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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 or nonfinancial relationships to disclose. Super Duper Publications has developed trademarked software programs as HearBuilder Phonological Awareness, HearBuilder Following Directions, HearBuilder Auditory Memory, and HearBuilder Sequencing as well as HearBuilder Online and the HearBuilder Collection. This presentation will focus exclusively on the HearBuilder software series and will not include information on other similar or related programs. HearBuilder Online is a suite of software for general and special education students in grades PreK-8. Enables access to the research-based, evidence-based software from any internet-connected computer, ipad, or Android tablet Collects data for progress monitoring for educators and administrators (individual or across grades, subgroups or schools) Meets principles of Universal Design for Learning (UDL) Features the four award-winning titles from the HearBuilder software series: HearBuilder Phonological Awareness HearBuilder Following Directions HearBuilder Sequencing HearBuilder Auditory Memory Each title contains includes multi-level activities Aligned to state and Common Core State Standards 2016 Super Duper Publications 1

2 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). Auditory Awareness Ability to detect sound Begins to develop prenatally Sound Localization Begin to search for sound between three to six month Begin to demonstrate recognition of sounds Auditory Attention/Auditory Figure-Ground Ability to attend to auditory information in background noise Begins developing early in infancy Late dependent on motivation, self-regulation, and voluntary direction (Abrams, 1995; Arabin & van Straaten, 2006; Blackburn, 2007; Gomes et al., 2000). (ASHA, 2009; Gomes et al., 2000; Rhoades, 2003) (Gomes et al., 2000; Roeser & Downs, 2004) 2016 Super Duper Publications 2

3 Environmental Sounds Discriminate environmental sounds from speech Suprasegmentals (Prosody) Stress, Duration, Rate, Pitch, Intonation Segmentals Sounds of our language: voice, place, manner (ASHA, 2009; Gomes et al., 2000; Rhoades, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004) Auditory Identification (Association) Begins in infancy Ability to attach meaning to sound, voice, and speech Auditory Feedback/Self-Monitoring Begins in infancy as mimicking adult speech Needed to hear and modify own speech Important for articulation Phonological Awareness (Auditory Analysis) Ability to hear and judge the structure of spoken language Phrases/sentences into words; words into syllables; syllables into sounds; identify, blend, segment, and manipulate sounds (ASHA, 2009; Bellis, 2003; Cochlear Americas, 2009; 2003; Gomes et al., 2000; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004); (ASHA, 2009; Rhoades, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004); Catts, 1991; Roeser & Downs, 2004; Schuele & Boudreau, 2008; Sterling-Orth, 2004; Torgesen, 2002; Torgesen et al., 1994) Auditory Comprehension Ability to understand more complex verbal messages Relies on auditory closure and memory Important for social and academic success Auditory Closure Ability to complete a message with missing information Ability to make sense of a message when information is unclear (Bellis, 2003; Cochlear Americas, 2009; Johnson et al., 1997; Roeser & Downs, 2004; Stredler- Brown & Johnson, 2004) 2016 Super Duper Publications 3

4 Auditory Memory Ability to understand more complex verbal messages Relies on auditory closure and memory Important for social and academic success Linguistic-Auditory Processing Ability to judge, interpret, retain, manipulate, and organize our language Required for metalinguistic/metacognitive functions (Bellis, 2003; Cochlear Americas, 2009; Johnson et al., 1997; Roeser & Downs, 2004; Stredler- Brown & Johnson, 2004) 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. (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) 2016 Super Duper Publications 4

5 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) Research on diagnosis, etiology, and treatment is still warranted. Neuroplasticity the brain s ability to reorganize. Direct, theory-based, frequent, intensive. Deficit-specific, individualized. (Beck & Juel, 2002; Catts, 1991; Flexer, 1999; Schuele & Boudreau, 2008, Torgesen, 2002) Part 1: Auditory Comprehension of Verbal Directions & Basic Concepts Part 2: Phonological Awareness Part 3: Auditory Memory Part 4: Sequencing 2016 Super Duper Publications 5

