Audiology: Hearing & Listening: Early Gr. 3-5

UNDERSTANDING HEARING LOSS (Sound Discrimination)

MANAGEMENT OF LISTENING DEVICES

ADVOCACY IN LISTENING ENVIRONMENTS

AUDITORY SKILL DEVELOPMENT

Aware that he/she is not the only person who has limited hearing

Identifies the three parts of the ear (outer, middle, and inner) 

Identifies types of hearing loss (conductive, sensorineural, mixed) 

Explains the range of hearing abilities (hearing to profoundly deaf) 

Understands markings on an audiogram, including word recognition thresholds 

Understands the benefits of personal listening devices/HAT 

Reliably indicates when HAT is not in working order 

Names main parts of personal listening devices and HAT and their respective functions 

Knows how to turn on/off personal listening devices and HAT 

Changes batteries as needed  

Charges listening devices and HAT 

Knows size of batteries for devices and keeps supply at school 

Inserts, cleans and cares for earmolds 

Stores/charges HAT correctly when not in use 

Begins to troubleshoot when HAT and/or listening devices are not working (Reports HAT status, e.g., static)  

Wears HAT consistently  

Begins to explain when and why listening devices/HAT are needed 

Beginning to recognize when speaker is utilizing HAT appropriately 

Indicates when auditory stimulus is not loud enough 

Indicates when background noise interferes with audition

Requests help with HAT as needed 

Understands that HAT is expensive and fragile 

Practices pairing & streaming with their personal listening devices 

Demonstrates the different ways to connect to various devices (iPad, computer, phone) 

Independently chooses preferential seating

Scans environment for useful cues to improve communication success 

Recognizes when he/she has difficulty following instructions 

Begins to ask for clarification of auditory information (e.g., "I statements") 

Restates an auditory message consistently

Explains speechreading and its benefits/ disadvantages

Identifies situations in which speechreading and listening are difficult in the home or in school  

Aware of the impact that distance and background noise have on one's ability to understand spoken language

Discusses, with speaker, what can be done to maximize communication (e.g., speak louder/slower, look at listener, alter lighting, etc.)

Follows one-step directions by audition alone 

Follows two-step directions by audition alone

Follows three-step directions by audition alone 

Attends to speaker’s voice when background noise is present 

Discriminates singing versus conversation

Discriminates a speaker using a whispering voice versus conversational level 

Identifies the Ling Sounds

Discriminates minimal pair words 

Discriminates similarly sounding phrases and sentences  

Demonstrates sound-letter correspondence for all vowels and consonants 

Hears differences between sounds of different durations, i.e., long vs short, and one syllable words versus two- syllable words 

Provides a word that rhymes with given word 

Identifies commonly used words

Identifies frequently heard phrases/sentences

Provides a synopsis after one listening

Answer questions, from open set, about stories read aloud

Demonstrates understanding of verbal and non-verbal communication repair strategies

Applies verbal and non-verbal communication repair strategies with prompts, as needed