Online Software for Listening and Comprehension GSHA Super Duper Publications Page 1.

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1 The presenter is an employee of Super Duper Publications but receives no additional compensation for this presentation. The presenter has no additional financial relationship and no nonfinancial relationships to disclose. Super Duper Publications has developed software programs trademarked as HearBuilder Phonological Awareness, HearBuilder Following Directions, HearBuilder Auditory Memory, and HearBuilder Sequencing. This presentation will focus exclusively on the HearBuilder Collection software series and will not include information on other similar or related programs. Enables access to the research-based, evidence-based software from any internet-connected computer or ipad Collects data for progress monitoring for educators and administrators Individual progress Progress across grades, subgroups, or schools Meets the principles of Universal Design for Learning (UDL) Features the four award-winning HearBuilder software titles: HearBuilder Phonological Awareness HearBuilder Following Directions HearBuilder Sequencing HearBuilder Auditory Memory Includes multilevel, scaffolded activities Supports the Common Core State Standards Note: The HearBuilder Collection is also available on CD-ROM Listening Is Not synonymous with hearing. A process hearing, perceiving, and interpreting sound. Fundamental for language and learning. Listening Skills Begin to develop prenatally. Become more complex, refined, and sophisticated with experience. (Bellis, 2003; Clark, 2008; Flexer, 1999; Kelly, 2004; Johnson et al., 1997; Nevins & Garber, 2006; Roeser & Downs, 2004; Sharma et al., 2009; Stredler-Brown & Johnson, 2004). Step 1: Auditory Awareness Step 2: Auditory Discrimination Step 3: Auditory Identification Step 4: Auditory Auditory Awareness Sound Localization Auditory Attention/Auditory Figure-Ground (Abrams, 1995; Arabin & van Straaten, 2006; ASHA, 2009; Blackburn, 2007; Gordon-Hickey et al., 2012; Gomes et al., 2000; Rhoades, 2003; Roeser & Downs, 2004) Page 1

2 Environmental sounds Suprasegmentals (Prosody) o Stress o Duration o Rate o Pitch o Intensity Segmentals o Formant Frequencies o Voice o Place o Manner (ASHA, 2009; Gomes et al., 2000; Rhoades, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004) Auditory Identification (Auditory Association) Auditory Feedback/Self-Monitoring Phonological Awareness (Auditory Analysis) (ASHA, 2009; Bellis, 2003; Catts, 1991; Cochlear Americas, 2009; Gomes et al., 2000; Rhoades, 2003; Roeser & Downs, 2004; Schuele & Boudreau, 2008; Sterling-Orth, 2004; Stredler-Brown & Johnson, 2004; Torgesen, 2002; Torgesen et al., 1994) Auditory Auditory Closure Auditory Memory Linguistic Auditory Processing Auditory Processing Perception and interpretation of sound information. Auditory deficit not the result of other higher-order cognitive, language, or related disorders. Language Processing Attaching meaning to groups of sounds and symbols that form words, sentences, and stories in order to understand spoken and written language. (Bellis, 2003; Cochlear Americas, 2009; Johnson et al., 1997; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004) (Cochlear Americas, 2009; Johnson et al., 1997; Nevins & Garber, 2006; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004) Not synonymous. May lead to similar behavioral symptoms. Difficulties often unnoticed until school age. The point at which auditory processing stops and language processing begins remains unclear. Given current understanding of language disorders and of central auditory processing, techniques that facilitate language competence are likely to improve auditory processing and vice versa (Bellis, 2009). (ASHA 2004, 2005; Bellis, 2004, 2009) Breakdown beyond physical hearing acuity. Difficulty attending to auditory information (especially in noisy environment). Need for extra time to process. Difficulty retaining verbal information. Problems understanding and retaining multi-level information (multi-step directions). Language difficulties. Low academic performance. Behavioral issues. Difficulty with phonological awareness, reading, and spelling. (Bellis, 2003; Kelly, 2004; Johnson et al., 1997; Roeser & Downs, 2004) Page 2

