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Resources for Children and Families
This list includes a selection of the resources that the Cochlear Implant
Education Center has found useful when working with students and families
in our demonstration schools. This does not represent a complete list
of the many resources that may be available. The absence of a resource
on this list does not indicate that we do not support it; it may never
have come our way. We are always in the process of trying out new things.
Suggested Scales of Development and Assessment Tools
The following scales of development and assessment tools
are provided as a reference. They have been categorized by Auditory Perception/Listening
Skills, Speech/Intelligibility, Speechreading, Language, Basic Concepts,
and Sign Language. A brief description of each scale/tool and information
on availability is provided.
Auditory Perception/Listening Skills:
Auditory-Verbal Ages and Stages of Development (Levels I-VIII) in
Cochlear Implants for Kids.
Available through: Alexander Graham Bell Association, 3417 Volta
Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/
This checklist outlines the development of listening from sound awareness
to auditory comprehension including; discrimination, identification,
localization, auditory memory and sequencing, listening from a distance,
and listening in noise.
St. Gabriel's Curriculum for the development of Audition, Language,
Speech and Cognition.
Available through: Alexander Graham Bell Association, 3417 Volta
Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/
This program contains a hierarchical order for the development of
auditory awareness and auditory memory progressing from closed set
to open set.
Cottage Acquisition Scales For Listening, Language, and Speech.
Available through: Alexander Graham Bell Association, 3417 Volta
Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/
This developmental checklist is for assessment and planning for diagnostic
therapy. The listening section progresses from sound awareness to
comprehension of paragraphs including phonetic listening skills.
Early Speech Perception Test (ESP) for Profoundly Hearing-Impaired
Children.
Available through Central Institute for Deaf (CID). Contact Dianne
Gushleff at dgushleff@cid.wustl.edu
or 314-977-0133 or 314-977-0016 (fax)
The ESP test battery is a test of speech perception for profoundly
deaf children as young as 3 years of age. The ESP may be used to establish
objectives and to measure the effects of a hearing aid or cochlear
implant in terms of their impact on the child's speech perception
ability. The kit includes a manual, response forms, box of toys, full-color
picture cards and audiocassette.
Functional Auditory Performance Indicators (FAPI): An Integrated
Approach to Auditory Development.
Available on line at: http://www.csdb.org/chip/resources/docs/fapi6_23.pdf
The FAPI assesses the functional auditory skills of children with
hearing loss. It examines seven categories of auditory development:
sound awareness, sound is meaningful, auditory feedback, localizing
sound source, auditory discrimination, short-term memory, and linguistic
auditory processing. A profile of a child's functional auditory skills
is generated after administering all items on the profile. The categories
are hierarchical; however, it is appropriate for a child to be working
on many skills at the same time. By working on multiple skills from
different categories, the child will be learning an integrated approach
to auditory skill development.
Meaningful Auditory Integration Scale (MAIS)/Infant-Toddler: Meaningful
Auditory Integration Scale (IT-MAIS).
Available through Advance Bionics on line at http://www.bionicear.com/printables/it-mais_brochure.pdf
These scales were developed for children who have a profound hearing
loss and designed to be administered to parents by an audiologist.
The parent is asked questions regarding use of amplification/cochlear
implant and auditory behaviors regarding environmental and speech
sounds.
Test of Auditory Comprehension of Language-Third Edition (TACL-3).
Available through: AGS Publishing, 4201 Woodland Road, Circle Pines,
MN 55014-1796 phone 800-328-2560. Order and inquiries: customerservice@agsnet.com
The TACL-3 measures a child's auditory comprehension skills including
word classes and relations, grammatical morphemes, and elaborated
sentences. The child is presented with a picture and points to the
phrase or sentence that matches what he/she hears.
The Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R.)
/The Preschool S.I.F.T.E.R.
Available through: The Educational Audiology Association, 13153 N.
