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Differential Processing Training Program 3-Book Set
Ages: 6-12   Grades: 1-7

This comprehensive program trains auditory processing and language processing along a research-based neurological continuum. 

Outcomes

  • Improve auditory awareness and attention
  • Manipulate letters and sounds in words
  • Attach meaning to what is heard
  • Develop abstract language
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#31050
$104.85
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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

Acoustic-Linguistic Tasks
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

Linguistic Tasks
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:

Differential Processing Training Program Acoustic Tasks
Differential Processing Training Program Acoustic-Linguistic Tasks
Differential Processing Training Program Linguistics Tasks

Copyright © 2007

Components
Book Format—Three 155-page books plus an audio CD of listening tasks

Or

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).

References

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.

Author(s)

Kerry Winget

Biography

Kerry Winget, AuD, CCC-SLP/A, received her graduate training in speech-language pathology and audiology from Western Illinois University and her doctorate in audiology from the University of Florida.  She has provided speech services in a variety of settings, including acute and rehabilitation hospitals, outpatient clinics, and public school systems, as well as audiological services in a private practice office and outpatient hospital clinic.

The Differential Processing Training Program is Kerry's first publication with LinguiSystems.

Introduction

Speech-language pathologists are seeing more and more students referred for suspected auditory processing difficulties.  Referrals made by the classroom teacher may describe a student with difficulty following verbal instructions and sequential directions, distractibility, inconsistent academic performance, poor spelling and reading skills, and/or poor participation in group work.  These types of behaviors, however, are common across a variety of diagnoses, including auditory processing, attention deficit, and specific language disorders.  Effective screening and evaluation procedures help define the student's location of breakdown in auditory to linguistic processing ability, allowing more productive use of treatment time with focused treatment materials.  Available instruments include Differential Screening Test for Processing (LinguiSystems, Inc.), SCAN-C: Test for Auditory Processing Disorders in Children (Harcourt Assessment, Inc.), and Test of Auditory-Perceptual Skills-Revised [TAPS-R] (Psychological and Educational Publications, Inc.).

There are three books in the Differential Processing Training Program:

  • Differential Processing Training Program Acoustic Tasks
  • Differential Processing Training Program Acoustic-Linguistic Tasks
  • Differential Processing Training Program Linguistic Tasks

These books contain sets of tasks developed to provide hierarchical practice across the continuum of auditory and linguistic processing.  Used together, they provide material to strengthen the auditory foundations of basic sound difference awareness, manipulating those skills in sound and letter use, and finally mastering those skills in prosodic features and language efficiency.  Each book may be used in isolation or in the continuum of related skills at that processing level.

There are a variety of treatment materials currently available that address various parts of the central auditory processing skills spectrum.  The goal of the three books in the Differential Processing Training Program is to give the speech-language pathologist a range of related materials to use with all children with language processing difficulties, regardless of whether those difficulties begin with non-linguistic or linguistic language performance.

The Differential Processing Training Program was designed to help expand therapy resources for processing, from both the auditory and linguistic perspectives.  I hope you find these exercises as exciting and effective as my clients have.

Kerry