logs and build on the good things they are doing.


Coaching and Guiding with Insight – Teenagers and Adults

Data logging can promote positive conversations with teenagers and adults.You can use the information that data logging provides to start a conversation that will help someone to understand how he or she is using their cochlear implant(s). What questions might help someone to think about the opportunities they have to develop their listening skills and to participate in conversations?

Coil Off 2.8 hrs3 Coil-Offs

Off Air 9.8 hrs Speech 2.4 hrs

On Air 11.4 hrs2 Power-Ons

Time on AirDaily Average

What programs are being used?

Identify programs most used and fine-tune settings.

Home 1.9 hrsMusic 1.0 hrs

SCAN 5.0 hrs

Café 3.5 hrs

Program UsageDaily Average

Mar2

Jun19

Oct13

Feb28

Today

hrss 12

4

hrs 3

1

On Air

Speech

Trends Over Time

Mar2

Jun19

Oct13

Feb28

Today

hrss 12

4

hrs 3

1

On Air

Speech

Trends Over Time



NEW!

DiaLog The data logging counselling tool


Birth to Six Years On the road to listening

Sound Foundation for Babies 12-24monthsLanguage: English, Simplified Chinese, Hungarian, Lithuanian, Spanish, Polish

This folder supports parents during the first year after their child receives the cochlear implant at approximately one year of age.

Sound Foundation for Toddlers Toddlers 24-36 mths

Language: English, Simplified Chinese, Spanish

Supporting a young recipient and their parents during their second year with a cochlear implant.

Sound Foundation series: A series of three planned resources designed to help parents guide their child to age appropriate spoken language through listening. Each program consists of 40 lessons centered on a unit or theme in the areas of audition, receptive language, (understanding), expressive language, (what child says), speech, (how child says). Each folder covers 12 months of hierarchical goals following cochlear implantation at around 12 months of age. Each lesson includes a Story and Song page.

Sound Foundation for Children

N415614-415626 ISS1DEC13 SFC Folder Cover.indd 1 2/10/14 2:12 PM

NEW! Sound Foundation for Children 36-48 mths

Language: English

The third year with a cochlear implant. Each of the 40 sets of goals is built around a theme that is cognitively and developmentally appropriate for children with a chronological age of 36-48months.



Ling 6 Sound PackLanguage: English, Croatian, Czech, Turkish, Simplified Chinese, Korean, Russian, Slovakian

The Ling 6 sound test is a simple but effective way to check a child’s functional hearing every day.

These colourful and fun cards include bright pictures representing the six sounds of the Ling Sound Test. If your child can hear and recognise these six sounds, it shows that they have access to all the sounds of speech.

NEW!World of SoundLanguage: English, French, Simplified Chinese, Japanese, German

Learning to listen can be great fun with this interactive CD. Have fun with your child, exploring the sounds in different scenarios. A great early listening tool as well as helping to develop new words as they start their listening journey.

Listen, Learn and Talk Language: English, Simplified Chinese, Dutch, French, Greek, Italian, Spanish Swedish, Norwegian, Thai, Indonesian, Vietnamese

Focusing on the natural bond that exists between parents and their children, this auditory habilitation tool consists of a book and DVD. This program has been developed for both parents and professionals to compliment their child’s habilitation program. The program follows the natural development of the child from birth to school age, and contains ideas and strategies for developing spoken language through listening.


Small Talk Language: English, Dutch, Slovenian

This package includes a DVD, booklet and handy fridge notes. Small Talk gives families of young infants, ideas on promoting early communication and interaction in those first few months after a diagnosis of deafness.

Chit ChatLanguage: English, Arabic

This resource includes a video, booklet and photocopiable sheets and demonstrates the art of parent-child conversation in everyday family life.

The package is designed to support the timely development of parent-child spoken language communication in daily life using the principles that a professional would coach through a good auditory model but demonstrating these techniques in daily routines in the family home.

Birth to Six Years On the way to talking



Speech Sounds VowelsLanguage: English, Spanish

Speech Sounds Vowels is designed to give children rich auditory input and exposure to each (American) vowel by suggesting child friendly words, games and toys, daily routines, songs, books and more.

Speech Sounds ConsonantsLanguage: English, Simplified Chinese

There are lots of ideas on how to give your child maximum exposure to many common consonant sounds in this easy to follow guide. Each sound has stories, songs, games, rhymes and recipes that focus on that particular sound. Ideal if you want to work on a ‘sound of the week’ at home.