Dale Mabry, #105, Tampa, Fla. 33624/ 800-460-7322 Web: http://www.edaud.org
The S.I.F.T.E.R. is used by the teacher to rate the child in comparison
to other children in the classroom on 15 items. The responses are
plotted on a chart which indicates pass, marginal or fail for each
of the five areas of academics, attention, communication, classroom
participation, and school behavior. If a child fails in a specific
area, they should be referred for further evaluation. The Preschool
S.I.F.T.E.R. was developed to be used with preschool children and
is similar to the S.I.F.T.E.R.
The Listening Inventory for Education: an Efficacy Tool (L.I.F.E.)
Available through: The Educational Audiology Association, 13153 N.
Dale Mabry, #105, Tampa, Fla. 33624/ 800-460-7322 Web: http://www.edaud.org
The L.I.F.E. is designed to determine amplification benefit and considers
input from both the student and the teacher. The protocol also provides
suggestions for intervention accommodations designed for the specific
situations that are identified as problems.
The
Lexical Neighborhood Test (LNT) and the Multi-syllabic Lexical Neighborhood
Test (MLNT)
Available
through: AUDIOTEC of St. Louis , 2515 South Big Bend Blvd ,
St. Louis,
MO 63143/ 800-669-9065 or 314-781-8890/ 314-781-4946 (fax)
Web:
http://www.auditec.com
Lexical
Neighborhood Test (LNT) and the Multi-syllabic Lexical Neighborhood
Test (MLNT) were developed by Indiana University in 1995. These are
two new open-set tests of word recognition. These tests include words
that the child repeats, and have been used to assess recognition of
individual words and phonemes in children who are cochlear implant
candidates. The LNT and MLNT are based on the lexical characteristics
of word frequency and neighborhood density, and include words found
in the vocabularies of children age three to five . Results from these
tests with pediatric cochlear implant users have shown that their
lexicons appear to be organized into similarity neighborhoods, and
these neighborhoods are accessed in open-set word recognition tests.
Studies have shown that normal hearing three- and four-year old children
are able to recognize all the words from these two open-set speech
perception tests at very high levels of performance. Therefore, these
results have been used as a benchmark for children with hearing loss.
Speech/Intelligibility:
The Arizona Articulation Proficiency Scale-Third
Edition
Available through: Pro Ed, Inc. 8700 Shoal Creek Boulevard - Austin
, Texas 78757-6897 (800) 897-3202 or (800) 37-7633 (fax) Web: http://www.proedinc.com
The Arizona-3 is a tool designed to identify misarticulations and
total articulatory proficiency. The stimulus pictures show children
in more current clothing styles and activities. The test materials
also include more ethnic diversity. The instrument has been restandardized
on a sample of over 5,500 individuals, representative of the U.S.
population according to geographic region, ethnicity, and parents'
education level. Gender-specific norms are provided for the early
childhood years. The kit includes an examiner's manual, picture cards,
and 25 test booklets.
The Goldman Fristoe: Test of Articulation 2
Available through: AGS Publishing, 4201 Woodland Road, Circle Pines,
MN 55014-1796 phone 800-328-2560 Order and inquiries: customerservice@agsnet.com
This test assesses a child's articulation ability by sampling both
spontaneous and imitative speech production. Pictures and verbal cues
are used to elicit single word answers that demonstrate common speech
sounds. It measures the articulation of speech sounds and identifies
and describes the types of articulation errors produced by the child.
The Phonetic-Phonologic Speech Evaluation Record: A Manual.
Available through: Alexander Graham Bell Association, 3417 Volta
Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/
This tool is used to assess the segmental and nonsegmental aspects
of speech at both the phonetic and phonologic levels. The phonetic
level responses are obtained through imitation. Phonologic level responses
are obtained from spontaneous language samples.
Identifying Early Phonological Needs in Children with Hearing Impairment
Available through: Alexander Graham Bell Association, 3417 Volta
Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/
This is a standardized test used to assess how young children with
hearing loss spontaneously use first-level phonological patterns.
It numerically rates whether the child's patterns are missing, emerging,
or mastered.
