This resource from A Bionics provides information on 4 different types of candidates depending on Ability_Level and age of implantation and expectations for the rate of auditory, speECH- and language
...goal development. Includes expected educational outcomes and support services.
Describes auditory components of compound words.Data collection sheet and materials for discrimination of auditory discrimination between compound and non compound 2-syllable words. Go Fish game to ma
...tch 20 compound word cards and definition cards. Suggestions for differentiation. Activities conducted through listening, without print.
The Listening Development Profile allows the DHH specialist to rate aspects of student behavior as a beginning listener, intermediate listener, and advanced listener. Reflects the hierarchy of auditor
...y development.
Prompts (excerpts from classic children's stories and school-based role play scenarios) to practice identifying spoken names in sentences and discourse. Includes information for teacher about why lear
...ning and remembering names can be challenging for DHH students, sample data collection table and suggestions for extension activities.
Administration instructions for the Meaningful Auditory Integration Scale (MAIS) and the Meaningful Use of SpeECH- Scale (MUSS). These are parent report scales which allow the examiner to evaluate a c
...hild's skills in meaningful, real-world situations.
This resource guides the professional in gathering and organizing information about the auditory/phonological skills and speech perception abilities of students. Lists essential information, potentia
...l sources of that information, purpose of the information ,and forms for recording the information. Categories include: Audiologic Information, Knowledge & Care of HATS, Ling Sound check data. Includes suggestions for completing the forms and links for more information.
Materials and instructions for simultaneous practice of auditory and language objectives: 1) two language levels to practice auditory objective-/s/ or no /s/ in final position of words in spoken sent
...ences; and language objective - choosing it or they for inanimate 1st person subject. 2) identify pronoun in spoken sentences; indicate if pronoun agrees in number with the antecedent. Includes forms for data collection.
Discussion of student's awareness of unstressed words (has, is are, etc.), perfect tense, and contractions. Explains benefits of auditory tracking for building oral and written language skills. Instru
...ctions and materials to practice: 1) auditory tracking with fiction text. 2) listening to sentences, repeating and counting words. 3) listening to words, counting syllables and writing. Includes interactive notebook page, text with familiar language and vocabulary, record-keeping document, 18 sentence prompts of 5-8 words using past perfect tense, perfect tense and perfect tense with contractions. Describes error correction strategies.
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