Auditory Skill Hierarchy
I.
Detection
·
Detection is the
ability to respond to the presence or absence of sound. It is the essential first step in learning to
listen.
·
Detection may be
achieved through conditioned play response or spontaneous alerting response.
·
Conditioned play response requires the
child to perform an action upon hearing a sound. (Example: placing a block in a bucket,
stacking rings on a pole, or putting a plastic animal in a bucket of water)
o
The activity is first
demonstrated for the child. After the
therapist has demonstrated and assisted the child in completing the activity
multiple times, the child is then encouraged to complete the activity himself
or herself.
·
Spontaneous alerting response includes
behaviors such as: searching for the sound, turning eyes or head toward the
sound, or vocalizing.
·
The ultimate goal is
the child’s spontaneous use of audition throughout the day.
II.
Discrimination
·
Discrimination is the
ability to perceive similarities and differences between two or more speech
stimuli.
·
In discrimination
activities, same-different tasks are often used. (Example: dog vs. dogs, “Do they sound the
same or different?”)
·
The child learns to
respond differently to different sounds.
III.
Identification
·
Identification is the
ability to label by repeating, pointing to or writing the speech stimulus
heard.
·
Identification involves
the suprasegmentals & segmentals of speech.
·
Suprasegmentals include speech
patterns such as: duration, loudness, pitch, rhythm, stress, or
intonation.
·
Segmentals are the vowels and
consonants in speech. Segmentals
include: initial sounds of words, words varying in number of syllables, one
syllable words that differ in vowels and consonants, and stereotypic messages
such as familiar expressions or directions.
IV. Comprehension
·
Comprehension is the
ability to understand the meaning of speech by answering questions, following
directions, paraphrasing, or participating in a conversation.
·
Comprehension is
demonstrated by the child when his/her response is qualitatively different than
the stimuli presented.
· Comprehension requires auditory memory and follows an auditory
sequence:
o
Familiar expressions
and common phrases
o
Following single
directions and two directions
o
Following classroom
instructions
o
Sequencing three directions
o
Comprehension of
multi-element directions
o
Sequencing three events
in a story
o
Answering questions
about a story: closed set and open sets
o
Listening in noise
o
Description of
environmental sounds
Compiled by Denise Wray et. al., University of Akron, 2007 from:
Erber, N. (1977) “Evaluating Speech Perception Ability in Hearing Impaired Children” [Bess, Fred H. (ed): Childhood deafness: Causation, Assessment, and Management.] New York, Grune & Stratton.
Estabrooks, W. (2006). Auditory-Verbal Therapy and Practice. Washington, DC: A.G. Bell