April 2, 2011
S OFTWARE S OLUTIONS FOR
A UDITORY AND L ANGUAGE
P ROCESSING
Presented by
Rynette R. Kjesbo, M.S., CCC-SLP
©2011 Super Duper® Publications
L ISTENING IS …
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•
•
Not synonymous with hearing.
A process — hearing, perceiving, and
interpreting sound.
Fundamental for language and learning.
L ISTENING S KILLS ...
•
•
©2011 Super Duper® Publications
Begin to develop prenatally.
Become more complex, refined, and
sophisticated with experience.
(Bellis, 2003; Clark, 2008; Flexer, 1999; Kelly, 2004; Johnson et al., 1997; Nevins & Garber,
2006; Roeser & Downs, 2004; Sharma et al., 2009; Stredler-Brown & Johnson, 2004).
H IERARCHY
Step 1: Auditory
Awareness
Step 2: Auditory
Discrimination
OF
L ISTENING
Step 3: Auditory
Identification
Step 4: Auditory
Comprehension
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
S TEP 1: A UDITORY AWARENESS
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Auditory Awareness
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Sound Localization
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Auditory Attention/Auditory Figure-Ground
(Abrams, 1995; Arabin & van Straaten, 2006; ASHA, 2009;Blackburn, 2007; Gomes et al.,
2000; Rhoades, 2003; Roeser & Downs, 2004)
©2011 Super
Duper®
Publications
S TEP 2: A UDITORY D ISCRIMINATION
©2011 Super Duper® Publications
•
Environmental sounds •
Segmentals
•
Suprasegmentals
(Prosody)
o
Formant Frequencies
o
Voice
o
Stress
o
Place
o
Duration
o
Manner
o
Rate
o
Pitch
o
Intensity
(ASHA, 2009; Gomes et al., 2000; Rhoades, 2003; Roeser & Downs, 2004; StredlerBrown & Johnson, 2004)
S TEP 3: A UDITORY I DENTIFICATION
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Auditory Identification (Auditory Association)
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Auditory Feedback/Self-Monitoring
•
Phonological Awareness (Auditory Analysis)
(ASHA, 2009; Bellis, 2003; Catts, 1991; Cochlear Americas, 2009; Gomes et al., 2000;
Rhoades, 2003; Roeser & Downs, 2004; Schuele & Boudreau, 2008; Sterling-Orth, 2004;
Stredler-Brown & Johnson, 2004; Torgesen, 2002; Torgesen et al., 1994)
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
S TEP 4: A UDITORY C OMPREHENSION
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Auditory Comprehension
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Auditory Closure
•
Auditory Memory
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Linguistic Auditory Processing
(Bellis, 2003; Cochlear Americas, 2009; Johnson et al., 1997; Roeser & Downs, 2004;
Stredler-Brown & Johnson, 2004) (Bellis, 2003; Roeser & Downs, 2004; Stredler-Brown
& Johnson, 2004)
©2011 Super
Duper®
Publications
AUDITORY P ROCESSING
•
Perception and interpretation of sound information
•
Auditory deficit not the result of other higher-order
cognitive, language, or related disorders
L ANGUAGE P ROCESSING
•
©2011 Super Duper® Publications
Attaching meaning to groups of sounds and
symbols that form words, sentences, and stories in
order to understand spoken and written language.
(Cochlear Americas, 2009; Johnson et al., 1997; Nevins & Garber, 2006; Roeser & Downs,
2004; Stredler-Brown & Johnson, 2004)
AUDITORY P ROCESSING &
L ANGUAGE P ROCESSING
•
•
•
•
•
©2011 Super Duper® Publications
Not synonymous
May lead to similar behavioral symptoms
Difficulties often unnoticed until school age
The point at which auditory processing stops and
language processing begins remains unclear.
Given current understanding of language disorders
and of central auditory processing, techniques that
facilitate language competence are likely to improve
auditory processing and vice versa (Bellis, 2009).
