Children Overcome Auditory Processing

 

 

Children Overcome Auditory Processing

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HomeNews & Events2008Study Shows Variety of Approaches Help Children Overcome Auditory Processing and Language Problems

Study Shows Variety of Approaches Help Children Overcome Auditory Processing and Language Problems Embargoed For Release Wednesday, January 30, 2008 3:00 p.m. EST Contact: Linda Joy (301) 496-7243 ljoy@mail.nih.gov For children who struggle to learn language, the choice between various interventions may matter less than the intensity and format of the intervention, a new study sponsored by the National Institute on Deafness and Other Communication Disorders (NIDCD) suggests. The study, led by Ronald B. Gillam, Ph.D., of Utah State University is online in the February 2008 Journal of Speech, Language, and Hearing Research. NIDCD is one of the National Institutes of Health. The study compared four intervention strategies in children who have unusual difficulty understanding and using language, and found that all four methods resulted in significant, long-term improvements in the children's language abilities. The aim of the study was to assess whether children who used commercially available language software program Fast ForWord-Language had greater improvement in language skills than children using other methods. This program was specifically designed to improve auditory processing deficits which may underlie some language impairments. Children who have auditory processing deficits can jumble the order of sounds that are heard in close sequence. Researchers believe that this deficit can interfere with vocabulary and grammar development. "These results show that any of a number of intensive educational approaches can make a tremendous difference for children whose language and auditory processing skills are lagging," says NIDCD director James F. Battey, Jr., M.D., Ph.D. "Even play with peers seemed to support the improvements the children in this study made." "We had a very positive outcome," says Dr. Gillam. "Our results tell us that a variety of intensive interventions that we can provide kids will improve auditory processing and language learning." While most children are chattering easily by the time they are toddlers, about 7 percent struggle to speak, read and understand language despite having adequate hearing, intelligence and motor skills. Children with language impairment have trouble learning language or expressing their thoughts through language. They often have difficulty learning new vocabulary words or sentence structures, comprehending what's said to them, holding conversations, or telling stories. These children tend to perform poorly on measures of auditory processing and standardized tests of language development. Many of these children are hindered academically throughout their formal education, explains Dr. Gillam. To address auditory processing problems, a different group of language researchers developed the computer software package called Fast ForWord-Language several years ago. The program uses slow and exaggerated speech to improve a child's ability to process spoken language. As children advance through the program, subsequent language exercises use gradually faster and less exaggerated speech. Dr. Gillam's team designed a study that would compare Fast ForWord-Language to three other interventions. He and colleagues at the University of Kansas, the University of Texas at Austin and the University of Texas at Dallas enrolled 216 children in the trial. All were between ages 6 and 9 and had been diagnosed with language impairment. The children, from Northeast Kansas, Central Texas or North Texas, were randomly assigned to receive one of four possible interventions. In addition to Fast ForWord-Language, the trial included another computer-assisted language intervention, an individual language intervention with a speech-language pathologist, and a nonlanguage academic enrichment intervention that focused only on math, science and geography. The other computer-assisted language intervention, which used Earobics and Laureate Learning Systems software, differed from Fast ForWord-Language in not using slow or exaggerated speech. Groups of children worked on the computer intervention exercises at their own pace wearing headphones and supervised by a speech-language pathologist. Children assigned to the individual language intervention worked one-on-one with a speech-language pathologist for the duration of the trial. In their sessions, the children read picture books that contained a variety of age-appropriate vocabulary words. In the academic enrichment intervention, children worked on educational computer games designed to teach math, science and geography. This intervention was delivered in the same way as the language-focused computer interventions. It served as a comparison group against which the researchers could measure the results of the language interventions. All of the interventions were delivered in an intensive, six-week, summer program that also included day camp activities such as arts and crafts, outdoor games, board games and snack time. The children attended the program five days per week for three and a half hours per day. They practiced their assigned interventions for an hour and forty minutes each day. The children took a standard language test—the Comprehensive Test of Spoken Language— and completed a variety of auditory processing measures at the beginning and end of the program as well as three and six months afterward. The children in all four groups demonstrated statistically significant improvement on the auditory processing measures and the language measures immediately after their six-week program. The children showed even greater improvement when their language skills were tested again six months later. Even a subgroup of children with very poor auditory processing skills made improvements on the auditory processing tasks and the language measures. About 74 percent of children in the Fast ForWord-Language group made large improvements on the language measures. Sixty-three percent of children in the computer-assisted language intervention group made large improvements. Of those who worked with a speech-language pathologist, 80 percent made large gains, and in the general academic enrichment group, almost 69 percent made large gains. These gains are much larger than the improvements that have been reported in long-term studies of children who have received language therapy in public school settings. The researchers were surprised that such a large percentage of the children who worked on the math, science and geography computer games improved their auditory processing and language skills. They speculate that all the children may have benefited from the opportunities to listen carefully, to decide on an appropriate response based on what they heard, and to practice language skills with each other. The recreation and play time built into each day of the six-week program gave the children the chance to form friendships with peers who were functioning at similar language levels. The intensive delivery of the interventions—500 minutes per week—may also have benefited kids in every intervention group. In comparison, school systems typically offer speech-language pathology services to students with language impairment for 30 minutes twice per week. "I urge speech-language pathologists to engage children with auditory processing problems and language impairments in activities in which they have to listen carefully, attend closely and respond quickly, and to do it in an intense manner," says Dr. Gillam. "And clinicians should provide children with ample opportunity to converse, socialize and interact with kids at their same developmental level." The language intervention trial was also supported by a grant from the National Institute of Child Health and Human Development (NICHD) to the Kansas Mental Retardation and Developmental Disabilities Research Center at the University of Kansas. NICHD is also part of the National Institutes of Health. The NIDCD supports and conducts research and research training on the normal and disordered processes of hearing, balance, smell, taste, voice, speech and language and provides health information, based upon scientific discovery, to the public. For more information about NIDCD programs, see the Web site at www.nidcd.nih.gov. NIH—the nation's medical research agency—includes 27 institutes and centers and is a component of the U.S. Department of Health and Human Services. It is the primary federal agency for conducting and supporting basic, clinical and translational medical research, and it investigates the causes, treatments and cures for both common and rare diseases. For more information about NIH and its programs, visit www.nih.gov. Top