3 While much research on diagnosis, etiology, and treatment is still warranted, experts believe: Neuroplasticity the brain s ability to reorganize depends on sensory stimulation to the affected areas. Auditory training should be: Direct Frequent Intensive/challenging Deficit-specific Individualized Listeners should be engaged, active participants Part 1: Auditory of Verbal Directions & Basic Concepts Part 2: Phonological Awareness Part 3: Auditory Memory Part 4: Sequencing (Beck & Juel, 2002; Bellis, 2003; Catts, 1991; Flexer, 1999; Schuele & Boudreau, 2008, Torgesen, 2002) Following Auditory Directions: Important for behavior Important for social interaction Important for academics Requires ability to perceive, interpret, and retain auditory information Requires a strong knowledge of basic concepts: Basic colors (red, blue, green) Directions (through, around) Quantities (three, few, many) Sequences (first, next, finally) Shapes (round, square) Size (large, small) Social/Emotional States (happy, sad) Characteristics (old, new) Textures (rough, smooth) Time (late, early) Spatial Relationships & Positions (front, behind, top, bottom) Grades PreK-3 Intensive (multiple levels of difficulty with minimal increments for each skill) Individualize for each student set specific levels of difficulty for each activity Targets 40 Basic Concepts Basic Sequential Quantitative and Spatial Temporal Conditional Basic Colors red, blue, green, yellow Quantities one, two, all, both, either, except, none, or, and, don t, not Sequences first, second, third, then, next, last Shapes circle, square, triangle, star Size large, small Time before, after Spatial Relationships/Positions first, second, third, last, between, beside, next to, above, below Condition hot, cold Page 3

4 Pretested February 2010; posttested May 2010 Participants: 54 students (38 male, 16 female) from the following grades: PreK, K, 1 st, 2 nd, 3 rd, 4 th, 5 th 52 of the 54 students had IEPs for special education services Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8 weeks Average number of computer sessions: Pre/posttested with HearBuilder Following Directions Inventory (since released as HearBuilder Following Directions Computerized Screener) Statistically significant results pretest to posttest (p<.001) View details in the Research section at p <.001 Shallow Phonological Awareness: Sentence Segmentation Syllable Blending Syllable Segmentation Deep Phonological Awareness: Phonemic Awareness (Phonemic Analysis) Phoneme Blending Phoneme Segmentation & Identification Rhyming Alliteration Phoneme Deletion Phoneme Addition Phoneme Manipulation (Anthony et al., 2003; Catts, 1991; Gerber et al., 2008; Hatcher & Hulme, 1999; McGuinness, 2005; Roeser & Downs, 2004; Schuele & Boudreau, 2008; Schreiber, 2008; Stanovich, 1992; Sterling-Orth, 2004; Torgesen, 2002; Torgesen et al., 1994) Grades PreK-5 Intensive (multiple levels of difficulty with minimal increments for each skill) Individualize for each student set specific levels of difficulty for each activity Nine areas of phonological awareness: Sentence Segmentation Syllable Blending Syllable Segmentation Rhyming Phoneme Blending Phoneme Segmentation and Identification Phoneme Deletion Phoneme Addition Phoneme Manipulation Pretested February 2010; posttested May 2010 Participants: 68 students (39 male, 29 female) from the following grades: PreK, K, 1 st, 2 nd, 3 rd, 4 th 36 students with IEPs and 32 students without IEPs Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8 weeks Level 9 highest level attained on all tasks Pre/posttested with Section 1 Phonological Awareness and Flexibility of the Emerging Literacy & Language Assessment (ELLA) (since released as HearBuilder Phonological Awareness Test (H-PAT)) Statistically significant results pretest to posttest (p<.001) View details in the Research section at Page 4

