Train the skills needed for basic sound difference awareness: dichotic listening, temporal patterning, and auditory discrimination
- Improve auditory awareness and attention in the areas of dichotic listening, temporal patterning, and auditory discrimination
The lessons, individually, and as a group, systematically build auditory awareness and attention, helping to strengthen a child's overall active listening abilities. A prerecorded audio CD comes with the book and is used for the monaural listening, alternating monaural listening, and dichotic listening tasks. All of the remaining activities are presented by the therapist in a hierarchy of steady to variable background noise. Each activity has a goal and a performance grid for easy measurement, identification of error patterns, and documentation of progress.
The tasks are organized by three skill areas:
Train binaural listening, monaural listening, monaural alternative listening, listening localization, and dichotic listening. Students improve the ability to listen with each ear separately, both ears together, and finally, both ears in opposition. Students use simple number repetition to learn the skill, and then expand on the skill using words and/or phrase repetition.
Train students to differentiate between the sounds of language with activities in pitch variation, loudness variation, duration variation. Each unit begins with discriminating same or different sound patterns. Students progress to listening to and demonstrating the pitch, loudness, and duration patterns independently.
This section focuses on training auditory discrimination skills for speech sounds. Students discriminate vowel, consonant and compound word contrasts; and develop auditory vigilance.
You may purchase Acoustic Tasks individually or as part of the Differential Processing Training Program 3-book set. The 3-book set consists of:
Copyright © 2007
CD Format—this format includes a CD with ALL of the book content in printable PDF format (155 printable pages) plus the audio CD of listening tasks
- The ability to process sounds, to discriminate them accurately, and to interpret them correctly are critical skills for speech and language development (Taylor-Goh, 2005).
- Intervention for auditory processing disorders using direct skills remediation and auditory training should incorporate a bottom-up (acoustic signal and auditory training) approach (ASHA, 2005; Chermak & Musiek, 2002).
- Auditory training activities should include acoustically controlled tasks of sound intensity, frequency, and duration discrimination, as well as sound pattern recognition and sound localization (ASHA, 2005; Chermak & Musiek, 2002).
- Recognition of auditory information in background noise simulates functional listening requirements in the classroom, community, and home environments (ASHA, 2005).
Differential Processing Training Program Acoustic Tasks incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2005). (Central) auditory processing disorders [Technical Report]. Retrieved February 10, 2010, from www.asha.org/docs/pdf/TR2005-00043.pdf
Chermak, G.D., & Musiek, F.E. (2002). Auditory training: Principles and approaches for remediating and managing auditory processing disorders. Seminars in Hearing, 23, 297-308.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.