 

Contact Us || Privacy || Accessibility || Web Site Policies & Important Links || FOIA || Frequently Asked Questions || Free Publications National Institute on Deafness and Other Communication Disorders National Institutes of Health 31 Center Drive, MSC 2320 Bethesda, MD USA 20892-2320 E-mail: nidcdinfo@nidcd.nih.gov

Page last updated: 1/30/2008

 

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Raspberry/Apricot Linzer Bars

 

The crust for these raspberry bars has plenty of spices and walnuts—the perfect foil for tangy-sweet raspberry preserves.

Makes 2 dozen bars

ACTIVE TIME: 30 minutes

TOTAL TIME: 1 1/4 hours

EASE OF PREPARATION: Easy

1 1/2 cups all-purpose flour
3/4 cup sugar
1/2 cup plus 2 tablespoons chopped walnuts, divided
1 tablespoon unsweetened cocoa powder
2 teaspoons freshly grated orange zest
1/4 teaspoon baking powder
1/4 teaspoon baking soda
1/4 teaspoon salt
1 teaspoon ground cinnamon
1/4 teaspoon ground nutmeg
1/4 teaspoon ground cloves
1 large egg
2 tablespoons canola oil
2 tablespoons water
3/4 cup seedless raspberry jam
1 tablespoon orange juice

1. Preheat oven to 350°F. Coat a 9-by-9-inch or 7-by-11 1/2-inch baking pan with cooking spray.
2. Combine flour, sugar, 1/2 cup walnuts, cocoa, orange zest, baking powder, baking soda, salt, cinnamon, nutmeg and cloves in a food processor. Pulse until walnuts are finely chopped. Add egg, oil and water; process until moistened. Transfer to prepared pan. Press into an even layer. Bake crust until dry to the touch and barely golden, 20 to 25 minutes. 
3. Whisk jam and orange juice in a bowl. Spread evenly over the crust. Sprinkle with the remaining 2 tablespoons walnuts. Bake the bars until jam bubbles, 10 to 15 minutes longer. Transfer pan to a wire rack and cool completely before cutting into bars.

NUTRITION INFORMATION: Per bar: 112 calories; 3 g fat (0 g sat, 1 g mono); 9 mg cholesterol; 20 g carbohydrate; 2 g protein; 1 g fiber; 46 mg sodium; 31 mg potassium.
1 Carbohydrate Serving
Exchanges: 1 other carbohydrate, 1 fat

The ocean is a great reminder of how something so seamless and wide can bring people together in amazing ways

"in this vastness Oh Lord, You still found me? Amazing."

African Futari with coconut milk

Futari

A tasty combination of squash, yams, and coconut milk. Squash and yams are very common in Africa.

