Goals, Objectives, & Diversity

1. Goals, Objectives, & Diversity • Goal #1: To instruct pre-service and in-service teachers. • 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). • Goal #2: To utilize technology appropriately as a teaching tool and a reporting instrument. • 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.

2. Overview & Intended Audience • 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.

3. Abstract & Introduction • 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: • Background • Audiogram • Behavioral Objectives • Sample Lesson • Future Instructional Accommodations • Resources Used • Reflection • References

4. Speech Practicum- Spring 2002 (SED 245.09/355)Zach StanberryIllinois State University

5. Background Information • Female, 8 Yrs. 9 Mo. • Profound bilateral hearing loss • Pure-Tone Average (PTA) • R.E. 103 dB • L.E. 108 dB • Speech discrimination- Could not test • Wears Unitron CE BTE Aids

6. Background… • Student is educated in a self-contained classroom for the hearing impaired. She receives speech instruction on a daily basis.

7. Audiogram

8. Behavioral Objectives • These objectives are representative of the five lessons that were taught. They are also referenced to the student’s IEP. • 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%. • (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. • (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.)

9. Sample Lesson- lesson available upon request • Lesson Type: • Speechreading • Auditory Training • Level of Lesson: • Introduction of Speechreading and Auditory Training • Content of Lesson: • /n/ phoneme words (nut, nacho, napkin, noodle)

10. Description of Speech Techniques • Oral-Motor warm up • Licking a nacho with cheese to stimulate tongue • Syllable drills • /n/+ vowel sounds in series of 4 • Noo noo noo noo • Duration Drills • Large N on a string, student must say “nnnnnn” while the N is moving

11. Description of Speech Techniques • Tactile/Kinesthetic Cues • A “N” hand shape flutters through the air and lands on the nose to indicate a nasal sound. • Visual Cues • “N” hand shape on the nose to remind student of nasality.

12. Student Response • 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.

13. Student Response

15. Future Instructional Accommodations • 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.

16. Instructional Resources • Teacher Made • Worksheets • Picture cards • Large “N” Picture • Sentence Strips with /n/+vowels • Foam board projects • Speech hoop • Polaroid camera • Articulation test • Items • Nachos, nuts, noodles, napkins

17. Materials

18. Reflection • “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.”

19. References • 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