(ASHA 2004, 2005; Bellis, 2004, 2009)
©2011 Super Duper® Publications
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April 2, 2011
C OMMON C HARACTERISTICS
P ROCESSING D ISORDERS
•
•
•
•
•
•
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•
©2011 Super Duper® Publications
OF
Breakdown beyond physical hearing acuity
Difficulty attending to auditory information (especially in
noisy environment)
Need for extra time to process
Difficulty retaining verbal information
Problems understanding and retaining multi-level
information (multi-step directions)
Language difficulties
Low academic performance
Behavioral issues
Difficulty with phonological awareness, reading, & spelling
(Bellis, 2003; Kelly, 2004; Johnson et al., 1997; Roeser & Downs, 2004)
T HE C HALLENGE
Processing is not separate from attention,
memory, or cognition!
©2011 Super Duper® Publications
(Bellis, 2003; Kelly, 2004; Johnson et al., 1997; Roeser & Downs, 2004)
R EMEDIATION
•
Much research on diagnosis, etiology, and treatment
is still warranted
•
Neuroplasticity — the brain’s ability to reorganize
•
Direct, theory-based, frequent, intensive
•
Deficit-specific, individualized
(Beck & Juel, 2002; Catts, 1991; Flexer, 1999; Schuele & Boudreau, 2008, Torgesen, 2002)
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
S YSTEMATIC A PPROACHES TO TARGETING
A UDITORY AND L ANGUAGE P ROCESSING
•
Part 1: Targeting Phonological Awareness
(Auditory Analysis)
•
Part 2: Targeting Auditory Comprehension of Verbal
Directions and Basic Concepts
•
Part 3: Targeting Sequencing
•
Part 4: Targeting Auditory Memory
©2011 Super Duper® Publications
PART 1: TARGETING P HONOLOGICAL
AWARENESS (AUDITORY ANALYSIS )
Listening Hierarchy Step:
•
Step 3 - Auditory Identification (Phonological Awareness or
Auditory Analysis)
Common Characteristics of Processing Disorders:
•
Difficulty with phonological awareness, reading, and
spelling
Difficulty attending to auditory information (especially in
noisy environment)
•
©2011 Super Duper® Publications
S HALLOW P HONOLOGICAL AWARENESS :
•
•
•
Sentence segmentation
Syllable blending
Syllable segmentation
• Rhyming
• Alliteration
Deep Phonological Awareness:
Phonemic Awareness (Phonemic Analysis)
•
•
©2011 Super Duper® Publications
Phoneme blending
Phoneme segmentation
and identification
•
•
•
Phoneme deletion
Phoneme addition
Phoneme manipulation
(Anthony et al., 2003; Catts, 1991; Gerber et al., 2008; Hatcher & Hulme, 1999;
McGuinness, 2005; Roeser & Downs, 2004; Schuele & Boudreau, 2008; Schreiber, 2008;
Stanovich, 1992; Sterling-Orth, 2004; Torgesen, 2002; Torgesen et al., 1994)
©2011 Super Duper® Publications
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April 2, 2011
P HONOLOGICAL AWARENESS R ESEARCH
•
Related to later reading ability
•
Phonemic awareness is strongest indicator
•
At-risk or low literacy achievers need direct instruction
•
20% of children fail to acquire phonological awareness
even in stable learning environment
PHONEMIC AWARENESS
©2011 Super Duper® Publications
VS.