What you need

• one onion, chopped
  
• one pound squash, peeled and cut into bite-sized cubes (hubbard squash is recommended, sweet pumpkin can also be used)
  
• a pound or two of yams (sweet potatoes may be substituted), peeled and cut into bite-sized cubes
  
• oil to sauté
  
• one cup coconut milk (see the note about coconut milk on the Wali wa Nazi recipe page)
  
• one-half teaspoon ground cinnamon
  
• one quarter teaspoon ground cloves
  
• salt to taste
  

What you do

• Fry onion in skillet, stir and cook until tender. Stir in all other ingredients, and heat to a boil. Reduce heat, cover and stir occasionally. Cook until vegetables are tender (ten to fifteen minutes).
  

Tips and Strategies from First-Year Teachers

What to Expect Your First Year of Teaching, September 1998

 Tips and Strategies from First-Year Teachers 

First-year teachers had a lot of it to offer to new teachers who follow them. Their tips ran the gamut—from memorizing students' names right away to making peace with the realization that some children cannot be reached. Teachers also offered practical advice on classroom management, working with parents, and more.

Broader themes were the need for clear, high expectations for students' academic performance and behavior. Overall, teachers recommended an approach that is nurturing but firm. And, they advised, prepare for classes and then prepare some more.

"Before you begin on the first day, be as prepared as you possibly can. Set up your room. Look around. Is there anything anywhere that would distract you if you were a student? Move around the room and ask the same question from a number of different spots, e.g., spots from which students should be working and observing. Always put your plans on the board—before class begins. Everyone here would be lying if they didn't admit that they were nervous on the first day!"—Thomas Muller, 9th-12th grades, Oregon

"Think about every stupid question that could be asked as a result of your lesson plan. Do they contain any words that could set students off? I didn't realize how silly kids can be. Something as simple as a squeaky chair will set them off. You need to develop a range of appropriate responses and be able to deliver them with a straight face. Sometimes it is important to let them be kids and be silly when they want to, but you should choose those times."—Catherine McTamaney, 9th-12th grades, Tennessee

"Over plan! Prepare two hours for every hour of actual teaching. The day will go faster than you expect. You need to avoid the dreaded 15 minutes at the end when you will be asking yourself, `What do I do now?'—Catherine McTamaney, 9th-12th grades, Tennessee

"You have to be very organized. Five minutes of unorganized time can lead to chaos."—Phu N. Ly, 2nd grade (inclusive), Massachusetts

Prepare, but then again . . . be prepared to wing it if that's what it takes.

"I had to turn in my entire week's lesson plans on Monday to the principal. I learned not to stick with the lesson plans. The teachable moments go further. Too much structure can make you too stressed out to be creative."—Kerry Kapper, 5th grade (inclusive), Vermont

"Often I just ripped up my lesson plans. Teach the kids, don't teach the lesson plans." —Thomas R. Leinheiser, 3rd grade, Alabama

Set clear, reasonable expectations that communicate consistency and high standards.

"Set expectations and standards in clear language. Establish a vision and stick to it. Even in little things like the right heading at the top of the paper. Expect the best of all your students."—Lisa M. Shipley, 7th and 8th grades, Missouri

"Set high expectations for the students from the first day. Even if it means taking extra time for some students, high expectations—high results." —Jeffrey Breedlove, 10th-12th grades, Kansas

Many teachers summarized their classroom management strategies in a single word—respect.

"Keep it simple. . . . You don't have to spell out everything. Respect. . . ." Conni Neugebauer, kindergarten-4th grade, South Dakota

"Always live up to the same rules you set up for them. Keep them simple and justifiable. `Respect' is the only rule I have on my classroom wall." —Catherine McTamaney, 9th-12th grades, Tennessee

"I don't like to have too many rules or kids will forget them. My students help set up the rules, which makes them more respectful of them."—Mark White, 5th grade, Nebraska

Stay cool under fire. Criticism can be turned to an advantage.

"Sometimes it is so easy to want to defend yourself with the principal or parents. I learned how to listen, to try to understand where they're coming from. Parents' concerns are very real."—Phu N. Ly, 2nd grade (inclusive), Massachusetts

"You can feel like you are being critiqued. Instead of being defensive, you can say, `Hey, that's right'."—Scott D. Niemann, 3rd and 4th grades, Alaska

Use innovations in teaching, technology, and rewards.