St. Gabriel's Curriculum for the Development of Audition, Language,
Speech and Cognition.
Available through : Alexander Graham Bell Association, 3417 Volta
Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/
This curriculum outlines the development of early speech, the development
of early auditory feedback skills, and an order for the acquisition
of vowels, diphthongs, and consonants. It also provides a developmental
checklist of phonological processes.
Cottage Acquisition Scales For Listening, Language, and Speech.
Available through :Alexander Graham Bell Association, 3417 Volta
Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/
This curriculum provides a developmental checklist for assessment
and diagnostic planning for therapy. The speech section tracks objectives
from Phonetic-Phonologic Speech Evaluation Record and also links these
objectives to phonetic listening development.
Spoken Communication for Students Who are Deaf or Hard of Hearing:
A Multidisciplinary Approach
Available through: Butte Publications, Inc., P.O. Box 1328, Hillsboro
, OR 97123-1328, 866-312-8883 (V/TTY), 866-412-8883 (FAX), 503-693-9526
(Direct) E-mail: service@buttepublications.com
Web: http://www.buttepublications.com
This curriculum includes a Student Speech Record (SSR) which is used
to evaluate the following: non-verbal communication (attention, turn
taking, eye contact, and breath support) and suprasegmentals, vowels
and diphthongs, and consonants at the phonetic, phonologic, and pragmatic
levels. The SSR also includes an oral peripheral examination form.
The Central Institute for the Deaf (CID) Picture Speech Intelligibility
Evaluation (SPINE)
Available through: Central Institute for Deaf (CID). Contact Dianne
Gushleff at dgushleff@cid.wustl.edu
or 314-977-0133 or 314-977-0016 (fax)
The SPINE uses colorful pictures to evaluate speech intelligibility
in children as young as 6 years of age. The assessment package includes
300 full-color picture cards, a test manual, and 25 response forms.
Paden-Brown
Phonological Kit
Available
through Med-El. Contact Linda C. Johnson at ljohnson@medelus.com
(919) 314-1272 or (888) 633-3524
This
tool is designed to assess spontaneous use of first level phonological
patterns in children with hearing loss. It utilizes a list
of 25 words that are typically within the speaking vocabulary of young
children with hearing loss. The word list provides at least
five opportunities for the child to demonstrate how well he/she spontaneously
targets each basic consonant feature, such as manner, place, and voicing,
as well as each of the primary vowel areas, diphthongs, and basic
word patterns. Numerical scoring o f the test reveals whether
the child's patterns are missing, emerging, or mastered. Results
can be used for developing auditory and speech goals for the child.
The test kit includes an instructional manual, 10 score sheets,
and 25 picture cards.
Language:
The Bzoch-League Receptive-Expressive-Language Test (REEL-2), 2
nd . Ed.
Available through: Pro Ed, Inc. 8700 Shoal Creek Boulevard - Austin
, Texas 78757-6897 (800) 897-3202 or (800) 377633 (fax) Web: http://www.proedinc.com
The REEL-2 is a scale designed for infants and toddlers up to 3 years
of age. It measures and analyzes emergent language for intervention
planning. Results are obtained from a parent interview and are given
in terms of an Expressive Language Age, A Receptive Language Age,
and a Combined Language Age.
The Reynell Development Language Scales III (RDLS III), 3rd ed.
Available through: Super Duper Publications, P.O. Box 24997 Greenville
, SC 29616-2497 (800) 277-8737 or (800) 978-7379 (fax) Web: http://www.superduperinc.com
The RDLS III assesses receptive and expressive language using real
objects rather than pictures for the child to interact with. It is
designed for children from 15 months to 7 years of age. The comprehension
scale comprises sections such as agents and actions, attributes, locative
relations, vocabulary and complex grammar, and inferencing, etc. The
expressive scale comprises sections such as verb phrases, auxiliaries,
clausal elements, inflections, etc.