PHONICS
•
Phonemic Awareness is different than phonics
•
Gives meaning to alphabetic language
(Beck & Juel, 2002; Catts, Fey, Tomblin, & Zhang, 2002; Lyon, 1998; Torgesen, 2002;
Scarborough, 1998; Sharma et al., 2009; Torgesen, Wagner, & Rashotte, 1994)
W EBBER ® H EAR B UILDER ®
P HONOLOGICAL AWARENESS
•
Systematic (developed,
arranged/ordered, and methodical)
•
Direct (active-learning environment for
student)
•
Theory-based (based on latest research
and theory in APD, phonological
awareness, computer-assisted learning)
•
Intensive (multiple levels of difficulty with
minimal increments for each skill)
©2011 Super Duper® Publications
W EBBER ® H EAR B UILDER ®
P HONOLOGICAL AWARENESS
Nine areas of phonological awareness:
•
Sentence Segmentation
•
Syllable Blending
•
Syllable Segmentation
•
•
•
Phoneme Segmentation
and Identification
•
Phoneme Deletion
•
Phoneme Addition
•
Phoneme Manipulation
Rhyming
Phoneme Blending
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
S OFTWARE D EMONSTRATION
©2011 Super Duper® Publications
CLARK COUNTY SCHOOL DISTRICT PILOT STUDY
• CCSD staff trained by Super Duper in January 2010
• Pretested February 2010; posttested May 2010
• Participants: 68 students (39 male, 29 female)
○ preschool: 5
○ 2nd grade: 11
○ kindergarten: 16
○ 3rd grade: 10
st
○ 1 grade: 24
○ 4th grade: 2
• Race:
○
○
72.06% Hispanic
17.65% Black
○
○
8.82% White
1.47% Other
• Software use: 2 x 30 or 3 x 20 minutes per week for
minimum of 8 weeks
• Level 9 highest level attained on all tasks
• Average number of computer sessions: 18.76
©2011 Super Duper® Publications
DIAGNOSES
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
PILOT PRE/POSTTESTING: ELLA® - SECTION 1
• Norm- and criterion-referenced; ages 4;6 to 9;11
• Section 1 – Phonological Awareness and Flexibility
o
o
o
o
o
o
o
Letter-Sound Identification
Rhyming
Initial Sound Identification
Blending
Segmenting
Deletion
Substitution
• Administered by Clark County School District SLPs
• Visit www.superduperinc.com for samples, demo,
and Show Me How video; review kits available
©2011 Super Duper® Publications
p <.001
©2011 Super Duper® Publications
p <.001
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
p < .001
©2011 Super Duper® Publications
Students Scoring Below SS77 Pretest and At/Above SS77 Posttest (n=29)
Pretest: 54 students had SS<77
Posttest: 29 of the 54 had SS≥77
©2011 Super
Duper®
Publications
Anecdotal Report from Clark County
Male Student: AC (Grade 1, age 6;11)
Hispanic (both Spanish and English spoken at home)
Does not currently have an IEP
Receives Title 1 support and participates in free and reduced meals program
•
•
19 computer sessions
ELLA®
Section Raw
Section Standard Score
•
Pretest
32
<55
Posttest
78
82
Before pilot, AC would only write first sound in a word. He is now putting
three sounds into a word when writing in the classroom. He is now doing
phoneme-blending and sound-segmentation activities on the computer
and in the classroom, and asks to stay ―after class‖ to finish levels on
the software.
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
FEEDBACK FROM THE SLPS:
• The graphics and fun activities (i.e., catching notes, dog
jumping through hoop, toys on conveyor belts, etc.) kept the
students’ level of interest.
• Phonological Awareness relates to the curriculum in
kindergarten. It reinforced what the students were already
learning in the classroom.
• Resource teacher indicated she could definitely see
improvement in sound segmentation and blending.
• Easy to use.
• The graphics were very engaging and the students enjoyed the
fun “added” activities at the end of some games (catching
falling notes, making the dog jump, etc.).
• Great information for present levels.
• Reinforces standards in the curriculum to allow for practice of
skills taught in a class.
©2011 Super Duper® Publications
COMMENTS MADE BY
STUDENTS WHEN ASKED
WHAT THEY LIKED:
•
•
•
•
―Catching the music notes.‖
―I liked the song best.‖
―The games, like the syllables.‖
―Moving the box to catch the music
notes.‖
• ―The dog jumping.‖
©2011 Super Duper® Publications
HEARBUILDER® PHONOLOGICAL AWARENESS/
CLARK COUNTY PILOT
• 68 Pre-K to 4th grade students: 32 w/o IEPs, 36 w/IEPs
• Pre/posttested with Section 1 of ELLA®
• Statistically significant improvement pre/post for whole
group, LD/LI, w/IEP, w/o IEP, PK, K, 1, 2, 3 (n too small to
run 4th grade independently), Title 1, not Title 1, FARMS
• Overseeing SLPs recommend the software
• Over half (54%) of the students who would have qualified
for special education services based on pretest standard
scores would no longer qualify based on posttest standard
scores.