"Dividing topics into smaller, more manageable, and therefore, more achievable tasks has encouraged students to take it one step at a time. Presenting a variety of student-centered lessons that require active student participation has stimulated student interest. Relating information to students' lives and establishing a reason for learning has increased student participation. Second, I have established a very pro-active (some might call it aggressive) make-up policy. My No Zero Tolerance program uses computerized grade software to track students. Students receive a weekly status report that lists grades and highlights any zero."—Grace D. Clark, 9th-11th grades, Virginia

"I have `cool cash rewards' that can be redeemed in the `Shipley Store,' which has things that local businesses have donated. Rewards will take you further than punishments in the long run."—Lisa M. Shipley, 7th and 8th grades, Missouri

Other recommendations included:

• Make friends with the custodial staff—you'll need them;
  
• Reach out to parents and form relationships with them before problems begin;
  
• Get to know your students by coaching or taking part in an extracurricular activity;
  
• Take care of yourself physically and spiritually, and
  
• Don't forget, you're only human.
  

"Reach out to the parents. Let them know from the start that you know they are very important to their child's education and that you want to work with them. That they are central to the process. That you are looking for their interest and concern. Formally or informally form some kind of parent-teacher contract. Make regular, positive calls home, not just negative or critical ones."—William C. Smith, 7th grade, New York

"I have two rules: get parents on your side, and allow yourself to make mistakes."—Phu N. Ly, 2nd grade (inclusive), Massachusetts

"I make a lot of home visits. This challenged me to love the kids more. The home visits were made both on school time and on my time. Every Wednesday I visited the homes of the kindergarten kids. This helped me relate to the kids a lot better."—Christopher W. Albrecht, kindergarten-7th grade, West Virginia

"Right before school started we set up a `sneak preview' of what those first days of school were going to be like. Before school officially started, we invited kids and parents to come by for an hour so we could talk and share."—Mark White, 5th grade, Nebraska

"Develop a really good relationship with the administration. You question, `Will they back me up?' Lots of time they are viewed as the enemy—teachers versus the administration. You need the administration and the office. Secretaries make or break you. Teaching is very political. Who you know and having access."—Jeffrey Breedlove, 10th-12th grades, Kansas

Get to know another side of the kids.

"Extracurricular activities. I got to know the kids better and watched them mature and see the leadership side of their personalities. I have some of the same kids in class. The kids see me beyond the instructor role, see me as available for questions, and that builds the relationship."—Sebastian C. Shipp, 9th_12th grades, North Carolina "I recommend coaching to give you an edge. I coach volleyball. And teaching drama allows me to work with all students. You must have a high energy level and be willing to put in the extra time. They will appreciate it."—Stephanie D. Bell, 9th and 10th grades, South Carolina

"Being involved in drama production after school was one of the highlights. Like many teachers, during my regular schedule, I teach students at only one grade level, while in drama I worked with kids from all levels. They were very generous and I was able to develop a much broader range of relationships than in class."—Sara M. Hagarty, 10th grade, Delaware

Additional quick tips follow:

"Learn students' names correctly and quickly." —Delissa L. Mai, 9th grade, Wyoming

"Learn to laugh at yourself. A sense of humor is critical."—Katharine L. Hager, 7th grade, Hawaii

"My advice is to develop rapport with the kids, to adapt to hit it off with the kids—you need to click. Beyond the curriculum—you have to click." —Jeffrey Breedlove, 10th-12th grades, Kansas

"Expose yourself as being human and being real. Don't be afraid to get down and dirty, do what they're doing, work when they are working. Keep a written list of what needs to be changed for next year. Try things and if they don't work, write them down."—Jill P. Clark, 9th and 11th grades, Pennsylvania

"First year teachers have to remember that, `We can't save everyone' and not take it personally. I had one child who just dug in and did not want my help. I have to balance my guilt and how much I could really do to help."—Allison L. Baer, 4th-6th grades, Ohio

"Teachers can't forget about the importance of their own mental and physical health or they will fall apart. Find time to go out with your colleagues to talk about mutual ideas and problems—let off steam. There are tons of kids sneezing and coughing on you every day. You need to be healthy to be a good teacher. I jog in the morning like any good prizefighter."—Christopher D. Markofski, kindergarten, Washington

Teaching is not a popularity contest, and students are not your best friends. Respect is more important than affection, teachers said.

"It is okay if kids don't like you. They need to respect you. A lot of teachers want to be buddies."—Katharine L. Hagar, 7th grade, Hawaii

"You are not friends. You have to distinguish." —Phu N. Ly, 2nd grade (inclusive), Massachusetts

"Don't hang out with high school kids—you establish friendly rapport, you don't want to be pals."—Jeffrey Breedlove, 10th-12th grades, Kansas

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[Challenges] [How Can Principals and Administrators Help First-Year Teachers?]