Goals, Objectives, & Diversity
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Goal #1: To instruct pre-service and in-service teachers.
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Goal #2: To utilize technology appropriately as a teaching tool and a
reporting instrument.
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To showcase electronic format of case study.
To give additional visual presentation value and to visually clarify student’s
progress.
To inservice regular and special education teachers of the student.
For presentation at IEP meetings.
To improve comprehension of methods used (Ling 6 sound test, materials,
auditory training procedures).
To demonstrate graphing, PowerPoint, digital camera, document scanner,
the use of a personal computer in enhancement of instructional materials,
and the array of technology used in educational reports
Diversity: Significant language modifications were made during the
instruction of the student. This student is profoundly deaf with
significant cognitive delays, therefore, in order to meet the learner’s
diverse linguistic needs, the language level was lowered from that of
her peers.
Overview & Intended Audience
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This Case Study was developed during my five week
Speech Practicum (SED 245.09/355) using Student A.
I have gathered this information not only to show the
progress made after intervention, but also to harness
technology in very appropriate ways to aid in
educational instruction, not only of the student, but
also pre-service and in-service teachers.
The intended audience includes, but is not limited to,
pre-service and in-service teachers, parents, and
administrators.
Abstract & Introduction
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This case study was developed to show baseline data
and progress of a child as a result of intervention in
the area of speech development of the phoneme /n/.
The following areas will be addressed within the case
study:
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Background
Audiogram
Behavioral Objectives
Sample Lesson
Future Instructional Accommodations
Resources Used
Reflection
References
Speech Practicum- Spring 2002
(SED 245.09/355)
Zach Stanberry
Illinois State University
Multimedia Case Study
Background Info
Lesson Information
Instructional Responses
and Accommodations
Background Information
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Female, 8 Yrs. 9 Mo.
Profound bilateral hearing loss
Pure-Tone Average (PTA)
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R.E. 103 dB
L.E. 108 dB
Speech discrimination- Could not test
Wears Unitron CE BTE Aids
Background…
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Student is educated in a self-contained
classroom for the hearing impaired.
She receives speech instruction on a
daily basis.
Audiogram
Behavioral Objectives
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These objectives are representative of the five
lessons that were taught. They are also referenced to
the student’s IEP.
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The student will raise her hand in response to the Ling 6
sound test 100% of the time.
The student will produce a series of 4 /n/’s in isolation with
an accuracy of 80%.
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(IEP states- student will imitate sounds that are stimulable in
CV, VC, VCV, CVC combinations)
During auditory training exercises, student will discriminate
3/5 words correctly with minimal repeating from the teacher.
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(IEP states- student will identify target given a set of 2 familiar
objects/pictures with associated sounds, each with maximum
pattern contrasts when target is presented auditory only.)
Sample Lesson
Lesson Type:
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Speechreading
Auditory Training
Level of Lesson:
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lesson available upon request
Introduction of Speechreading and Auditory
Training
Content of Lesson:
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/n/ phoneme words (nut, nacho, napkin, noodle)
Description of Speech Techniques
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Oral-Motor warm up
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Licking a nacho with cheese to stimulate tongue
Syllable drills
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/n/+ vowel sounds in series of 4
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Noo noo noo noo
Duration Drills
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Large N on a string, student must say “nnnnnn”
while the N is moving
Description of Speech Techniques
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Tactile/Kinesthetic Cues
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A “N” hand shape flutters through the air
and lands on the nose to indicate a nasal
sound.
Visual Cues
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“N” hand shape on the nose to remind
student of nasality.
Student Response
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After recording baseline data at 0, this student
showed significant improvement. Her production of
the /n/ phoneme in isolation reached 100% on day 3
of instruction. The production of the /n/+vowel
peaked at 58% but then fell to 37%. After one day
of instruction, her word production rates rose from
37% to 50%. (see next slide for data chart)
Ling responses are also found in a following data
chart. Regarding Ling responses, it should be noted
that the student never responded to the /s/ phoneme
possibly because of its high frequency.
Student Response
100%
90%
80%
70%
60%
/n/ in isolation
/n/ + phoneme
/n/ word production
50%
40%
30%
20%
10%
0%
Day 1
Day 2
Day 3
Day 4
Day 5
No Response vs. Response
Student Response to Ling 6 Sound Test
Day 1
Day 2
Day 3
Day 4
Day 5
ah
oo
ee
ss
Ling Sounds
sh
m
Future Instructional Accommodations
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The lessons will have a continued need to be
active and fast paced.
A variety of reinforcers are needed to keep
attention.
Student should face least distracting
environment.
Student will be encouraged to verbalize within
each speech lesson as appropriate.
Instructional Resources
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Teacher Made
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Worksheets
Picture cards
Large “N” Picture
Sentence Strips with /n/+vowels
Foam board projects
Speech hoop
Polaroid camera
Articulation test
Items
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Nachos, nuts, noodles, napkins
Materials
Reflection
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“Creativity was my number one friend.
Without motivating activities, the
student never seemed to work as hard.
Ideally, I would be able to have a
classroom without visual distractions
(other people, outside traffic, etc.). I
found comfort in having solid learning
activities and good motivators. Those
always helped my lessons flow.”
References
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Sandra Waling and Wayne Harrison,
A Speech Guide for Teachers and
Clinicians of Hearing Impaired Children.
(1987), PRO-ED, Austin, Texas
Artic photos FUNDEX. (2001), Super
Duper, Inc., Greenville, South Carolina