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HELP® for Auditory Processing
Ages: 6-Adult   Grades: 1-Adult

Students receive, interpret, and internalize language presented in the auditory mode with hundreds of stimulus items arranged by discrete skill and level of difficulty.

Outcomes

  • Effectively interpret auditory information
  • Improve auditory skills for language and learning
Book
#31608
$43.95
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CD*
#32608
$43.95
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*The CD contains the complete book.  All pages are printable.
** This is a Cloud E-Book that is accessible from any device with Internet access. .

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

Components
190 pages, IEP goals

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.

References

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

Author(s)

Andrea M. Lazzari, Patricia M. Peters

Biography

Andrea M. Lazzari, Ed. D., is an assistant professor of special education at Virginia Commonwealth University in Richmond, Virginia.  She has worked as a speech-language pathologist in the public schools, in a community clinic, and in private practice.  She has also been a teacher of preschool students with disabilities and the supervisor of Early Childhood Special Education Programs for the state of Virginia.  HELP for Auditory Processing is Andrea's fourteenth publication with LinguiSystems.  She is also the author of Just for Adults and co-author of 125 Ways to Be a Better Test Taker, Test Right, HELP 1, HELP 2, HELP 3, HELP 4, HELP 5, HELP 1 & 2 Language Pictures, HELP 3 & 4 Language Pictures, HELP 1 & 2 Language Game, HELP 3 & 4 Language Game, and HELP Elementary.

Patricia M. Peters, M.Ed., M.P.S., CCC-SLP, is a speech-language pathologist in private practice in Roanoke, Virginia, and is an adjudicator of speech and language disability claims for the Department of Rehabilitative Services for the Commonwealth of Virginia.  She has worked in a community speech and hearing clinic; a private, outpatient rehabilitation clinic; and in a Level 1 acute and trauma center and rehabilitation hospital.  In these settings she has gained experience working with all ages and communication disorders, with specific interest in traumatic brain injury, post stroke, laryngectomy, and voice, as well as articulation and language disorders of varied etiology.  Patti is a fellow of the Speech-Language-Hearing Association of Virginia and the recipient of the DiCarlo Award for Excellence in Clinical Achievement for the Commonwealth of Virginia.  She is the co-author of HELP 1, HELP 2, HELP 3, HELP 4, HELP 5, HELP Elementary, and HELP for Word Finding.

Introduction

HELP for Auditory Processing is the first volume in the new product line within the HELP series known as HELP for . . ..  Unlike previous HELP books which target several related skill areas within each books, the HELP for . . . series addresses a single skill area.  HELP for Auditory Processing focuses specifically on auditory processing skills, or the skills necessary to receive, interpret, and internalize language presented in an auditory mode.

The development of auditory processing skills is critical to the reception and encoding language skills basic to effective expression and functional communication skills.  HELP for Auditory Processing presents eight units which focus on processing in the auditory mode within the contexts of word classes, directions, details, information, asking and answering questions, sequencing information, stories, and sounds in words.

As with HELP 1-5, HELP for Auditory Processing targets the six-year-old to adult population with stimulus items arranged in order from the easiest to the most difficult whenever possible.  IEP goals are listed at the bottom of each page to further explain the individual tasks, as well as to assist in writing goals.  Activities to expand and reinforce the chapter tasks are combined into one section at the back of the book.  These activities also help integrate therapy approaches into classroom settings and everyday life situations.

The following guidelines are offered for effective use of the tasks in HELP for Auditory Processing:

  1. Although a listening book, many of the tasks can be used as written worksheets.  Use your own judgment in presenting the tasks orally or as worksheets.  Depending on the ability of the client and the overall purpose of remediation, you might want to follow up the auditory tasks with review and reinforcement through written worksheets.
  2. As the ages and skills of children or adults will vary, use your own judgment to decide which portions of each section to use with individual clients.
  3. Many repetitions of items may be necessary before target accuracy levels are reached.  Keep track of performance on the specific items you determine to be within the client's ability range.
  4. Strive to achieve carryover of target areas in conversation, and in everyday and classroom activities through constant repetition, questioning, and stressing of specific concepts.  These exercises may be successfully used by parents and paraprofessionals with some guidance from the clinician.  Communication between home and school or clinic is essential if carryover is to be effective.  Carryover is critical to derive maximum benefit from the HELP approach.
  5. The tasks in HELP for Auditory Processing reflect the expressed need of clinicians across the country for more auditory processing tasks in therapy materials.  We've included not only items specifically requested, but also those tasks we feel are essential for the remediation and development of critical auditory processing skills.  As with our other HELP products, we proudly present HELP for Auditory Processing to our colleagues and hope that it will be a valuable aid to you in therapy.

Andrea and Patti