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CHARGE Syndrome Canada

Newsletter

Winter 2007

Vol. 1  No.13   © copywrite

CHARGE Syndrome Canada

Suite 147, 11215 Jasper Avenue

Edmonton, AB

T5K 0L5

 

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Dr. Blake's presentation brief from the National CHARGE syndrome workshop

Research studies need participation

Developing an auditory training program

German Eye Implant

Behaviour tip

"Dear Dr. Kim"

Newsletter front page

Past Edition of the Newsletter

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(cont...) DEVELOPING AN AUDITORY TRAINING PROGRAM

By Ann  Gloyn, (cont)

Each child is unique.  These objectives and program are only a sample to match a functional level of one specific child.  This is meant as only a guideline sample.

OBJECTIVES: 

  • wear ear amplicfication during the waking hours
  • point to and label one source of sound in the natural environment without cues  while on a walk outdoors
  • respond with defferentiated body action, and/or show a change in facial expression when presented with a sound-filled environment
  • respond to emergency bell, clock alarm, telephone on a consistant basis during structured play
  • turn and respond when name is presented in natural environment when other environmental noise is reduced

EXAMPLE OF SOME SEQUENTIAL ACTIVITIES

1.  DEVELOPING AN AWARENESS OF SOUND

  • sign "stop" together co-actively when music on piano stops playing
  • places a game piece on the game baord to advance to "home" each time a sound is played
  • adds a block to the tower each time the sound is heard
  • lands on the "pink square" of the game board and gets to play an instrument in the picture/word card
  • lands on the "brown square" on the game board and gets to clap the number written on the came card
  • lands on the "blue square" of the game board and gets to pop the balloon

2.  LOCATING SOUND SOURCE, TURNING TO SOUND SOURCE

  • has to locate you playing the drum in a "hide and seek" game
  • hide alarm clock and when it goes off, you explore together to find it
  • several people take turns clapping, child has to move toward the one making the sound

3.  DISCRIMINATING LOUD/SOFT SOUNDS

  • bank on piano using force vs. using light touch
  • cover ears when sound presented is "loud"
  • when sound is "loud" jump forward on hop-scotch board

4.  DISCRIMINATIN SOUND FROM BACKGROUND SOUND

  • with music playing, puts piece of puzzle down when another sound presented (like a drum)
  • present a tape of music that has child's name super-imposed; listen and sign name when it comes up on the tape
  • work on auditory training practice equipment using white noise in one ear while presenting pure tones in the other

5.  DISCRIMINATING SOURCE OF SOUND

  • match picutre of instrucment to the sound given
  • sound/picture scavenger hunt:   take a photgrapph of a sound source together and record the sound on tape; later match it up all together
  • BINGO - put a "chip" down on the picture or object that is played on a tape
  • record animals at a petting zoo, match sound  to picture later

CLICK HERE FOR >GENERAL SUGGESTIONS FOR PROGRAM

CLICK HERE FOR >QUESTIONS TO ASK 

CLICK HERE FOR >STAGES OF AUDITORY PROGRESSION

CLICK HERE FOR >FUNCTIONAL AUDITORY ASSESSMENT

 

 

 
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