3 X 4Multiplying Your LSL

ToolsTeri Ouellette, LSLS Cert AVEd

Susan Sehgal, CCC-SLP, LSLS Cert AVEd

LISTENING AND SPOKEN LANGUAGE

AUDITORY VERBAL

“LSLS Cert AVEd”

LSL Basic Premises

1.Given access to sound, children can learn to listen

2.Children say what they hear

Aspects

•Pedagogy – “Tools of the trade”

•Curricular – “Structure”

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

Four LSL Techniques

•LINGS

•Positioning/Covering

•Acoustic Highlighting

•Auditory Sandwich

Structure

Auditory Skill Development

•Detection

•Discrimination

•Identification

•Comprehension

•Erber (1977)

Auditory Skill Development

•Detection“ I hear it!”

•Discrimination“I hear something different”

• Identification“I know what I hear”

•Comprehension“I know what that means”

LSL Toolbox

LSL Tool #1 LING Evaluation

LING 7 Sounds

LING Evaluation

•Purpose: Diagnosis

•Detection

•Discrimination and Identification

•Access across distance

X 1

LING Evaluation Detection

I hear something!

CLIP #1 EI DetectionCLIP #2 Detection/ID Older

child

LING Evaluation Detection

•Deliver with consistent pitch, length, and volume

•About 1-2 seconds in length

•Minimize other cues

X 2

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

X 2

CLIP #3 ID with an objectCLIP #4 Imitation of the LINGS

X 3

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

LSL Tool #2 Positioning /

Covering

Positioning/Covering

•Purpose: Isolate the skill

•Use of a Speech Hoop

•Use of a hand cue

•Manipulating position and distance

X 1

Positioning/Covering Speech Hoop

TOTAL ISOLATION!(of speech sound from visual cues)

CLIP #8 Speech Hoop in a classroom

X 2

Positioning/Covering Hand Cue

EasyFlexible

Always “Handy”

CLIP #9 Hand cue in therapy

X 3

Positioning/Covering Position

AboveBesideBehindBelow??

CLIP #10 Positioning in Classroom

LSL Tool #3Acoustic

Highlighting

Acoustic Highlighting

•Purpose: Strengthening Skills

•Using volume/emphasis changes

•Manipulating word position / pausing

•Lowlighting

X 1

Acoustic HighlightingEmphasis

“He has five caps”“I got a new baseball mitt”

CLIP #11 Emphasis in therapy

X 2

Acoustic HighlightingReordering

He put his caps in the car.He put his caps - in the car.

CLIP #12 Pausing/Reordering in therapy

X 3

Acoustic HighlightingLowlighting

Voicing voiceless sounds

“pat” > “bad” “key” > “eee”

Acoustic HighlightingLowlighting

Clip #13 Lowlighting

LSL Tool #4Auditory

Sandwiching

Auditory Sandwich

•Purpose: Building skills

•Auditory information with visual clarification

•Chunking

•Expansion

X 1

Auditory Sandwich Visual Clarification

We saw a lion!

We saw a lion!

CLIP #14 Basic Auditory Sandwich

X 2

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 Chunking

Clip #13 Auditory Sandwich with chunking in therapy

X 3

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!

Clip #16 Auditory Sandwich with expansion