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Speaking & Listening
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Performing the Ling Sound Listening Check
$ 495
Detailed description and strategies for why, when, how, who hearing aids should be monitored for infants and toddlers with hearing loss.
Article: Intervention for Developmental Pragmatic Language Impairments
$ 0
Reviews interventions for children with pragmatic language delays and describes a treatment program.
Common Phrases Brief Functional Listening Assessment
$ 2
This brief functional listening assessment uses Common Children's Phrases to enable comparison of responses to 10 phrases when listening in quiet, noise, auditory only and auditory + visual conditions
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. Six lists of phrases. Fillable by test administrators. 8 lists of 20 phrases each is available at S0XASM0073.
Auditory Skills with Identfied Common Core Standards (fillable)
$ 295
Progress monitoring sheet specifying student skill areas for auditory/listening with the specific common core standard identified for each skill area. Fillable.
FAPI - Functional Auditory Performance Indicators
$ 0
FAPI - Functional Auditory Performance Indicators: An Integrated Approach to Auditory Skill Development. The FAPI assesses the functional auditory skills of children with hearing loss. It can be used
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by parents, therapists, early interventionists, and teachers. The profile lists auditory skills in an integrated hierarchical order with seven categories. Word version
10 Questions about Your Child's Hearing Aids + 10 Questions about Your Hearing Aids
$ 195
Two checklists are included! The 10 Questions about Your Child's Hearing Aids is for parents or caregivers to complete. It asks questions about when hearing aids were first provided, replacement, wear
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patterns, independence, auditory behavior, etc. The 10 Questions about Your Hearing Aids is for students to complete, typically via interview format with a DHH professional. Similar questions are asked, from the viewpoint of the child.
Supporting the Success of Students with Hearing Loss - A Self-Checklist for Classroom Teachers - fillable
$ 2
Supporting the Success of Students with Hearing Loss - A Self-Checklist for Classroom Teachers. This checklist is a valuable follow up to discussions with the classroom teacher about accommodating the
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equal access of students with hearing loss to instruction and classroom communication. Beneficial to request teachers to complete when the first progress check is completed and it appears students are not performing as expected.
The Secondary School Survey and Discussion
$ 295
This survey is appropriate for tweens and teens, especially those who are B to resist using hearing aids. It asks questions about how students feel about their hearing loss, hearing devices, and commu
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nication with hearing loss. Once the student completes the survey their responses can be compared with a large group of students with hearing loss. Provides discussion questions.
Pre-Assessment for Expanded Skills DHH – Puzzle Pieces
$ 0
The source of the goals on this puzzle is Expanded Skills from RMTCDHH.org that were then inserted into an interesting puzzle piece format. You can use it as a pre-assessment at the beginning of the s
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the school year to document what students know about their hearing loss and other necessary skills or use it as an ongoing data collection tool. Color in or click the button on the puzzle piece goal items students already know. Strike through or label those that do not apply as NA. Older students can review with teacher assistance and then color in the puzzle pieces. This pre-assessment provides a good visual for the breadth of learning accomplished and the goals that still need to be learned. In this way this functional pre-assessment can help decide what IEP goals and objectives to focus on and teach.
SLDMI - Teacher's Guide: Self-Determined Learning Model of Instruction
$ 0
This Teacher's Guide describes how the SDLMI Learning Model of Instruction and how teachers can use the model to support students with or without disabilities to: a) learn and use skills that enable t
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hem to learn problem-solving, goal setting, attainment, b) identify meaningful learning goals, c) make progress toward goals, d) achieve more positive outcomes, e) become more self-determined. By Kansas University Center on Developmental Disabilities.
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