My Experience BookLanguage: English, Japanese

Experience books are personalized stories that can be highly rewarding and exciting because the child is the main character in the story. Creating experience books is an interactive communication process between a child and

significant adult which lays the foundation for the natural development of listening, speech, language and literacy. This program demonstrates how to create Experience Books to support your child’s literacy development.

Learning with LiteracyLanguage: English.

The relationship between learning to read and later success in life is generally accepted. There is also a strong link between the extent of a child’s vocabulary and reading comprehension. These connections have particular significance for parents of children with hearing loss as building language comprehension is a continuing priority.

Birth to Six Years On the road to reading



Hear our storiesDo you know what it’s like to have a cochlear implant? There is a lot of information, however everyone’s experience is different.

Let me introduce you to some friends of mine. They will each tell you a little bit about their own cochlear implant journey.

Together their stories explain what it’s like getting, and living with a cochlear implant.

HOPE words appCan be used in any language using pictures only

Created as a tool for improving listening and spoken language skills of children with hearing loss. HOPE words features interactive flashcards for the full alphabet that have been organized by the speech sounds in the English language. Each letter of the alphabet has 20 different flashcards This allows auditory self-monitoring by listening to a word and matching speech production. Vocabulary development is also facilitated by matching the sound to a picture.


Birth to Six Years Having fun with water!

NEW!

WATERPROOF: If there are times when your

child needs something completely waterproof,

the new Aqua + enables them to dive right in

without compromising their hearing. It is easy

to use and will fully protect their system.

Water play: The CochlearTM Nucleus® Aqua+ opens up a whole new world of water activities

The Aqua+ is a soft, flexible silicone sleeve that fits over a CP810 or CP900 series processor. When used with the Aqua+ Coil, it allows you to enjoy water activities where additional protection is needed.

A water protection rating of IP68 is your invitation to get wet without cumbersome cases or annoying cables – the Aqua+ sits comfortably on the ear and can be submerged under 3 metres of water for up to 2 hours.



NEW!My Bath Time Picture Cards and lessonsLanguage: English. Picture cards can be used in any language.

Bath time is a part of every baby and toddlers daily routine and can involve lots of language and communication.

The Bathtime picture cards and lessons provide some creative ideas to make bath time a fun and educational time, while reinforcing listening and language goals.

NEW!My Beach Time Picture Cards and lessonsLanguage: English. Picture cards can be used in any language.

My Beach time picture cards and lessons are a fun way to plan your next trip to the beach.

Listening and language goals can be incorporated into family activities at the beach using the cards and lessons. Playing in the sand, swimming in the sea or exploring rockpools – all are listening and interaction opportunities.

Picture cards can be used in any language.


Track a Listening Child (TLC)Language: English

TLC is a checklist of progressive skills along the pathway to developing spoken communication. As each milestone is reached, check it off and feel confident as your child progresses through each stage. This system supports you in targeting goals when you look ahead at individual areas for listening, language, speech, social, cognitive and general development. It also provides helpful suggestions for you should you need additional support.

Diary Inventory of Early Language (Di-EL) Language: English, Simplified Chinese.

Di-EL First Words is the first application of a diary technique to be validated for children with hearing loss.

It is a valuable tool for all those who are interested in early lexical development of young children.

Di-EL supports the parent and professional in recording the child’s first 100 spoken words. Di-EL is a CD-ROM that includes a guide for parents and teachers, a self-navigated tutorial, parent feedback, data entry software and supporting reference material.

Birth to Six Years Tracking progress



Nottingham Early Assessment Package (NEAP)Language: English, CAP, ILIP, LIP, MAIS, PALS, SIR, SNAP, TAIT, PASS, [Danish, Dutch, French, German, Greek, Hebrew, Icelandic, Italian, Portuguese, Russian, Serbia, Spanish, Swedish, Turkish, Lithuanian].

NEAP is an information and assessment resource for use with very young children.

NEAP includes checklists, profiles, downloadable forms, video analysis resources and questionnaires.

These tools measure:• Auditory perception,• Communication and language development,• Speech production development,• Video tutorials demonstrate how to administer each

assessment.

Integrated Scales of DevelopmentEnglish, Arabic, Bulgarian, Simplified Chinese, Croatian, Czech, Dutch, Estonian, French, Greek, Hungarian, Italian, Indonesian, Japanese, Korean,Latvian, Lithuanian, Norwegian, Polish, Portuguese, Romanian, Russian, Serbian, Slovakian, Slovenian, Spanish, Swedish, Thai, Turkish, Vietnamese.

This comprehensive developmental chart, identifies milestones in listening, receptive (what your child understands) and expressive (what your says) language speech, cognition (thinking) and social communication. A practical and easy to use form supports you in tracking your child’s development over the long term.