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
PART 2: TARGETING F OLLOWING
A UDITORY D IRECTIONS
Listening Hierarchy Steps:
•
•
Step 4 - Auditory Comprehension
Step 4 - Auditory Memory
Common Characteristics of Processing Disorders:
•
•
•
•
Difficulty retaining verbal information
Problems understanding and retaining multi-level
information (multi-step directions)
Language difficulties
Difficulty attending to auditory information (especially in
noisy environment)
©2011 Super Duper® Publications
F OLLOWING AUDITORY D IRECTIONS
•
Important for behavior
•
Important for social interaction
•
Important for academics
•
Requires ability to perceive, interpret, and retain
auditory information
•
Requires a strong knowledge of basic concepts
©2011 Super Duper® Publications
W HAT
•
ARE
B ASIC C ONCEPTS ?
Basic colors
(red, blue, green)
•
Directions
(through, around)
•
Quantities
(three, few, many)
•
•
Sequences
(first, next, finally)
•
Size (large, small)
•
Social/Emotional States
(happy, sad)
•
Characteristics (old, new)
•
Textures (rough, smooth)
•
Time (late, early)
•
Spatial Relationships
and Positions (front,
behind, top, bottom)
Shapes (round, square)
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
H OW
M ORNING R OUTINE :
M ANY B ASIC C ONCEPTS ?
―First, put your lunch money in the red bowl
on the small table next to my desk. If you
brought your lunch, put it into the bin by the
door. Next, hang your coat on the lower
hook and your backpack on the top hook.
Then, have a seat at your desk, get out
your writing folder, and wait quietly for me
to come around and check it.‖
©2011 Super Duper® Publications
M ORNING R OUTINE :
H OW M ANY B ASIC C ONCEPTS ?
―First, put your lunch money in the red bowl
on the small table next to my desk. If you
brought your lunch, put it into the bin by the
door. Next, hang your coat on the lower
hook and your backpack on the top hook.
Then, have a seat at your desk, get out
your writing folder, and wait quietly for me
to come around and check it.‖
©2011 Super Duper® Publications
C OMMON T YPES
OF
D IRECTIONS
•
Multi-leveled information
(e.g., ―…small, red table next to my desk…‖)
•
Multi-step and sequential information
(e.g., ―First… Next… Then…‖)
©2011 Super Duper® Publications
©2011 Super Duper® Publications
12
April 2, 2011
W EBBER ® H EAR B UILDER ®
F OLLOWING D IRECTIONS
•
Systematic (developed,
arranged/ordered, and methodical)
•
Direct (active-learning environment for
student)
•
Theory-based (based on latest research
and theory in APD, basic concepts,
following directions, computer-assisted
learning)
•
Intensive (multiple levels of difficulty with
minimal increments for each skill)
©2011 Super Duper® Publications
H EAR B UILDER ® F OLLOWING D IRECTIONS
TARGETS 5 DIFFERENT T Y PES OF D IRECTIONS
Basic
Sequential
Quantitative
and Spatial
Temporal
Conditional
©2011 Super Duper® Publications
H EAR B UILDER ® F OLLOWING D IRECTIONS
TARGETS 40 B ASIC C ONCEPTS
•
•
•
•
•
•
•
•
Basic Colors – red, blue, green, yellow
Quantities – one, two, all, both, either, except, none, or,
and, don’t, not
Sequences – first, second, third, then, next, last
Shapes – circle, square, triangle, star
Size – large, small
Time – before, after
Spatial Relationships/Positions – first, second, third, last,
between, beside, next to, above, below
Condition – hot, cold
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
S OFTWARE D EMONSTRATION
©2011 Super Duper® Publications
CLARK COUNTY SCHOOL DISTRICT PILOT STUDY
• CCSD staff trained by Super Duper in January 2010
• Pretested February 2010; posttested May 2010
• Participants: 54 students (38 male, 16 female)
○ preschool: 19
○ 3rd grade: 2
○ kindergarten: 11
○ 4th grade: 2
st
○ 1 grade: 9
○ 5th grade: 2
○ 2nd grade: 9
• Race:
○ 33.33% Hispanic
○ 16.67% Black