The Preschool Language Scale-4 (PLS-4)
Available through: Harcourt Assessment, Inc. 19500 Bulverde Road,
San Antonio, Texas 78259 (800) 211-8378 Web:http://harcourtassessment.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8659-406
The PLS-4 is a standardized test of auditory comprehension and expressive
communication for infants and toddlers. The auditory comprehension
subscale assesses basic vocabulary, concepts and grammatical markers
in preschool and higher-level abilities such as complex sentences,
making comparisons and inferences, etc. in older children. The expressive
communication subscale asks preschoolers to name objects, use concepts
that describe objects, express quantity, use grammatical markers,
etc. For older children it includes word segmentation, completing
analogies, telling a short story in sequence, etc. This test also
includes an articulation screener and a language sample checklist.
Preschool-Clinical Evaluation of Language Fundamentals (CELF-P)
Available through: Harcourt Assessment, Inc. 19500 Bulverde Road,
San Antonio, Texas 78259 (800) 211-8378 Web:
http://harcourtassessment.ca/haiweb/Cultures/en-CA/default.htm
The CELF-P evaluates expressive and receptive language ability. It
focuses on word meanings, word and sentence structure, and recall
of spoken language. This tool was standardized for children ages 3
years, 0 months to 6 years, 11 months and uses pictures as stimulus
for all three areas of language development. The linguistic concepts
subtest evaluates the child's knowledge of modifiers and his/her ability
to interpret one-level oral directions. The sentence structure subtest
evaluates comprehension of early acquired sentence formation rules
and the child's ability to comprehend and respond to spoken sentences.
The recalling sentences in context subtest evaluates recall and repetition
of spoken sentences. Formulating labels assesses the child's ability
to name pictures. The word structure subtest assesses the child's
knowledge and use of early acquired morphological rules and forms.
The Rossetti Infant-Toddler Language Scale: A Measure of Communication
and Interaction
Available through: Linguisystems 3100 4 th Avenue, East Moline, IL
61244 (800) PRO-IDEA Web: http://www.linguisystems.com
This scale assesses preverbal and verbal areas of communication and
interaction including: Interaction-Attachment, Pragmatics, Gesture,
Play, Language Comprehension and Language Expression. The examiner
can directly observe or elicit a behavior from the child or use the
caregiver's report to equally credit the child performance. Results
reflect the child's mastery of skills in each of the areas assessed
at 3 month intervals. A parent questionnaire with guidelines for parent
interview is also included.
SKI-HI Language Development Scale
Available through: Hope Publishing, Inc 1856 North 1200 East,
North Logan, UT 84341; phone/fax: (435) 245-2888; e-mail : hope@hopepubl.com;
Web Site: http://www.hopepubl.com
This scale is developmentally ordered and contains a list of communication
and language skills in varying intervals for different ages. Each age
interval is represented by enough observable receptive and expressive
language skills to obtain a good profile of a child's language ability.
Test
of Semantic Skills-Primary (TOSS-P) (update of former
test, Assessing Semantic Skills Through Everyday Themes (ASSET)
Available
through: Linguisystems 3100
4 th Avenue ,
East Moline
, IL
61244
(800)
PRO-IDEA
Web:
http://www.linguisystems.com
The
TOSS-P is a receptive and expressive diagnostic test designed to assess
a child's semantic skills. Comprised of twenty realistic line-illustrations
depicting natural, real-life scenes, the test is built around six
common themes: Learning and Playing, Shopping, Around the House,
Working at School, Eating and Health and Fitness. Test items
emphasis vocabulary that is meaningful and relevant to the experiences
of young children. The TOSS-P surveys ten semantic and vocabulary
tasks through five receptive subtests and five expressive subtests.
St. Gabriel's Curriculum for the development of Audition, Language,
Speech and Cognition.
Available through :Alexander Graham Bell Association, 3417 Volta
Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/
This curriculum provides a developmental sequence for the structure
of English from birth to 6 years of age. It outlines the receptive
and expressive skills in three month intervals from birth to 12 months
and then in six monthly intervals to 6 years. Grammatical structures
are included.