EEPAL

Language: Spanish.

A fun way for parents and professionals to encourage language learning with kids up to about age six. This program has lots of interactive computerised games that when used with the support of an adult will support your child’s listening development.

SEPPAL Language: Spanish.

This tool includes information to support professionals in understanding Auditory-Verbal Therapy (AVT). Learn what AVT, how this therapy benefits many children who are deaf and take away ideas, suggestions and games on how to transfer listening and spoken language to the child’s everyday environment.

Birth to Six Years



JuegaoyendoLanguage: Spanish.

This is a fun and interactive way to develop auditory perceptual skills in children.

This notebook follows the typical stages of: detection, discrimination, integration and comprehension of speech through the auditory system.

Included in this notebook are pictures and activities that you simply cut out, color and paste. All the hard work has been done for you!


LEAPing on with Language Language: English, Dutch, Slovenian, Japanese

LEAPing on with Language is a conversation based parents program for school aged children. LEAPing on with Language provides practical strategies that aim to accelerate your child’s spoken language learning beyond simple sentences to more complex and abstract language. These skills are then used to develop communicative independence and self esteem. There are dozens of fun games and activities for your child to enjoy.

Strive and Thrive refreshLanguage: English, Japanese, Lithuanian, Slovenian, Latvian

Attendance at a mainstream school does not signal the end of support from Cochlear, but rather the beginning of the next phase in helping children to become competent communicators and learners. There are many ways in which parents and teachers can help children with a hearing impairment survive and thrive in a mainstream educational setting. Parent preparation at home begins a full year or more before the child walks through the school doors.

School Age



HOPE music series What the Experts Say…

By Kate Gfeller Ph.D.Although the key aim of cochlear implants is to provide access to sound for effective communication through listening, enjoyment of music is an important part of life for most people. Realistic expectations is a key aspect of learning to enjoy music. This brochure contains useful information and handy hints.

Hope Tips: Time for SchoolWhether your child has just begun his school career, or already has has several years of instruction, maintaining perspective on the different aspects of the education can be overwhelming …

‘Time for School’ series is designed to ease the stress of that journey by providing guidance for key areas of the education process.


Cochlear Implant Rehabilitation. It’s not just for kids! Language: English.

This is a great guide for adults who will benefit in learning and practicing strategies and skills that can help in making the most of your cochlear implant. Here you have lots of information, tips, and listening activities that will support you as you adjust to your new listening situation.

For those who have had a second, sequential cochlear implant, the activities and guidance you take from this guide will help you maximise outcomes with the second cochlear implant while integrating the new sound with their first implant.

Communication StrategiesLanguage: English, Simplified Chinese, Polish

For adults who receive a cochlear implant, hearing rehabilitation is an important aspects of auditory progress with the device. Hearing rehabilitation takes on various areas of focus including communication strategies.This brochure covers a number of key factors that can influence understanding during conversation.

Teens and AdultsCochlear’s rehabilitation resources will give you lots of ideas and materials to help in your work with teenagers and adults, supporting their increased participation in the hearing world.



Hope Notes – Turn the Music OnLanguage: English, Dutch

A fun and interactive DVD designed for cochlear implant users to help improve music perception and appreciation using original songs, traditional, Folk, Blues, Country styles and some familiar tunes played in unexpected ways.

Hope Notes was developed by Richard Reed, a professional musician and Cochlear implant recipient.

Adult Aural Rehabilitation Guide Language: English, Simplified Chinese, Dutch, Greek

This comprehensive package is a multi-purpose resource for cochlear implant clinics. Developed for professionals working with adults and older teenagers with a hearing impairment, it is both a resource of rehabilitation material and a training guide for new staff. The package consists of a guide, booklet, DVD and CD-ROM.


COMING SOON!Adult Cochlear Implant Home-Based Training Language: English

• Prelingual or Long Duration Hearing Loss• Postlingual Hearing Loss• Guide for Clinicians

Auditory training is an important component of adult post-implant rehabilitation. Cochlear has created three manuals to supplement the work of the clinician in the clinic, and to create more independent learning opportunities for the adult recipient.

There are lots of activities an adult recipient can do at home with the help of a hearing support person.

• Closed set task using visual cues (p89)

• Repeat what is said (p90)

• Task with direct clue: key word (p109)

• Task with indirect clues: topic (p111)

• Task with no clues (p120)

• Continuous discourse tracking (p85)

• Follows and expands conversation (p90)

• Sentence predictability. Context clues (p92, 97)

• Two person scripted conversation (p101)

• Clarification (p84)

• Confirming and clarifying understanding (p189)

• Speech perception in conversational context p182

• Text following (p22)

• Fill in the sentence (p88)

• Open set sentences** (p99)

• Context cues for sentences (p 92)

• Information transfer. Instructions (p93)

• Answer questions related to comprehension tasks (p100)

• Detection of sound. Noise makers.

