| Hearing is conversely associated with speech in | | | | therapist can build a train with blocks and say |
| that initial communication and hence understanding, | | | | oo-oo or oo---, as the train is being pushed on the |
| arises primarily from learning spoken language | | | | table. For older infants, they can look at books, |
| through listening and building up symbolic thinking | | | | making similar sounds for the pictures. |
| processes. This is why speech therapy is a must | | | | 6.Developing Auditory Discrimination and |
| for people with hearing impairment. | | | | Short-Term Memory |
| 1.Developing Auditory Awareness | | | | Activities include teaching discrimination of noise |
| Auditory awareness is the ability to be conscious | | | | makers in audition and incorporation of phonemes |
| of the fact that sound is present. During this | | | | into words in use. |
| period, the child is to learn to wear appropriate | | | | 7.Developing Auditory Processing |
| amplification. Therapy involves playing with toys | | | | Auditory processing is the ability to associate |
| that make sounds and listening to music. | | | | sounds with memories of past events. Activities |
| 2.Developing Auditory Attention or Listening | | | | include naming of abstract ideas like sadness and |
| Auditory attention is the ability to give some real | | | | joy. The therapist also starts to teach the child to |
| notice or interest to the sound that is heard. | | | | call the names of the people that he has constant |
| The clinician focuses the child's attention to the | | | | contact with. |
| sound by saying two or three times: Listen, I hear | | | | 8.Developing Auditory Processing of Patterns and |
| something. What is that? The clinician pats his | | | | Auditory Memory Span |
| ears, but does not show the source of the sound | | | | Activities for the child's audition include testing the |
| until the child is listening. The clinician rewards the | | | | child's recognition of words and testing of auditory |
| child's attention by showing the source of the | | | | memory span. Auditory memory span is the |
| sound. | | | | ability of the child to remember in sequence the |
| 3.Developing Auditory Localization and Distance | | | | things that he has heard. An example would be |
| Hearing | | | | the sequence of the instructions that the therapist |
| Auditory localization is the ability to recognize the | | | | gave to him. |
| direction from which the sound is coming from. | | | | 9.Developing Auditory Figure-Ground Discrimination |
| Distance hearing, on the other hand, is the ability | | | | Auditory figure-ground discrimination is the ability |
| to hear the sound even from afar. | | | | to choose among the sounds that are present in |
| The therapist shows the child how to respond | | | | the environment and to focus on that one sound |
| whenever he hears a sound. Some of the | | | | alone without being distracted by the rest of the |
| activities are opening the door when someone | | | | surrounding sounds. |
| knocks, dancing to music, clapping to music, | | | | Activities for the child's auditory skills include |
| building blocks when a sound is heard, marching to | | | | clapping or dancing to different rhythms, learning |
| a drum and picking the phone up when it rings. | | | | to count from one to ten, saying the alphabets, |
| 4.Developing Vocal Play | | | | days of the week, nursery rhymes, holiday songs, |
| Vocal play is the ability to use the speech | | | | prayers, his own address or telephone number, |
| structures to produce various sounds that are not | | | | and also remembering two or three directions at |
| necessarily meaningful but are sound productions | | | | a time. |
| nonetheless. This stage requires making lots of | | | | 10.Auditory Tracking |
| sounds when playing with toys, especially animal | | | | Auditory tracking is the act of listening closely to |
| and vehicle noises: growl for the teddy bear, | | | | a material to be able to follow what is being |
| meow for the cat, or click tongue for the horse. | | | | stated in the said material. Auditory tracking using |
| 5.Developing Auditory Discrimination | | | | a tape recorder is included in the activities. Also |
| Auditory discrimination is the ability to identify one | | | | included are reading aloud, practicing using the |
| sound from another. Activities include reviewing | | | | telephone, listening for information and using |
| vowel sounds and varying pitch, loudness and | | | | internal repetition. |
| rhythm: oo--- vs. oo-oo. For example, the | | | | |