○ 38.89% White
○ 11.11% Other
• Software use: 2 x 30 or 3 x 20 minutes per week for
minimum of 8 weeks
• Average number of computer sessions: 16.88
©2011 Super
Duper®
Publications
42
DIAGNOSES
©2011 Super Duper® Publications
©2011 Super Duper® Publications
14
April 2, 2011
WEBBER® FOLLOWING DIRECTIONS INVENTORY:
• Created by Super Duper® Publications
• 63 questions:
o Basic Directions
o Sequential Directions
o Quantitative & Spatial Directions
o Temporal Directions
o Conditional Directions
• Completed during one sitting
• Administered online
• Results submitted electronically
©2011 Super Duper® Publications
44
WEBBER® FOLLOWING DIRECTIONS INVENTORY:
―Click on the small fork.‖
―Click on the shoe that is small,
then click on the star that is
green, then click on the cat that is
yellow, and then click on the fish
that is large.‖
©2011 Super Duper® Publications
p < .001
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
p = .011
©2011 Super
Duper®
Publications
p <.001
©2011 Super Duper® Publications
ANECDOTAL REPORT FROM CLARK COUNTY
Male Student: KC (age 4;11;21)
Hispanic (exposed to Spanish at home but does not speak in Spanish)
Diagnosis: Developmental Delay
Enrolled in Early Childhood program for 1 ½ years
•
SLP felt HearBuilder® Following Directions helped him learn basic concepts and
improve ability to follow directions. SLP expected greater improvement on his
pre/post screening based on how he subsequently performed in therapy and class
(pretest raw score 24; post test raw score 30).
•
Previous speech assessment at age 3;1 – scores on REEL: 13 months for
receptive, 13 months for expressive. Parent reported he used 20 words at that time.
•
Wiig Assessment of Basic Concepts ® (WABC ®) was administered as part of his
reevaluation in spring 2010. KC earned a receptive standard score of 98 and an
expressive standard score of 101.
•
For the pilot, he pretested using a touch screen, but he quickly became comfortable
with using a mouse and used a mouse for the program and posttest. Attended to
program for 30-minute sessions without difficulty.
©2011 Super Duper® Publications
©2011 Super Duper® Publications
16
April 2, 2011
FEEDBACK FROM THE SLPS:
•
Following Directions targets the kinds of directions that
students hear in the classroom and what is included in
district/state mandated tests.
•
Teaching the language skills that are really needed for
students with language delays, i.e., direction words (over,
under, beside, next to, etc.), negative sentences, sequential
order.
•
Easy to use for students.
•
Great data for SLP.
•
With the Following Directions program, the breakdown of
skills addressed at each level is awesome. Information can
be used to pinpoint where a child’s strengths are and where
they begin to struggle.
©2011 Super Duper® Publications
COMMENTS MADE BY STUDENTS WHEN ASKED
WHAT THEY LIKED:
• ―Catching the toys from the game.‖
• ―Getting the dolls and horse. I liked it all.‖
• ―I liked door #5 best. I like # 3 too. I really liked
driving the truck – I would make more driving things.‖
• ―Door #1 was the best.‖
• ―Driving the truck. I liked it all.‖
• ―The whole thing, but the blue
door is hard.‖
• ―I like the trucks.‖
• ―The purple door with the trucks.‖
• ―Great it was fun. It was cool.‖
©2011 Super Duper® Publications
HEARBUILDER® FOLLOWING DIRECTIONS/
CLARK COUNTY PILOT
•
54 Pre-K to 5th grade students
•
Pre/posttested with HearBuilder ® Following
Directions Inventory
•
Statistically significant improvement pre/post for
whole group, LD/LI, ASD/DD/MR, PK, K, 1, 2 (n too
small to run 3rd, 4th, 5th grades independently)
•
Overseeing SLPs recommend the software
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
PART 3: TARGETING S EQUENCING
S EQUENCING
•
•
•
•
•
REQUIRES …
Understanding of cause and effect.