• Music with a strong beat.

• Environmental sounds: inside, outside.

• Indicate when CI not working.

Detection

Recognition Comprehension Conversation

Discrimination • Report whether two items are same or different.

• Environmental sounds. Noise makers.

• Loud/soft; long/short; high/low, fast/slow.

• Voice. Man/woman; angry/sad etc.

• Selection from closed set* (3 > 4 > 5 etc)

• Prosodic aspects. Duration, pitch, intensity

• Count syllables of familiar words (p12)

• Familiar daily phrases. Predicting part of a familiar phrase (p21)

• Word stress (p14)

• Vowel and consonant phonemes(p15)

• High/low frequency identification (p20)

• Identify phrases or sentences (p104>)

Identificiation

Telephone conversation• Telephone training (p195)

• Seeking information (p98)

• Within sentence predictability (p186)

• Continuous discourse tracking and repair management (p190)

• Known speaker

• Unknown speaker

Although the technology provides much greater access to sound than recipients had before, adults may need assistance in learning to recognise environmental sounds and comprehend speech. Many people find that auditory training significantly enhances their ability to enjoy activities such as general conversation, using the phone or listening to music. The following steps are the stages in the auditory heirarchy that would typically be followed after cochlear implantation.

Stages of Listening with aCochlear Nucleus System

‘Adult Aural Rehabilitation Guide’ (Cochlear 2005)

* Closed set: Limited choice of answers

** Open set: Unlimited choice of answers

www.cochlear.com/rehabilitationCochlear is a trademark of Cochlear Limited. © Cochlear Limited 2012. N391610 ISS1 MARCH14.

Teens and Adults

NEW!Adult poster Stages of Listening with a Cochlear Nucleus SystemLanguage: English

Many people find that auditory training significantly enhances their ability to enjoy listening activities such as conversation, using a telephone or listening to music. This poster shows steps in the Auditory Hierarchy which would typically be followed after activation of a cochlear implant.


Music and Implants: Piecing the Puzzle togetherLanguage: English

Though cochlear implants (CI) are designed primarily for the processing of sounds related to speech, many CI recipients are successfully enjoying the sounds of music. Solving the puzzle of why some CI recipients successfully enjoy music, involves considering each recipients biological, environmental and lifestyle characteristics.


Professional Resources

NEW!DiaLog. Data Logging Counselling ToolLanguage: English

Welcome to one of our new features with Nucleus 6 – Data logging. Data logging gives valuable insight into when and how recipients are using their device outside the clinic and in their day-to-day activities.

This guide will:

• support clinicians in using the information provided by data logging, effectively and efficiently; it contains real-life examples and ideas to guide discussions with recipients and parents. There are also suggestions for useful resources and links.

• support parents and recipients in understanding the information collected through data logging and recognising the impact this might have as well as the opportunities this information might present.



A Clinician’s Guide To Adult ExpectationsLanguage: English

The Clinician’s Guide provides valuable insights into the possible outcomes and behavious experienced by some recipients during their journey at activation, one week, one month, three months, six months and long term.This resource is based on four adult recipient profiles:1. Post-Lingual / short duration /with or without residual hearing2. Post-Lingual / medium – long duration / residual hearing3. Post-lingual / medium – long duration / poor residual hearing4. Pre-lingual / auditory-oral history

The Mentor’s Guide to Auditory-Verbal Competencies – Years 1-3Language: English

Mentor’s Guide: Auditory-Verbal competencies Years 1-3, was developed to provide guidelines for mentors and mentees to monitor the growth of essential professional auditory-verbal skills through a three years mentoring process.Copyright 2013 Cheryl L Dickson, Helen M. Morrison and Mary Boucher Jones.


Professional ResourcesLet us help you plan your professional development

NEW!10 Observation lessons on the website.The videos included here are full, unedited AVT lessons with support documentation which includes pre and post CI audiograms, lesson plans and long term goals.

For professionals or parents working with children who have a cochlear implant, these lessons can provide some valuable insights into the auditory verbal process to bring a child to effective spoken communication.

Listening and Spoken Language Specialists (LSLS) who are being mentored for their auditory verbal therapy (AVT) accreditation are required to observe and make diagnostic notes on at least 10 complete auditory verbal sessions.

