Auditory Perception Techniques

Major focus area

Speech Therapy -> Hearing

Short description

Auditory perception techniques are used by the SLP to increase awareness of sound and then expand the patient’s vocal repertoire. This involves providing auditory stimulation to the patient that is meaningful and appropriate to facilitate vocal moving towards verbal communication. (Ling & Ling, 1978).

Long description

Auditory perception techniques are used by the SLP to increase awareness of sound and then expand the patient’s vocal repertoire. This involves providing auditory stimulation to the patient that is meaningful and appropriate to facilitate vocal moving towards verbal communication. Principles and techniques can be used at the onset of a baby’s amplification throughout the stages of speech/language development.

Listening Skills: Meaningful auditory stimulation where the patient introduced and reinforced with sounds. Such as playing with rattles or saucepans so that the patient enjoys the experience rather then being trained to respond each time he hears a drum or whistle.
Listening & Vocalizing: Talking with the patient and then waiting for vocalization, beginnings of vocal games.
Listening to Language: Wave “bye-bye”, songs and rhymes.
Vocal communication: This is a precursor to verbal communication and includes accepting “uh” and “up” and expressions such as “uh oh” and “ow”.
Vocal to Verbal communication: Accepting the patient’s word approximation as long as it has something in common with the adult form. For example “oo” would be an approximation for “shoe” or “juice”, whereas “eh” or “uh” would not. Phrases such as “all-gone” should be taught as a unit.

(Ling & Ling, 1978)

Reference links

  • Speech and the Hearing-Impaired Child: Theory and Practice 0
    www.amazon.com     Author: Daniel Ling - Standard text on the subject of speech and children with hearing disabilities.
  • Speech Development In Hearing-Impaired Children 0
    www.sciencedirect.com     Author: Daniel Ling - Many hearing-impaired children are unable to speak intelligibly. Research indicates, however, that patterns of errors typically found in the speech of such children could be largely avoided by systematic teaching. The purpose of this paper is to present and discuss a model for the progressive development of speech skills to the levels of automaticity required for fluent spoken language.