Cottage Acquisition Scales For Listening, Language, and Speech.
Available through :Alexander Graham Bell Association, 3417 Volta
Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/
This curriculum includes a developmental checklist for assessment
and planning for diagnostic therapy. The language section includes
steps from pre-verbal through to complex sentences including pragmatic
development.
Oral and Written Language Scales (OWLS)
Available through: Super Duper Publications, P.O. Box 24997 Greenville,
SC 29616-2497 (800) 277-8737 or (800) 978-7379 (fax) Web: http://www.superduperinc.com
The OWLS assesses higher order thinking, semantics, syntax, vocabulary,
and pragmatics. It includes a Listening Comprehension Scale (picture
pointing), an Oral Expression Scale (answering questions, and sentence
completion) and a Written Expression Scale (use of conventions, syntactical
forms, and ability to communicate meaningfully).
Peabody Picture Vocabulary Test (PPVT)
Available through: American Guidance Service, 4201 Woodland Road,
Circle Pines, MN 55014-1796 (800) 328-2560 Ext, 7717 www.agsnet.com
The PPVT measures a child's understanding of individual words (receptive
vocabulary). It is designed for children 2 years 6 months to 18 years
of age. Raw test scores are converted into standard cores, percentile
ranks and age equivalents.
Expressive One-Word Picture Vocabulary Test (EOWPVT)
Available through: Super Duper Publications, P.O. Box 24997 Greenville,
SC 29616-2497 (800) 277-8737 or (800) 978-7379 (fax) Web: http://www.superduperinc.com
The EOWPVT assesses a child's English speaking vocabulary by asking
the child to name objects, actions and concepts pictured in illustrations.
The test ends on 6 consecutive incorrect responses.
Receptive One-Word Picture Vocabulary Test (ROWPVT)
Available through: Super Duper Publications, P.O. Box 24997 Greenville,
SC 29616-2497 (800) 277-8737 or (800) 978-7379 (fax) Web: http://www.superduperinc.com
The ROWPVT assesses a student's knowledge of vocabulary by asking
the child to point to the object being named. The test ends when the
child cannot correctly identify the pictured meaning of the word in
6 out of 8 consecutive items.
Grammatical Analysis of Elicited Langauge, Pre-Sentence Level(GAEL-P)
Available
through: Central Institute for Deaf (CID). Contact Dianne Gushleff
at dgushleff@cid.wustl.edu
or 314-977-0133 or 314-977-0016 (fax)
This
test contains three sections: readiness skills, single words, and
word combinations. The examiner uses structured play and pictures
to elicit language specific to these three areas. The test was developed
for children with hearing loss and can be administered in spoken or
signed English.
Teacher Assessment of Grammatical Structures (TAGS)
Available through: Central Institute for Deaf (CID). Contact Dianne
Gushleff at dgushleff@cid.wustl.edu
or 314-977-0133 or 314-977-0016 (fax)
The TAGS consists of rating forms to be completed by the therapist
regarding the child's understanding of grammatical structures in sentences
of at least four words that contain a subject and a verb. The grammatical
categories are noun modifiers, pronouns, prepositions, adverbs, verbs,
and questions.
Test of Early Reading Ability-3 rd ed (TERA-3)
Available through: Pro Ed, Inc. 8700 Shoal Creek Boulevard - Austin,
Texas 78757-6897 (800) 897-3202 or (800) 37-7633 (fax) Web: http://www.proedinc.com
The TERA-3 measures reading ability of young children ages 3-6 through
8-6. Rather than assessing a child's reading readiness it assesses
their mastery of early developing reading skills. The three subtests
include: Alphabet (knowledge of the alphabet and its uses), Conventions
(knowledge of the conventions of print), and Meaning (measuring the
construction of meaning from print). An overall Quotient is computed
using all three subtest scores.