Candidates must observe at least two different cert AVTs (auditory verbal therapists) providing a full lesson to a child and their parent or main carer. These observations may be either on-site or via video.



HOPE Seminar SeriesNew lectures regularly added!Language: English,Simplified Chinese.

HOPE online seminars are designed for educational professionals, therapists and clinicians who work with babies, children, teens or adults with hearing loss. Some are also appropriate for parents and recipients.

More than 100 lectures available on a wide variety of topics for all ages and stages of the listening journey.

These seminars can be accessed at hope.cochlearamericas.com/online-courses or at cochlear.com/wps/wcm/connect/intl/ for-professionals

Information Guides and postersLanguage: English, Lithuanian, Hungarian, Romanian and more...

Understanding hearing Loss

Hearing Checklist

Speech Acoustics Made Easy and more...

Find many useful information guides covering aspects of hearing, listening and speech development. These can be downloaded free and printed in poster size for clinic walls or A4 size as workshop handouts.

The range of information guides and posters is constantly growing so its worthwhile to regularly visit the Cochlear website to check on new additions.


Professional ResourcesPractical and colourful posters for your clinic.

Sound Start Poster Series English, Simplified Chinese, Czech, Croatian, Indonesian, Hungarian, Lithuanian, Polish, Slovakian, Slovenian, Thai, Vietnamese

8 posters which cover stages of the Auditory Hierarchy and the key listening strategies which are crucial to support a child’s early listening and spoken communication development. The Auditory Hierarchy is the stages in listening development, from sound awareness through to complex listening skills and competence in spoken communication.

After receiving a cochlear implant a child will follow these steps in their learning to listen journey, with their family and auditory therapist.

This poster series is designed to be a colorful and practical addition in a clinic, school or at home.

1. Noisemakers: elicit response r spontaneous response

2. Environmental sounds: show r spontaneous response

Stage 1. Sound AwarenessSound awareness is the first step in learning to listen. The child starts to detect or respond to sounds around her/him. At first we would draw attention to the sounds around us such as voices and loud sounds in the environment and observe the child’s reactions (stilling, smile or eye movement).

INsIdE OUTsIdE

What is the Ling 6 sound Test?The Ling 6 Sound Test was developed as a quick and easy test that parents and professionals can use to check their child’s hearing. The test checks that the child can hear (detection) and in time recognize each sound (identification) across the different speech frequencies.The test also checks that the cochlear implant system is working.

Why these 6 sounds?The Ling 6 sounds represent different speech sounds from low to high pitch (frequency). They help to test the child’s hearing and to check that they have access to the full range of speech sounds necessary for learning spoken language.

Detection of Ling 6 sounds

a m i u sh s

Awareness Meaning Discrimination

For more information on Ling 6 sounds – visit www.cochlear.com/au/rehabilitation/early-intervention-birth-6-years

Ling 6 sound listening pack available.

– Rielyn now aged 3 years

Auditory Memory

N32

3131

ISS

MA

R11

c a n w e a r h e r i m p l a n t s a r o u n d w a t e r o r w h i l e s i t t i n g o n t h e p o o l s t e p s

playing with her brothers.

I t ’ s n i c e k n o w i n g t h a t s h e

N323131 ISS1 Rehab Posters - Awareness.indd 1 4/7/11 7:39 PM

Stage 2. Associating Meaning to SoundIn this stage, the child begins to associate a sound with its related object and starts to recognize familiar phrases. Sounds are now becoming meaningful.

Sound Object Association (➔ means a long continuous sound)

a-a-a➔ Pu-pu-pu Mooo➔ Brrm-beep beep i-i-i Baaaa➔Airplane Boat Cow Car Monkey Sheep

Ba-ba-ba Cheep cheep Meow➔ Ch-ch –oo-oo Hop hop Woof woofBus Baby Chicken Cat Train Rabbit Dog

For complete list of ‘Learning to Listen Sounds’, see Listen Learn and Talk (LLT), Cochlear 2005, pp 57-58 and 72.* Available on-line at www.cochlear.com

Simple Phrases

Blow! Blow the bubbles.

Up, up we go. Down we go!Brush, brush,

Brush your hair.Pour the water.

Pour it.Open the door.

Pop. Pop Up, up, up. Wheee…! Brush. Pour. Knock. Knock.

These phrases incorporate a number of vocabulary groups such as nouns, verbs and pronouns. Learning to identify, understand and use these phrases is an important step in language development. Daily routines in natural settings are the best way to practice these and other familiar phrases (LLT p 59). They can also be found on the back of the 6 sounds cards available on our website – www.cochlear.com


– Leah now aged 11 years

* adapted from W. Estabrooks. 1998

Auditory Memory

“ I c h o s e C o c h l e a r b e c a u s e I want my daughter to hear.

