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Listening for Orientation and Mobility: Hearing the Whole Picture, March 11, 2011

Listening for Orientation and Mobility: Hearing the Whole Picture, March 11, 2011. Wendy Scheffers, COMS Maya Delgado Greenberg, COMS.

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Listening for Orientation and Mobility: Hearing the Whole Picture, March 11, 2011

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  1. Listening for Orientation and Mobility: Hearing the Whole Picture, March 11, 2011 Wendy Scheffers, COMS Maya Delgado Greenberg, COMS

  2. “Most people take their hearing for granted. I can’t. My eyes are my handicap, but my ears are my opportunity. My ears show me what my eyes can’t. My ears tell me 99 percent of what I need to know about my world.” Ray Charles, 1987

  3. For individuals with visual impairments, hearing becomes the primary compensatory sensory system for gathering environmental information beyond an arm’s reach.

  4. What will we be covering today? • Introduction to listening skills book and O&M chapter • Overview of O&M listening skills • Examples of listening skills and teaching strategies • Discussion of Auditory Space Perception (ASP) and how to teach it • Wrap up and questions

  5. Learning to Listen, Listening to Learn: Teaching Listening Skills to Students Who are Visually Impaired • A book from American Foundation for the Blind • In press, anticipated release in fall 2011 • Liz Barclay, editor

  6. Chapters include listening skills for: • Infants through high school • Students with additional disabilities • Students who are learning English as a second language • Students with learning disabilities • Students who are deaf-blind • Orientation and Mobility

  7. LISTENING SKILLS FOR ORIENTATION AND MOBILITY – HEARING THE WHOLE PICTURE • Developmental organization of content from infancy through adults • Listening skills for each phase of development in bulleted lists • Teaching strategies and sample activities • Vignettes • Functional assessment of hearing

  8. Brainstorming • What listening skills are involved in this vignette?

  9. O&M listening skills include: • awareness and comparison of sounds • association of objects and their sounds • identification of sounds • sound localization • identification of environments or activities based on sets of associated sounds • auditory attention span • auditory figure-ground • use of sounds as landmarks and reference points to establish orientation in a familiar area

  10. And… • auditory space perception (ASP) • sound tracking • auditory memory and sequencing • ability to listen to verbal information and ask clarifying questions • use of sounds to create and update a mental map of the environment while traveling • recognition of “danger sounds” and quick response • use of technology, such as computers with speech output, to access auditory travel information

  11. Sound localizationand tracking Sound localization: The ability to detect the direction and distance of a sound source (and orient and move in relation to that sound) Sound tracking: The ability to track and/or move in relation to a moving sound source

  12. A young man listens for the sound of the approaching bus

  13. Sound localization and tracking Teach skills in order of difficulty • Child stationary with a stationary sound source • Child stationary with a moving sound source • Child moving in relation to a stationary sound source • Child moving in relation to a moving sound source

  14. Auditory Figure Ground Figure-ground: the ability to attend to one sound, the figure, out of a sea of background sound. Soundscapes: “acoustic environments that include both natural and human-made sound” (Ferrington, 2003, p. 43).

  15. An elementary school age girl uses listening skills to locate and use a slide on a playground.

  16. A teenager uses listening skills to analyze traffic patterns and select a safe time to cross the street

  17. Auditory Figure Ground Activities • Go on sound hunts. • When in a complex soundscape, such as a mall or party, ask the person to listen to different sounds.

  18. Identification of environments or activities based on sets of associated sounds Children learn to identify activities and places by their sounds between the ages of three and four (Anderson, Boigon, Davis, & deWaard, 2007). They come to associate a set of sounds with a particular environment.

  19. A three year old boy reaches out from his seat in a grocery cart to touch the fruit in the produce section of the grocery store.

  20. Functional assessment of hearing There are five items, including the following: • Does the child have difficulty focusing on a specific sound source in a noisy environment, or become easily distracted by environmental sounds? This could be an indication of an auditory figure ground problem. Consider referring to a speech and language pathologist for further assessment.

  21. Auditory Space Perception Using acoustic cues to locate silent objects and detect properties of objects and space, including the ability to: • Detect location, size, shape, density, and distance of silent objects • Determine characteristics of space, including size, layout, and types of objects within the space.

  22. “When our ability to decode spatial attributes is sufficiently developed using a wide range of acoustic cues, we can readily visualize objects and spatial geometry: we can ‘see’ with our ears.” (Blesser & Salter, 2007, p.2)

  23. Auditory Space Perception Three ways that silent objects are detected: • Echolocation • Sound shadows • Low frequency ambient sound waves

  24. Emerging understanding of ASP through users and research For example: • Dan Kish, famous O&M instructor who teaches use of ASP • Research about the types of auditory space perception (Ashmead et al, 1998) • Recent research about the best type of sound to use for echolocation (Martinez et al, 2009)

  25. Sound shadow group activity • Raise your hand when you hear presence of a sound shadow (something blocking access to direct sound)

  26. Sound shadow and/or reflected sound? Materials to use to illustrate and teach beginning use of sound shadows or reflected sound: • Box • Cookie sheet

  27. Sample strategies for teaching echolocation - start: • Indoors • With large objects or hard wall surfaces • At close distances • With student stationary or walk with human guide

  28. For more information • Purchase the book: Learning to Listen, Listening to Learn: Teaching Listening Skills to Students who are Visually Impaired • American Foundation for the Blind • In press, anticipated release in fall 2011 • Or purchase an epublication of our chapter, Listening Skills for Orientation and Mobility – Hearing the Whole Picture, at AFB online bookstore at www.afb.org

  29. Infants and young children learn to attach meaning to sound.  Some of the emerging listening skills that develop at this age include: • Notice sound • Listen to a specific sound • Localize the position of the sound source • Compare how sounds are same/similar/different from other sounds • Notice if a sound is loud or soft • Notice if a sound is high or low • Notice if a sound is long or short • Identify common sounds • Associate sounds with objects • Reach toward a sound • Move toward and away from sound • Determine if a sound is near or far • Determine if a space is small or large from reflected and reverberated sound • Identify a familiar location by listening to environmental sounds

  30. Emerging skills for young school-aged children who are listening to acquire orientation information include: • Stay focused on auditory information for several minutes, increasing the number of minutes over time • Localize sound while moving • Travel to or away from an intermittent source of sound • Hear if a space is big or small • Hear the presence of silent objects • Use hearing to detect features of silent objects, such as size, shape, and density • Identify people, objects, and activities auditorily • Identify familiar and unfamiliar locations by listening to environmental sounds • Use sound sources for orientation and to create a mental map • Listen to a specific sound within a noisy environment • Understand spoken information • Remember verbal directions in the correct order • Listen for car sounds before crossing the street (with adult supervision)

  31. Emerging listening skills for preteens and teenagers who are applying auditory information to community travel include: • Use auditory space perception while traveling in complex environments • Determine the relative speed of moving sound-making objects (i.e. slow or fast). • Align body and line of travel parallel or perpendicular in relation to the sound of moving vehicles • Update mental map of current location by listening to sounds • Selectively listen to one sound within complex soundscapes • Listen to verbal information and ask clarifying questions • Recall multiple step directions in the correct sequence • Recognize “danger sounds” and respond quickly • Locate correct position to cross the street • Determine if an intersection is a safe place to cross based on sound • Select a safe timing to cross the street based on sound • Monitor traffic sounds during street crossings to ensure it is safe to continue the crossing • Use technology to access auditory travel information     

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