This comprehensive program trains auditory processing and language processing along a research-based neurological continuum.
- Improve auditory awareness and attention
- Manipulate letters and sounds in words
- Attach meaning to what is heard
- Develop abstract language
The Differential Processing Training Program 3-book set was designed to give the speech-language pathologist a range of materials to use with all children with language processing difficulties, regardless of whether those difficulties begin with non-linguistic or linguistic language performance. Children manipulate increasingly complex units of language as they build skills in auditory processing and language processing.
The books and the units and activities within them are organized in a hierarchy. Each one- to two-page activity has a goal and a performance grid for easy measurement, identification of error patterns, and documentation of progress. The books may be used independently or in a continuum.
Acoustic Tasks + Audio CD
Train sound awareness for skills in auditory attention and discrimination. The tasks in monaural listening, monaural alternating listening, and dichotic listening are presented on the audio CD. All of the remaining activities are presented by the therapist in a hierarchy of steady to variable background noise. The activities include:
- Dichotic Listening—binaural listening, monaural listening, monaural alternative listening, listening localization, and dichotic listening
- Temporal Patterning—differentiate same and different sound patterns; listen to- and demonstrate patterns of pitch, loudness, and duration
- Auditory Discrimination—discriminate vowel, consonant, and compound word contrasts; develop auditory vigilance
Students understand and manipulate letters and sounds in words. The activities include:
- Phonemic Manipulation—develop skills in rhyming; word and syllable awareness; phonemic segmentation, deletion, addition, substitution, and rearrangement
- Phonic Manipulation—practice letter recognition; sound spelling and naming; phonic substitution, addition, deletion, and rearrangement; and word spelling and reading
Students attach meaning to progressivley more complex auditory stimuli.
- Word Relationships—make associations and comparisons; identify and generate synonyms and antonyms; explain multiple-meaning words and simlies
- Prosodic Interpretation—recognize and interpret emotions and intonation; discriminate and interpret changes in stress and rhythm
- Language Organization—convergent naming (identify commonalities); divergent naming (name category members characteristics); and describe objects by attributes, parts, and function
You may purchase the books as a 3-book set or individually. The 3-book set consists of:
Copyright © 2007
CD Format—this format includes a CD with ALL of the three books' contents in printable PDF format (465 printable pages) plus the audio CD of listening tasks
- 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).
- Effective vocabulary instruction strategies actively engage students and require higher-level cognitive processing. These strategies include identifying synonyms and antonyms, analyzing word features, and using visual aids (Kester-Phillips, Foote, & Harper, 2008).
- Students may demonstrate hidden intonation comprehension difficulties when their general speech production skills appear appropriate (Wells & Peppé, 2003).
- Knowledge of letter-sound associations is an early indicator of future literacy (ASHA, 2001; Dodd & Carr, 2003).
American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Guidelines]. Retrieved February 16, 2010, from www.asha.org/docs/pdf/GL2001-00062.pdf
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.
Dodd, B., & Carr, A. (2003). Young children's letter-sound knowledge. Language, Speech, and Hearing Service in Schools, 34, 128-137.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
Wells, B., & Peppé, S. (2003). Intonation abilities of children with speech and language impairments. Journal of Speech, Language, and Hearing Research, 46, 5-20.