5 Memory Memory impacts a person s ability to perform almost any activity. Memory is how knowledge is encoded, stored, and later retrieved. Even mild memory deficits can impact a student s success. Memory is highly correlated with intelligence and achievement. (Dehn, 2008; Kandell, Schwartz, and Jessell, 2000) Auditory Memory The ability to take in information that is presented orally, process it, retain it in one s mind, and then recall it. Auditory memory requires working memory. (Bellis, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004) p <.001 Auditory Memory Deficits Impact Remembering multi-step directions Relating new information to prior knowledge Oral language comprehension (Dehn, 2008) Strategic Interventions Taking notes while listening Verbal fluid reasoning Written expression Oral expression Most people naturally develop and use strategies to improve their memory performance Those with deficits and weakness need direct teaching which can improve working memory performance Types of Strategies Verbal Rehearsal Elaborative Rehearsal Chunking Relational Strategies Grades K-8 Intensive (multiple levels of difficulty with minimal increments for each skill) Individualize for each student set specific levels of difficulty for each activity (Torgeson & Goldman, 1977) Pretested by 10/31/11; posttested by 2/8/12 Participants: 90 students (48 male, 42 female) from the following grades K5, 1, 2, 3, 4, 5, 6, 8 51 students with IEPs and 39 students without IEPs Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8 weeks Pretested/posttested with HearBuilder Auditory Memory Inventory and portions of the Test of Auditory Processing Skills Third Edition (TAPS-3) Statistically significant results from pre- to posttest for HearBuilder Auditory Memory Inventory (p<.001) and TAPS-3 (p<.001) View details in the Research section at Page 5

6 Sequencing refers to the ability to put together events in chronological or causal order. Sequencing is necessary for Understanding and telling narratives Problem solving Reading comprehension Performing daily routines Interacting appropriately with peers and adults Academic success Sequencing Requires Understanding of cause and effect Predicting Understanding time/transition words Knowledge of story grammar Adequate reasoning and planning skills Sequencing Is Impacted by Executive functions Memory (semantic or episodic) Language Auditory processing Visual processing Teaching Sequencing Sequencing helps students to... Learn the steps of a process. Know the tools used to complete a process. Understand and use specific vocabulary. Remember the steps of a process. (Marr & Morgan, 2005) Sequencing activities that include the manipulation of pictures, words, and sentences help build important literacy skills like reading left to right, comprehending important details, predicting, and identifying the important parts of a story. Nearly every state and the Common Core State Standards include educational standards for describing the details of an event at nearly every grade level. (Academic Benchmarks, 2010; Common Core State Standards Initiative, 2010) Grades K-6 Sequence stories or instructions Start with 2-step sequences and progress to 6-step sequences Individualize include/exclude: pictures, audio, text Pretested by 10/31/11; posttested by 2/8/12 Participants: 24 students (20 male, 4 female) from the following grades K, 1, 3, 4, 5 18 students with IEPs and 6 students without IEPs Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8 weeks Pretested/posttested with HearBuilder Sequencing Inventory and Story Retell Subtest of the Emerging Literacy & Language Assessment (ELLA) (since released as HearBuilder Story Retell Test (H-SRT)) Statistically significant results from pre- to posttest for HearBuilder Sequencing Inventory (p<.001) and ELLA Story Retell (p<.001) View details in the Research section at Page 6

7 Collection includes all four HearBuilder titles Purchase subscriptions to the HearBuilder Collection: District: unlimited schools/teachers/students School: one school, unlimited teachers/students Teacher: 1 account, tracks up to 40 students Specialist: 1 account, tracks up to 20 students Home: 1 account, tracks 1 student Access from any internet-connected computer (download free apps to access subscription via ipad ) Reports: specific reports for educators, school administrators, and district administrators to provide information on implementation and progress monitoring Data stored on secure server CIPA, COPPA, HIPAA, HIT, HITECH, FERPA compliant Download the free HearBuilder apps to access your HearBuilder Collection online subscription and have students use the programs on an ipad! Customize by Individual Students or Groups* Generate Specific Reports for Progress Monitoring* Educator Reports: All Students Progress Report Student Summary Report Group Summary Report Student Sessions Report Student Sessions by Level Report Student Alerts Report *Cannot customize by groups on CD-ROM version Administrators can generate additional reports to monitor and compare progress by demographics, classes, and schools. *CD-ROM Profession Edition has two reports: a Student Quick View Report and a Student Progress Report Overview and detailed information (including learning objectives for each title) Technical specifications for CD-ROM and online delivery Research study results Alignments to state standards and the Common Core State Standards Testimonials Sample reports Try all four HearBuilder program titles Page 7