Leah’s miracle of sound is music.”

N32

3136

ISS1

MA

R11

N323136 ISS1 Rehab Posters - Meaning2.indd 1 3/19/11 12:35 PM

Stage 4. IdentificationIdentification is where the child associates or selects an object, picture or situation based on spoken words. To select, a child needs to remember what they heard. The development of auditory memory enables a child to hear, remember and process increasingly more information through listening.

NOTE – Integrated Scales Development (ISD) available: cochlear.com/au/rehabiliation

1. One item auditory memory (ISD – from 13-15mos)

2. Two item auditory memory(ISD – from 19-24mos)

3. Three item auditory memory(ISD – from 31-36mos)

Selection from 3Acoustic contrast at first

a-a~ pu-pu-pu mooo➔

Give me the plane that goes a-a~Show me the cow that says mooo➔

Selection from 4 +By this stage only the word, not the sound

Dog Monkey Sheep Car

Give me the dog AND the sheep

Selection from 5 +Give me the cow, the dog, AND the train

Selection from 4, 5 and increasingly more items.Vary the items/ acoustic contrast.

Be aware of the acoustic content of the sound associated with toy.

ISD 25-30 mos.Auditory memory of 2 items with different linguistic features

SElECTION Of NOuN pluS ACTION

The boy is sleeping The girl is reading The dog is running

Different linguistic features:• nouns and verbs• nouns and adjectives: color, number, etc • pronouns: you, I, she, he, they• nouns and prepositions: in, on, under, behind• negative: ‘not’, neither

Follow one step direction

Clap your hands put your hands on your head

Selection of noun and adjective

Give me the blue car Show me the small dog

Sequence 2 pieces of information. He ate his breakfast then cleaned his teeth.

CardsFollows 2-3 directions:

Open the box, take out the car and put it on the chair.

ISD 16-18mosKey word in the middle of the sentence

put the duck in the water put your shoes by the door

See listen learn & Talk Sound foundations

As auditory memory develops, sequencing becomes increasingly important.

Auditory sequential memory: To store, remember and recall auditory information in the order in which it was presented. HOpE notes – ‘listening at School’

www.cochlear.com See listen learn & Talk, Sound foundations for Babies

MOVING ON !!!ISD 37-42months

Auditory memory increases to five itemsSequences 3 or more pieces of information

follows 3 directionsRetells a short story

Awareness Meaning Discrimination Auditory Memory

– Alina now aged 3 years

“My child’s future is bright because she was given the gift of sound. That’s a big thing right there.” N

3231

37 IS

S1 M

AR1

1

N323137 ISS1 Rehab Posters - Memory.indd 1 4/10/11 6:49 PM

Stage 3. Discrimination – SuprasegmentalDiscrimination is the ability to hear the difference between different sounds. This might be detecting the difference betweenthe noise made by a cat and dog or a finer detections of the letters m and n.Pattern PercePtion

1. Distinguish changes in vocal length (duration: long & short)

Baaa➔ ba-ba-ba Mooo➔ Hoot Hoot Wheee➔ i-i-i-i

2. Discriminate intensity (loud & soft) and pitch (low & high)

Loud Soft Loud Soft-Voiceless Low HighRoar!!! Shh a-u-a-u pu-pu-pu Woof Woof Whistle

Lion Sleeping Baby Ambulance Boat Dog Bird


– Brayden now aged 2 years

3. Perceive difference in intonation / stress / rhythm / rate

Intonation Stress Rhythm RateQuestion

ExclamationExcitement

Anger

Stress on different words can change the

intent or meaning

RhymesSmooth

Accented

FastSlowPause

4. imitate Learning to Listen soundsAlways present the sound in association with the name of the toy. (eg. The bus goes ‘bu-bu-bu.’) Say the sound before the child sees the toy. Once the toy is visible, repeat the object name and sounds while the child plays with it. Use the waiting strategy after saying the sound so that your baby has the opportunity to process and imitate it.

