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
.... Six lists of phrases. Fillable by test administrators. 8 lists of 20 phrases each is available at S0XASM0073.
Hearing aids need to be monitored every day by a normal hearing listener, especially if the child is very young, is new to wearing hearing aids, or uses them inconsistently. This resource provides a s
...tep-by-step approach to performing a daily listening check to a child’s hearing aids.
Checklist identifying student skills and knowledge about hearing loss, audiogram, amplification, and successful communication in the classroom. For elementary age students
Administration instructions for the Meaningful Auditory Integration Scale (MAIS) and the Meaningful Use of SpeECH- Scale (MUSS). These are parent report scales which allow the examiner to evaluate a c
...hild's skills in meaningful, real-world situations.
SOAC-A: Significant Other Assessment of Communication - Adolescent is to be completed by friends/peers of teens with hearing loss as a means to help the student who is DHH to explore their feelings ab
...out being a communicator with hearing loss. Best when used with the SAC-A - Self-Assesment of Communication to allow comparison to take place to further inform the student with hearing loss about the degree to which hearing peers consider their hearing loss. Fillable version.
Checklist identifying student skills and knowledge about hearing loss, audiogram, amplification, and successful communication in the classroom. For high school age students
The Self-Advocacy Checklist is designed for students who are deaf and hard of hearing and contains suggested skills in the areas of personal health and medical information, hearing devices and other a
...ssistive tECH-nology use, and accommodations and consumer awareness. Teacher Form to go with Student Checklist.
Progress monitoring sheet specifying student skill areas for auditory/listening with the specific common core standard identified for each skill area. Fillable.
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
...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.
The Activities for Listening and Learning (ALL) is to be used for functional assessment, planning and progress monitoring of student's development of complex listening skills. Skills are listed under
...the following categories: auditory association, auditory discrimination, auditory memory, auditory closure, being a responsible communication partner, humor, general communication information, organization and sequencing, reading, and vocabulary. Author of the original ALL is Nancy Caleffe-Schenck. Adapted version that includes fillable blanks by each skill to enter goal date/completion.
Are you used to logging in to Takeout as a Teacher Tools member? You need to use your password and the email address associated with your Teacher Tools account instead of your Teacher Tools username to login to Takeout and access your previously purchased files.
Login issues contact questions@teachertoolstakeout.com