G.O.A.L.S.—Guided Objectives for Auditory Training to develop Listening and Spoken Language
This guide is designed for speech language pathologists and educators working with children with hearing loss to develop listening and spoken language in a systematic approach.
- Awareness of Sound
- Phonetic Listening
- Developing an Auditory Feedback Loop
- Auditory Memory
- Auditory Comprehension
The G.O.A.L.S. guide is $79, plus shipping and handling.
You can also download additional resources for $15.00.
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Promoting Language and Literacy in Children who are Deaf or Hard of Hearing is a marvelous resource for any professional new in the field or in it up to their ankles. Our very own Cheryl Broekelmann, MA, LSLS Cert AVeD, authored a chapter which highlights tele therapy and her observations of families in our iHear program. Here’s an excerpt from the book.
“After hundreds of years of educating children who are deaf or hard of hearing (D/HH) and engaging in simmering controversies about the ways in which children should communicate, we have reached the dawn of a new era in helping children achieve their potential. This era has emerged mainly because of new technologies; increased knowledge about spoken and sign language development; new insights into children’s needs in the areas of theory of mind, literacy, and social development; and opportunities to introduce language within an age range when the brain is naturally organizing itself to receive and express meaning. It is indeed an era of optimism, in which we can work together to ensure that all children and families reap the benefits of these advancements and their own hard work. These exciting times give us much hope, yet pressing challenges keep us searching for ever-better solutions.”
Wanna buy this excellent resource? Click here to connect with Brookes Publishing.
Anderson, K. & Arnoldi, K. (2011). Building Skills for Success in the Fast-Paced Classroom. Hillsboro, OR: Butte Publications.
Bradham, T. & Houston, K.(Eds.) (2014). Assessing Listening and Spoken Language in Children with Hearing Loss. San Diego, CA: Plural Publishing.
Broekelmann, Cheryl L. (2012). iHear® Internet Therapy Program: A Program by St. Joseph Institute for the Deaf, The Volta Review, 112, 417-422.
Broekelmann, C. & Ertmer, D. (2015 in press). Internet Therapy: Providing Listening and Spoken Language Development in Children who are Deaf or Hard of Hearing. In Moeller, M.P., Ertmer, D, & Stoel-Gammon, C. (Eds.) Contemporary Methods for Promoting Speech and Language Development in Children Who are Deaf or Hard of Hearing. Maryland:Paul H Brookes.
Broekelmann, C & Ertmer, D (2016). Internet Therapy: Providing Listening and Spoken Language Intervention to Children who are Deaf and Hard of Hearing. Promoting Language and Literacy in Children who are Deaf or Hard of Hearing. Brookes Publishing.
Estabrooks, W. (Ed.). (1994). Auditory-Verbal Therapy and Practice. Washington, DC: Alexander Graham Bell Association for the Deaf.
Estabrooks, W. (Ed.). (2012). 101 Frequently Asked Questions about Auditory-Verbal Practice. Washington, DC: Alexander Graham Bell Association for the Deaf. Chapters authored by C. Broekelmann, T. Ouellette, and C. Tamminga
Graham, M.E. (2015 in print) “All Waking Hours: Strategies for Parents and Professionals” Volta Voices
Ling, D. (2002) Speech and the hearing impaired child (2nd ed.). Washington, DC: Alexander Graham Bell Association for the Deaf
Madell, J. & Flexer, C. (2008). Pediatric Audiology: Diagnosis, Technology, and Educational Assessment. New York, NY: Thieme.
Wilkes, E. (1999). Cottage Acquisition Scales for Listening, Language, & Speech. San Antonio, TX: Sunshine Cottage School for Deaf Children.