6 Following Oral Directions: Important for behavior, social interaction and academics Requires ability to perceive, interpret, and retain auditory information Requires a strong knowledge of basic concepts: Basic colors (red, blue, green) Social/Emotional States (happy, Directions (through, around) sad) Quantities (three, few, many) Characteristics (old, new) Sequences (first, next, finally) Textures (rough, smooth Shapes (round, square) Time (late, early) Size (large, small) Spatial Relationships/Positions (front, behind, top, bottom) Grades PreK-3 Systematic (developed, arranged/ordered, and methodical) Direct (active-learning environment for student) Intensive (multiple levels of difficulty with minimal increments for each skill) Individualize for each student set specific levels of difficulty for each activity Add background noise at any level Track data Customize and print reports Theory based Evidence based CD-ROM or online delivery 2016 Super Duper Publications 6

7 Targets 40 Basic Concepts 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 Clark County School District Pilot Study 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 at Shallow Phonological Awareness: Sentence Segmentation Rhyming Syllable Blending Alliteration Syllable Segmentation Deep Phonological Awareness: Phonemic Awareness (Phonemic Analysis) Phoneme Blending Phoneme Segmentation & Identification 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) 2016 Super Duper Publications 7

8 Grades PreK-5 Systematic (developed, arranged/ordered, and methodical) Direct (active-learning environment for student) Intensive (multiple levels of difficulty with minimal increments for each skill) Individualize for each student set specific levels of difficulty for each activity Add background noise at any level Track data Customize and print reports Theory based Evidence based CD-ROM or online delivery Clark County School District Pilot Study 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 study details at 2016 Super Duper Publications 8

9 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, & 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) Auditory Memory Impacts Remembering multi-step directions Relating new information to prior knowledge Oral language comprehension Taking notes while listening Verbal fluid reasoning Written expression Oral expression Dehn, 2008 Strategic Interventions Many people naturally develop and use strategies to improve performance Relating new information to prior knowledge Oral language comprehension Types of strategies: Verbal Rehearsal Chunking Elaborative Rehearsal Relational Strategies (Torgesen & Goldman, 1977) 2016 Super Duper Publications 9

10 Grades K-8 Systematic (developed, arranged/ordered, and methodical) Direct (active-learning environment for student) Intensive (multiple levels of difficulty with minimal increments for each skill) Individualize for each student set specific levels of difficulty for each activity Add background noise at any level Track data Customize and print reports Theory based Evidence based CD-ROM or online delivery Suburban School District in Southeast Region of the United States 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 study details at 2016 Super Duper Publications 10

11 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 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) 2016 Super Duper Publications 11

12 Grades K-6 Sequence stories or instructions Start with 2-step sequences and progress to 6-step sequences Systematic (developed, arranged/ordered, and methodical) Direct (active-learning environment for student) Individualize include/exclude: pictures, audio, text Add background noise at any level Track data Customize and print reports Theory based Evidence based CD-ROM or online delivery Suburban School District in Southeast Region of the United States 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 study details at 2016 Super Duper Publications 12

13 Access from an internet-connected computer, ipad, or Android tablet Annual subscriptions provide access to all four programs Purchase the annual subscription that meets your needs: School or District Unlimited teachers and students Teacher 1 educator, up to 40 students, set specific levels Specialist 1 educator, up 20 students, set specific levels Home 1 student, set general levels Reports: specific reports for teachers/specialists and school administrators provide information on implementation and progress monitoring Data stored on secure server CIPA, COPPA, HIPAA, HIT, HITECH, FERPA compliant 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 Administrators can generate additional reports to monitor and compare progress by demographics, classes, and schools. HearBuilder Online Home Subscription includes four reports: Student Alerts Report, Student Sessions by Level Report, Student Sessions Report, Student Summary Report CD-ROM Profession Edition has two reports: Student Quick View Report, Student Progress Report CD-ROM Home Edition has one report: Student Progress Report 2016 Super Duper Publications 13

14 Overview and detailed information System requirements White paper Research study results Alignments to Common Core State Standards Learning objectives for each program title Testimonials Demo Center to try all four HearBuilder programs HearBuilder is also available on CD-ROM 2016 Super Duper Publications 14