19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
Auditory Skill Development through Movement
In a field that focuses on the development of young children, we need to look at each child as a whole. Audition, pragmatics, language, speech, academics, and motor development are all dependent on one another. Gardner’s Multiple Intelligence theory states, “people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences”. To develop each area, we strive to reach each child’s particular intellectual strength. Cole and Flexer (2011) stated, that between 50% and 90%, of children with sensorineural hearing loss also present with vestibular/balance dysfunction. Given the prevalence of this comorbid delay, we need to look at each child as a whole. This allows us to intervene for each child’s developmental success.
An integral component to meeting each child’s needs is combining intelligences. In uniting these specific areas, we’ve created activities (“auditory games” or “auditory afternoons”) that pair auditory skills with muscle strength development. Some of the auditory skills that we have specifically targeted are auditory recall, receptive identification of critical elements, discriminating sounds/words, and marking multisyllabic words in auditory recall. The principle of combining motor practice with recall of auditory skills transcends the line between Listening and Spoken Language and American Sign Language as communication options for children with hearing loss. In pairing the language and motor skills, we find that children incorporate both skills into generalized practice more quickly due to the intensive nature of the activities.
- Participants will discuss the integration of sensory experiences with auditory skill practice.
- Participants will be able to implement the principles of auditory skill development through movement.
- Participants will be able to discuss research of correlation between auditory and motor skill development.
Poster:
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Presenter: Claire Annis
Claire is a preschool teacher in the Sound Beginnings program. She graduated with her Master’s in Deaf Education, with a license to teach Special Education. Claire loves working with children and has enjoyed working previously in Lewiston, UT as an inclusion preschool teacher. She is originally from Las Vegas, NV but came to USU for her journey in Deaf Education. Claire has a brother in-law with a profound hearing loss that inspired her to follow this path through Listening and Spoken Language. Claire loves hiking, swimming, and going to all new movies with her husband, Devon. She loves the team at Sound Beginnings, including the families and looks forward to great growth with the children we serve.
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Lauren Smith is a teacher of the Deaf in St. George Utah. She has coached parents and guardians of students from birth to age 10. She loves coaching over teleintervention and in person. Her special interests in the field include speech babble, coaching, and music as a teaching tool.
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Amie A. Stelmack, M.E.D., earned a BS in Early Childhood Education and Geography at Worcester State University, in Worcester, Massachusetts. She earned her Master’s degree in Deaf Education at Smith College, in Northampton, Massachusetts. In addition to her state teaching licenses, Amie is a licensed GA Pines, SKI-HI parent advisor and a certified Wilson Level I Reading Specialist. Amie resided in Massachusetts and worked as an itinerant teacher of the deaf and an early intervention specialist. Ms. Stelmack worked at the Katherine Hamm Center in Atlanta, Georgia as a teacher of the deaf for four years. Amie currently works at Utah State University as a teacher of the deaf in the Sound Beginnings program.
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