5. Perceive differences in word length

Number of syllables1 2 3 4

dog rabbit bicycle Rhinocerous

car monkey ambulance helicopter

ball chicken banana television

6. Discriminate sentence length (short phrases)

Ow! That’s hot! Lets go outside to play

Shut the door I can see the teddy bear

Up we go! The boy is riding the bicycle

Sit down The big bear is running in the forest

Auditory Memory

“Brayden’s favorite sound is anything loud – the dog barking, someone knocking at the door, his

brother yelling...” N32

3133

ISS1

MA

R11

N323133 ISS1 Rehab Posters - Discrimination.indd 1 4/7/11 7:41 PM

Stage 5. Auditory Sequencing As the child moves beyond two item auditory memory (see Poster ‘Auditory Memory’), auditory sequencing is an important skill to be developed. It is necessary for children to be able to retell stories, jokes and riddles, follow sequential directions and recount events they have heard. The child needs to remember things in the correct order. This skill can be developed with nursery rhymes, songs, games and stories.

2. Three (then 4, then 5+) item auditory memory in sequenceContinue to increase the number of items as the child’s auditory skills develop. At first the order is not important but later it is important that the sequence is correct. Give me the...

Auditory Sequence Story Retelling

Take photos of daily routines and special events to create your own sequences.Go to www.cochlear.com, Cochlear My Experience Book, program

Sound Foundation for Toddlers – Audition goals Week 14-29. LLT p95 for more information

– Avery now aged 3 years

N38

9129

ISS

1 A

UG

12is able to communicate with the world. I t ’ s b e a u t i f u l !

Can’t get any better than that.

Avery’s future is bright because she

Part 1 Key Strategies Part 2 Key Strategies

1. Nursery rhymes with actions• Twinkle twinkle little star • How I wonder what you are • Up above the world so high • Like a diamond in the sky

SHEEP COWDOG DUCK SNAKE

3. Three step sequence –• Open the jar.• Dip the bubble stick into the jar.• Blow the bubbles.

4. Four (then 5, then more) step sequences using daily routines

• We go to the shop• We get a trolley• We put things in the trolley• We pay for the shopping• We carry the shopping home

TITLEIntroduction

BEGINNINGSetting

MIDDLEMain Action

ENDEvents – Resolution

SUMMARYConclusion

TITLEIntroduction

BEGINNINGSetting

MIDDLEMain Action

ENDEvents – Resolution

SUMMARYConclusion

Auditory Sequence Story Retelling Part 1 Key Strategies Part 2 Key Strategies

– Madison now aged 15 years

Cochlear is a trademark of Cochlear Limited. © Cochlear Limited 2012. N389130 ISS1 APR13

tried my hearing aid back on and it sounded r e a l l y w e i r d b e c a u s e i t f e l t l i k e t h e y w e r e

inside my head and now I feel really normal.

A couple of years after being implanted, I

Stage 6. Story Retelling Children love to listen to their favorite story many times and will start to retell it to others. Help your child progress from listening to many repetitions to listening to a story once only, then retelling it in sequence including as many details as possible. (See My Experience Book http://www.cochlear.com/au/my-experience-book).

Ask questions to help your child retell it in the correct sequence. Questioning is a common strategy used to check a child’s understanding of what they heard and to encourage

vocal responses. As your child’s language develops, the child’s response to questions should be more than a one word answer. You can ask questions that are more complex so that your child learns to reason, express ideas, feelings and develop the skills of problem solving, predicting and understanding cause and effect. (See Integrated Scales of Development and SFB).

Little Bear is fast asleep. Mama Bear know’s Little Bear will be hungry when he wakes up.

Mama Bear walks and walks but cannot see any of the right type of gum tree.

Mama Bear’s friends happen to fly over and together they look for a gum tree with lots of leaves for Baby Bear to eat.

Mama Bear climbs to the top of the tree and collects lots of fresh gum leaves.

Mama Bear comes back to sleeping Baby Bear. She will have his breakfast ready when he wakes up. When he gets bigger though, he will have to learn to find his own gum leaves.

Who? Main character.Where? What?

Who?What do you think? Why?

What happened?How did she feel? Why?

What happened then?What do you think?

How did it end? What does Teddy know now?

The summer holidays. School is finished for the summer & all the family is going on a camping trip.

We got lost on the way and then the car broke down! Uh! Oh!

A tow truck came and towed the car all the way to our holiday house.

Dad will have to spend their vacation time fixing the car! I can help him with the tools.

Who? What? Where? How? What happened? So what did you do then? How did your holiday finish?

The number of steps or events in a story would increase as the child’s language and auditory memory develop.

www.cochlear.com See SFT Week 38. Audition, Language (exp and rec) LLT p100-106. Extension ideas for Children. Cochlear Experience Book App

Little Bear’s Breakfast


N38

9133

ISS1

AU

G12

Next 10 Strategies for Developing Listening Skills

Expand vocabulary and extend languageThis is done by introducing language that is slightly more complex than your child’s present expressive level. Eg. Places to live – House, castle, high rise apartments, caravan, tepee, etc.

