In Integrating L LSL S Strategies fo for Daily Living By: - - PDF document

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In Integrating L LSL S Strategies fo for Daily Living

By: Claire Annis, M.Ed. Sound Beginnings at Utah State University February 28, 2020

LSL Strategies - Summary

• All of the listening and spoken language strategies can be

implemented in any setting

• It is always important to remember to make the listening

environment easier for your child.

• Reduce the background noise and reduce the distance.
• Give your child recognition of success!

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LSL Strategies:

• Auditory First
• Auditory Bombardment
• Auditory Sandwich
• Sabotage
• Auditory Closure
• Parentese
• Self-Talk
• Parallel Talk
• Expansion & Extension
• Wait Time
• Acoustic Highlighting

(including, Whisper)

Learning Objectives

• Build confidence in ability to incorporate Listening and Spoken

Language strategies into natural daily living situations.

• Gain strategies to help children reach their 40 million word

goal. https://hearingfirst.org/en/blog/2018/05/22/Reach-the-40- Million-Word-Goal

• Become aware of strategies you are using already using

without noticing.

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“say, then show”

Auditory First

Why?

• Break reliance
• Build focus
• Strengthen “muscle”

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How?

“Younger”

• Keep it simple
• LSL sounds
• Hide n’ seek

“Older”

• Give clues
• Books
• Playing
• Engagement

Auditory Bombardment

“repeat”

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Why?

• New vocabulary
• Use

How?

“Younger”

• DIP
• LSL sounds w/i play
• New Vocabulary
• Expect attention

“Older”

• Omitted words
• Vocabulary/Tier 2
• Expect attention

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Auditory Sandwich

“say, show, say”

Why?

• Support
• Practice

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How?

“Younger”

• Simple directions
• Fingerplays
• Itsy Bitsy Spider
• Learning to Listen
• ahh-airplane-ahh

“Older”

• Directions (tier 2)
• Vocabulary
• Story-time

Sabotage

“be silly”

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Why?

• Independence
• Attention

How?

“Younger”

• Limited access
• Too hard
• Too high
• Not enough

“Older”

• Do something wrong
• correction
• Limited access
• Say something wrong

**Be aware of foundational knowledge

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Auditory Closure

“finish the line”

Why?

• Context
• Advocacy

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How?

“Younger”

• Nursery rhymes
• Routines (1, 2, 3 …)

“Older”

• Story-time
• Familiar songs
• Analogies

Parentese

“parent talk”

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Why?

• Vocabulary
• Attention

How?

“Younger”

• Less is more
• Repetition
• Sing-Song

“Older”

• Engagement

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Self Talk

“say what you see”

Why?

• Meaningful language

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How?

“Younger”

• Narration
• 1st person

“Older”

• Narration
• 1st person

Parallel Talk

“say what they see”

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Why?

• Meaningful language

How?

“Younger”

• Narration (child’s actions)
• 1st and 2nd person

“Older”

• Narration
• 2nd person

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“add more”

Expansion Why?

• Longer utterances
• Build vocabulary

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How?

“Younger”

• Anticipate thoughts
• Lengthen

“Older”

• Lengthen
• Link (extend)

“7-10 seconds”

Wait Time

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Why?

• Extra processing
• Time to respond

How?

“Younger”

• Expectant look
• Pair with sabotage
• Create opportunities for

response

“Older”

• Directions
• Questions

**Create a lifelong habit

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Acoustic Highlighting

“listen”

Why?

• Missing parts
• Listen easier

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“Younger”

• Sing-song
• FUN
• Stress
• Stretch
• Volume

“Older”

• Stress
• Stretch
• Volume
• Whisper

How? Ques Questions ns/Co /Comment mments? Re Resou

• urces:
• hear

hearing ngfirst.o .org

• hear

heartolear earn.o n.org