The Toolkit: Apendices for Starting with Assessment A Developmental
Approach to Deaf Children's Literacy
Available through: Laurent Clerc National Deaf Education Center,
Product Inquiries, KDES PAS-6, 800 Florida Ave., N.E., Washington,
D.C. 20002-3695, (800) 526-9105 (TTY/V), 202-651-5340 (TTY/V), or
202-651-5708 (FAX), Web: http://clerccenter@gallaudet.edu; Email:
products.clerccenter@gallaudet.edu
The Toolkit includes the appendices to Starting With Assessment:
A Developmental Approach to Deaf Children's Literacy, by Martha M.
French. Starting With Assessment describes a model for assessing deaf
children's literacy development in the classroom. Appendix B includes
the Kendall Conversational Proficency Levels, or "P-Levels".
The P-Levels scale was developed for teachers to assess the communicative
competency of their deaf students.
Basic Concepts:
Boehm Test of Basic Concepts-Revised (BTBC-R)
Available through: Harcourt Assessment, Inc. 19500 Bulverde Road, San Antonio, Texas 78259 (800) 211-8378 Web: http://harcourtassessment.com/cgi-bin/MsmGo.exe?grab_id=0&page_id=5626&query=BOEHM&hiword=BOEHM%20BOEHME%20BOEHMR%20
The BTBC-R is administered to children in Kindergarten, 1st, and 2nd grade (and older children who are deaf or hard of hearing) and tests basic concepts of comparison, direction, position, quantity, and time.
Bracken Basic Concept Scale-Revised (BBCS-R)
Available through: Harcourt Assessment, Inc. 19500 Bulverde Road,
San Antonio, Texas 78259 (800) 211-8378 Web: http://marketplace.psychcorp.com
The BBCS-R measures basic concept acquisition and receptive language
skills of children from 2 years, 6 months to 8 years of age. It includes
eleven conceptual categories-colors, letters, numbers, counting, sizes,
comparisons, shapes, direction/position, self/social awareness, texture/materials,
quantity, and time/sequence.
Sign Language:
Checklist of Emerging ASL Skills
Available in: Easterbrooks, S & Baker, S. Language Learning
In Children Who Are Deaf And Hard Of Hearing: Multiple Pathways.
(2002) Allyn and Bacon, Boston, Mass.
This checklist provides a series of indicators to judge whether a
deaf child has components of ASL in his or her communication system.
The evaluator should not judge a child's skills based on English ability.
The focus should be on ASL.
The checklist should be filled out by at least three different evaluators
who are familiar with the child and who are proficient in ASL.
ASL Development Observation Record
Available through: ASL Resource Teacher, Early Childhood Education
Program, California School for the Deaf, Freemont (CSDF), 39350 Gallaudet
Drive, Fremont, CA 94538 (510) 794-2536
This tool was developed by the Early Childhood Education program
at the CSDF to document the ASL language development of deaf children
from the time they entered the program to Kindergarten. The goal of
the observation record is to identify the language strengths and needs
of each child and to document the progress made over the time spent
in the Early Childhood Education program. This record also serves
as a guide for teachers in assessing their role as language models
and how they use language with the children.
The American Sign Language Proficiency Assessment (ASL-PA)
Available by contacting: Dr. Sam Supalla, Department of Special Education,
Rehabilitation, and School Psychology, College of Education, University
of Arizona, Tucson, AZ 85721 (520) 621-9466 (TTY) E-mail: ssupalla@u.arizona.edu
The ASL-PA globally assesses the expressive ASL skills of children
ages 6-12 years of age. Items/target features are based on ASL acquisition
studies. Language samples are elicited from varied discourse contexts.
There are no sample norms presently available.
Test of American Sign Language (TASL)
Available by contacting: Dr. Philip Prinz, Department of Special
Education and Communicative Disorders, San Francisco State University
(415) 338-7655 E-mail: pm@sfsu.edu
The TASL consists of two production measures (Classifier Production
Test, and Sign Narrative) and four comprehension measures (Story Comprehension,
Classifier Comprehension Test, Time Marker Test, and Map Marker Test).
It is designed to be used with deaf students ages 8-15 years.
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