Videos: Auditory Oral

Mylah

Teacher of the Deaf, Sindy Poole, leads an auditory-oral classroom of 5-yr-olds at the Center for the Acquisition of Spoken Language through Listening Enrichment (CASTLE). Students are working on many spoken language goals and objectives in every activity. Here, they are practicing appropriate greeting skills and expanding their vocabulary base with various expressions.

Teacher:  Hi Mylah
Mylah: Hi Sindy!
Teacher: How are you?
Mylah: Ecstatic!
Teacher: You’re ecstatic?!
Mylah: Yeah!

Mylah: How you Sindy?
Teacher: I’m jolly!  Mylah, who do you want to say hi to?
Mylah: How’re you Daddy?
Teacher: Oh, what do we start with Mylah? We start with…
Mylah: Hi Daddy!  How are you?
Daddy: I’m fine Mylah!  How are you?
Mylah: I’m fine, thank you!
Teacher: That was beautiful, Mylah!

Group farewell song:

To Daddy and Mommy…
Toot-a-loo Papa
Toot-a-loo Mommy…
Toot-a-loo Mamaw and Daddy…
We’ll see you after school…
Toot-a-loo everyone!
Toot-a-loo! Toot-a-loo

 


 

Kevin

Mother plays with 5-yr-old, Kevin, whose moderate hearing loss was diagnosed around age 2. Children with any degree of hearing loss often miss out on “incidental learning” and therefore require focused, individual attention to building vocabulary. Here, Mother is helping Kevin identify and enunciate the word “lava.”

Mother: What does the volcano do?
Kevin:  It blow with hot!  I walked on it…
Really big and hit it and make the volcano blow out!
Mother: And what does it blow out?…Lava.. Lava
Kevin:  Lavwa
Mother: Lava … Lava is hot, right?…  and looks like fire!

(a few minutes later)
Mother: Good job Kevin
Kevin: Don’t make it into a castle!
Mother: No…. No… No..Kevin
Do you remember what comes out of the volcano?
Kevin: Lyya
Mother: Lava…Look at me… Lava
Kevin: Lava
Parents: Good job! Very good! Good job!

 


 

Emilio

Emilio was diagnosed with a mild-to-moderate hearing loss shortly after birth. He wears bilateral hearing aids. Families using any communication approach that emphasizes audition should consistently test to see that amplification equipment is functioning properly, while also noting that their child’s hearing seems relatively unchanged.

Here, Early Interventionist, Leslie Kendall, and a Spanish Interpreter present sounds that cover various frequency or pitch levels to test the function of Emilio’s hearing aids. This exercise is commonly referred to as the “Ling 6-sound test.” The practice will also help Emilio respond appropriately and more consistently when formal clinical testing is done.