Use pausing, waitingWhen you speak to your child, wait before speaking again, giving her time to respond vocally. Make it clear that you are waiting for a response.

Use questioning –appropriate to the child’s level of language development. See SFB, and ISD

Use auditory closeThis is the strategy of starting a sentence and waiting for your child to finish it. Eg, Twinkle twinkle little…

Make it fun!When children are actively participating and enjoying themselves, the most learning will occur. This is a very important strategy. Children love to have fun.

Use phrase and simple sentencesThe basic language is a sentence and it is important that this be the input from adults rather than single words. In a phrase or sentence there is more acoustic information and more time to process.

Model correct language Use the correct grammar and pronunciation when speaking to your child and repeating her utterances.

11

14

17 18 19

20

13

16

Use repetition Most young children need to hear language repeated in a variety of contexts before they process, comprehend and use it. Repetition is a natural strategy to use at the beginning of developing spoken language.

12

a f t e r b e i n g a c t i v a t e d , h e w a r m s u p t o p e o p l e a l o t e a s i e r . I t ’ s j u s t a n o t h e r

way to connect with people.

H e ’ s a l w a y s b e e n o u t g o i n g , e s p e c i a l l y

For More information on Listening Strategies: LLT pp 20-30. See www.cochlear.com.au | Early Intervention. SFB, ISD, LLT

Up we go! Roll the ball! Pour the juice!

Associates meaning to sound Be alert to child’s response to sounds around them and use every opportunity to make the association between the sound and what it represents.

Capture your child’s attentionYour child will learn best in meaningful situations and when his/her attention is focused. 15

– Brayden Phillips now aged 4 years


– Dillan Bouyea now aged 4 years

like a normal child. He is very observant now because he can hear

everything, it’s great!

He’s like he should be, he’s hearing...

First 10 Strategies for Developing Listening Skills

www.cochlear.com See SFT Week 38. Audition, Language (exp and rec) LLT p100-106. Extension ideas for Children. Cochlear Experience Book App

Make sure the cochlear implant, Baha or hearing aids are in good working order and are worn all day every day.

Use a singsong voice. This is typical of how adults speak and interact with babies. The more interesting your voice is, the more motivation for the child to respond.

Establish eye contact. This is an important element of spoken communication as we acknowledge speakers by looking at them.

Have auditory input first. Say sound a few times: ‘MOOOO’ with toy hidden then show toy and say moo again.

Develop turn taking. Oral communication involves taking turns at listening and talking. To develop turn taking you should vocalize, wait for your child to vocalize, then repeat what they say.

Have a quiet environment to make it easier for your child to hear your voice.

1

4

2 3

5 6

10

7 8

Be close to the microphone when speaking so that child has the best access to speech and sounds.

Cue into listening. This is to focus attention and alert child to sound. Point to your ear and say, excitedly, ‘Listen!’ or ‘I heard that! Did you hear that?’

9

Establish joint attention. Develop the ability to share attention with an adult towards an object while talking about it.

Cochlear is a trademark of Cochlear Limited. © Cochlear Limited 2013. N389131-389137 ISS1 MAY13

Talk about daily routines.


Summer fun in the water!!For all ages!With the Cochlear™ Nucleus® Aqua+ there’s no need to be a fish out of water.

The Aqua+ is a soft, flexible silicone sleeve that fits over a CP810 or CP900 series processor. When used with the Aqua+ Coil, it allows you to enjoy water activities where additional protection is needed.

A water protection rating of IP68 is an invitation to get wet without cumbersome cases or annoying cables – the Aqua+ sits comfortably on the ear and can be submerged under 3 metres of water for up to 2 hours.

Cochlear, the elliptical logo are trademarks of Cochlear Limited. Nucleus is a registered trademark of Cochlear Limited. © Cochlear Limited 2015

D720594 Iss 1.A MAY15

As the global leader in implantable hearing solutions, Cochlear is dedicated to bringing the gift of sound to people with moderate to profound hearing loss. We have helped over 350,000 people of all ages live full and active lives by reconnecting them with family, friends and community.

We give our recipients the best lifelong hearing experience and access to innovative future technologies. For our professional partners, we offer the industry’s largest clinical, research and support networks.

That’s why more people choose Cochlear than any other hearing implant company.

www.cochlear.com

Cochlear Ltd (ABN 96 002 618 073) 1 University Avenue, Macquarie University, NSW 2109, Australia Tel: +61 2 9428 6555 Fax: +61 2 9428 6352

cochlear re/habilitation resources 2015

Documents