This accordion style pamphlet, dual sided with English and Spanish text, suggests questions for parents to ask their Speech-Language Pathologist and speech and language therapy services for their children. Sample questions include: How will I participate in my child's therapy sessions? How do you decide how much time my child will spend on speech…

Listed are definitions of auditory processes (such as auditory discrimination, auditory memory, and auditory perception) and suggestions for improving auditory skills. (JYC)

The article reviews existing theories and programs for teaching music to hearing-impaired students. Recent empirical evidence indicates that an auditory-based music program can increase speech intelligibility through improvement of the suprasegmental aspects of speech. (Author/DB)

The manual provides information about the development of auditory communication training for hearing impaired students. Two models of auditory training are reviewed: the Model Secondary School for the Deaf, which posits five areas of training, including awareness, attention, identification/recognition, message analysis, and…

A review of research on the three types of auditory disorders, concentrating on inefficient learning which results from problems in auditory processing. (DD)

The special section on speech, language, and hearing services in the schools consists of seven brief articles covering: speech/language fluency development, family role in an interdisciplinary program, use of paraprofessionals in a bilingual program, a referral model, collaboration with classroom teachers, caseload size, and auditory training. (DB)

Presented for teachers of visually impaired students is a curriculum guide focusing on listening skills. The guide provides hierarchically arranged long range goals and short term objectives for skills in auditory reception, auditory discrimination, auditory memory, auditory sequential memory, auditory closure, auditory association, and auditory…

Hearing-impaired children need not be excluded from the music classroom. Even the severely hearing-impaired child can receive sensory satisfaction and valuable auditory training from experiences with music. How music can enrich the lives of the hearing-impaired is discussed. (RM)

Considers some ways in which choral directors can help choristers improve intonation. Suggests music exercises for vertical and horizontal intonation and unified vowel formation. Also discusses physical factors, including tension, poor posture, and poor breath management, that influence how well a chorus stays in tune. Outlines relaxation and…

This article reviews research on educational approaches to the management of autism. Approaches include sensory-motor therapies (sensory integration training, auditory integration therapy, music therapy), applied behavior analysis, communication therapies, multi-treatment programs, and play and group therapy. Recommendations are made about the…

Compared with 18 hard-of-hearing students (7 to 14-years-old) were two sources of amplification (binaural ear-level hearing aids and R F auditory training units with environmental microphones on) in "ideal" and "typical" classroom noise levels, with and without visual speechreading cues provided. (Author/IM)

This article reviews research studies on the efficacy of cochlear implants for children's auditory communication skills, including speech perception, speech production, and language. It offers suggestions for building auditory skill development in children with cochlear implants. Four classic levels of auditory skill development (awareness,…

This paper presents an overview of auditory integration training as a treatment for painfully hypersensitive hearing in persons with autism. Following a review of relevant research, descriptions of the treatment procedure and technology involved are provided, and current controversies surrounding the treatment are explored. (Author/PB)

In an excerpt from Chapter 5 of "Speech and Deafness", a textbook for teachers of the hearing impaired, the author explains the essential characteristics of the Auditory Global Method of speech development. (Author/LS)