Predicting.
Understanding time/transition words.
Knowledge of story grammar.
Adequate reasoning and planning skills.
©2011 Super Duper® Publications
S EQUENCING
IS IMPACTED BY …
• Executive functions.
• Memory (semantic or episodic).
• Language.
• Auditory processing.
• Visual processing.
©2010 Super Duper® Publications
L ANGUAGE
AND
S EQUENCING
Executive Function and Language
• Singer and Bashir (1999) reported that ―within the early
school years, and beyond the fourth grade in particular,
the role of language becomes almost inextricably
intertwined with executive function and self-regulatory
processes‖ (p.267).
• Language mediates executive functions.
(Singer & Bashir, 1999; Meltzer, 2004)
©2010 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
A UDITORY P ROCESSING D ISORDERS
• Comprehending oral narratives can be particularly
difficult for students with auditory processing disorders
because they require students to process information
accurately, then to understand the information, retain it,
and finally organize it.
• Becomes more difficult in noisy environments
( Anthony, Kleinow, & Bobiak, 2009)
©2010 Super Duper® Publications
A UTISM S PECTRUM D ISORDERS (ASD)
• Familiar and unfamiliar events can be challenging because of
breakdowns in their executive functions systems.
• Familiar events require a dual focus – students have to
attend to steps of an activity and the desired outcome.
• Unfamiliar events are difficult because they may require a
new problem-solving strategy.
• Kwon and Pae (2007) reported that students with Asperger’s
Syndrome had similar receptive language and were able to
express the key elements in a narrative.
• More difficulty using cohesive devices and complex syntax
(i.e., microstructure level).
©2010 Super Duper® Publications
(Kwon and Pae, 2007; Mesibov, 2004; Tsatsanis, 2004)
H EARING I MPAIRMENT
• Younger students (6;0-7;0) have difficulty recalling
sequences that are presented verbally with no visual
cues, but this improves by age nine.
• In general, students with hearing impairments have
difficulty understanding synthesizing and complex
syntax and semantic relationships.
( Jutras & Gagne, 1999; Geffner, 1987)
©2010 Super Duper® Publications
©2011 Super Duper® Publications
19
April 2, 2011
L EARNING D ISABILITIES
• Students with learning disabilities’ sequencing skills are
dependent on their strengths and weaknesses.
• Sequencing pictures may be difficult for a student with
visual processing deficits.
• Auditory information may be difficult for a student with
auditory deficits.
• Executive function issues may affect the ability to
process the information in a sequence and memory
deficits may impact recall.
©2010 Super Duper® Publications
L EARNING D ISABILITIES (C ONT.)
• Snart (1988) found that students with learning disabilities
were poorer in sequential processing and planning when
compared to their peers.
• Silver (2001) reported that students may try to retell a story,
but start in the middle, move to the beginning, then try to tell
the ending or not finish at all.
• Roth and Spekman (1999) found that students tell shorter
stories with fewer details.
• Bradlow, Kraus, and Hayes (2003) discovered that students
with LD have greater difficulty perceiving sentences in noise.
©2010 Super Duper® Publications
(Snart, 1988; Silver, 2001; Roth & Spekman, 1989; Bradlow, Kraus, & Hayes, 2003)
S PECIFIC L ANGUAGE I MPAIRMENT
Sentence Comprehension
• Sentence comprehension impacted by verbal working
memory. These students are unable to remember or process
information quickly enough.
• Unfamiliar grammatical forms and sentence constructions
make it difficult to allocate attention to the information in a
sentence.
• In general, sentence comprehension decreases as sentence
length increases.
