Students receive, interpret, and internalize language presented in the auditory mode with hundreds of stimulus items arranged by discrete skill and level of difficulty.
- Effectively interpret auditory information
- Improve auditory skills for language and learning
Written in the best-selling format of the HELP series, these lessons have:
- goal-driven activities
- high quality, timeless content
- appeal to a broad age-range
- gradual increase in complexity within and between activities
- application to a wide range of developmental and acquired disorders
The activities in this book develop functional auditory-linguistic skills that support language and reasoning. Stimuli require active thinking as well as processing. All of the tasks can be presented orally to the client or used as worksheets.
The book is divided into eight sections:
Word Classes: recognize and relate items by word class; identify word classes; build word associations; understand word classes for problem solving
Directions: identify important information in directions, information missing from directions, and the number of steps in directions; paraphrase directions; follow conditional directions
Details: identify specific information in directions; explain absurdities; correct factual errors; identify opposites, synonyms, pronoun referents, and details in statements
Information: determine what information is needed and sources of information; judge the quality of information; use information to make inferences and decisions; identify relevant information
Questions: answer questions about objects, word classes, and activities; choose appropriate questions; use questions to gather information
Sequencing: put information in order; sequence by physical features and historical events, identify steps in common events, sequence life events; understand sequences in paragraphs
Stories: identify characters, places, and times in stories; choose story titles; paraphrase stories; infer from stories; ask questions after listening to stories
Sounds in Words: recognize and identify initial, medial, and final sounds in words; identify like sounds and hard and soft sounds
Copyright © 1994
The HELP books are all superior products that go the extra mile to help children with special needs. Thank you!
Mary Fratianni, Special Needs Coordinator
Port Jefferson Station, NY
- Children create mental representations of semantic information, forming complex association networks among different bits of knowledge. Children with difficulty in processing form fewer associations than peers (Gillam, Hoffman, Marler, & Wynn-Dancy, 2002).
- Intervention for processing needs to emphasize connecting new information with previously learned knowledge (Gillam, Hoffman, Marler, & Wynn-Dancy, 2002).
- Children with auditory processing difficulty typically have normal hearing and intelligence, but they are observed to have difficulty attending to and remembering auditory information, have problems following multi-step directions, have poor listening skills, and have low academic performance in multiple subject areas (NIDCD, 2001).
- Cognitive training has been used to remediate auditory deficits by teaching children to actively self-regulate and monitor message comprehension skills and to develop problem-solving strategies. Cognitive therapy may include language training, vocabulary development, and the teaching of organizational skills (Keith, 1999).
HELP for Auditory Processing incorporates these principles and is also based on expert professional practice that is functionally based.
Gillam, R., Hoffman, L., Marler, J., & Wynn-Dancy, M. (2002). Sensitivity to increased demands: Contributions from data-driven and conceptually driven information processing deficits. Topics in Language Disorders, 22(3), 30-48.
Keith, R.W. (1999). Clinical issues in central auditory processing disorders. Language, Speech, and Hearing Services in Schools, 30(4), 339-344.
National Institute on Deafness and Other Communication Disorders (NIDCD). (2001). Auditory processing disorder in children: What does it mean? Retrieved September 30, 2009, from www.nidcd.nih.gov/staticresources/health/healthyhearing/tools/pdf/AudiProcDis.pdf