(Montgomery, 1995, 2002)
©2010 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
S PECIFIC L ANGUAGE I MPAIRMENT
( CONT.)
Story Comprehension
• Story retell is dependent on comprehension of information –
auditory or visual.
• Students with SLI have significant difficulty with
macrostructure and microstructure of stories.
• Students understand factual questions, but have difficulty
understanding ―why‖ questions. They don’t understand the
causal relationships.
• Difficulty with narrative comprehension impacts literacy skills.
©2010 Super
Duper®
Publications
(Wright & Newhoff, 2001; Merritt & Lyles, 1987; Stein & Glenn, 1979; McCabe, 1998;
Dickinson & Smith, 1994)
T EACHING S EQUENCING
Sequencing helps students to . . .
• Learn the steps of a process.
• Know the tools used to complete a process.
• Understand and use specific vocabulary.
• Remember the steps of a process.
(Marr & Morgan, 2005)
©2010 Super Duper® Publications
T EACHING S EQUENCING ( CONT.)
•
Sequencing activities that include the manipulation of
pictures, words, and sentences help build important
literacy skills like reading left to right, comprehending
important details, predicting, and identifying the
important parts of a story.
•
Nearly every state and the national Common Core
Standards include educational standards for
describing the details of an event at nearly every
grade level.
(Academic Benchmarks, 2010; Common Core State Standards Initiative, 2010)
©2010 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
HEARBUILDER® SEQUENCING
•
•
•
Grades K-6
Targets comprehension and critical thinking
Start with 2-step sequences and progress to 6-step
sequences
•
Customize options to include/exclude: pictures,
audio, text
Monitor progress and track data for
an unlimited number of students
Sequence Stories or Instructions
Set levels of difficulty
Add background noise at any level
and adjust volume for each student
•
•
•
•
©2010 Super Duper® Publications
S OFTWARE D EMONSTRATION
©2010 Super Duper® Publications
PART 4: TARGETING
AUDITORY
MEMORY
• According to Kandel, Schwartz, and Jessell (2000), ―learning
is the process by which we acquire knowledge about the
world, while memory is the process by which that knowledge
is encoded, stored, and later retrieved‖ (p. 1227).
• Long-term memory
• Short-term memory
• Working memory
• Auditory memory
• Visual memory
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
Auditory Memory Research

Auditory Memory – ability to take in
information that is presented orally, process
it, retain it in one’s mind, and then recall it

By age 4, typical children can recall three
digits in order, and by age 12, the span
doubles to six digits.

Auditory short-term and working memory
both increase two- to three-fold between the
ages of 4 and 14.
(Bellis, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004)
(Hulme & Mackenzie, 1992)
(Gathercole, 1999)
Z
Strategic Interventions for Memory
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Verbal Rehearsal
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Elaborative Rehearsal
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Chunking
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Relational Strategies
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Mnemonics
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Imagery
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Elaboration
HEARBUILDER® AUDITORY MEMORY
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Grades K-8
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Memory for Numbers (3-7 digits)
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Memory for Words (3-5 words organized by syllable)
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Memory for Details (1-5 details)
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Auditory Closure (Sentence Completion)
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Memory for WH Information
(2-4 sentences/2-4 questions)
©2010 Super Duper® Publications
©2011 Super Duper® Publications
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April 2, 2011
F EATURES OF THE H EAR B UILDER ®
P ROFESSIONAL S OFTWARE S ERIES
©2011 Super
Duper®
•
Measurable learning objectives for every level
•
Customizable
•
Set, change, monitor levels of difficulty
•
Add background noise
•
Data-tracking for unlimited number of students
•
Customizable and printable reports
Publications
VISIT WWW.HEARBUILDER.COM
•
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Research basis
Report of the Clark County School District pilot study
Correlations to state language arts standards
Interactive demos (―Try It Out‖)
System requirements
Awards and Product Reviews
List of upcoming presentations across the country
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©2011 Super Duper® Publications
Q UESTIONS ?
[email protected]
©2011 Super Duper® Publications
©2011 Super Duper® Publications
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