Goals, Objectives, & Diversity

Goal #1: To instruct pre-service and in-service teachers. To showcase electronic format of case study. To give additional visual presentation value and to visually clarify

student’s progress. To inservice regular and special education teachers of the student. For presentation at IEP meetings. To improve comprehension of methods used (Ling 6 sound test,

materials, auditory training procedures). Goal #2: To utilize technology appropriately as a teaching tool

and a reporting instrument. To demonstrate graphing, PowerPoint, digital camera, document

scanner, the use of a personal computer in enhancement of instructional materials, and the array of technology used in educational reports

Diversity: Significant language modifications were made during the instruction of the student. This student is profoundly deaf with significant cognitive delays, therefore, in order to meet the learner’s diverse linguistic needs, the language level was lowered from that of her peers.

Overview & Intended Audience This Case Study was developed during my five

week Speech Practicum (SED 245.09/355) using Student A. I have gathered this information not only to show the progress made after intervention, but also to harness technology in very appropriate ways to aid in educational instruction, not only of the student, but also pre-service and in-service teachers.

The intended audience includes, but is not limited to, pre-service and in-service teachers, parents, and administrators.

Abstract & Introduction This case study was developed to show baseline

data and progress of a child as a result of intervention in the area of speech development of the phoneme /n/. The following areas will be addressed within the case study:

Background Audiogram Behavioral Objectives Sample Lesson Future Instructional Accommodations Resources Used Reflection References

Speech Practicum- Spring 2002

(SED 245.09/355)Zach Stanberry

Illinois State University

Multimedia Case Study

Background Info Lesson InformationInstructional Responses

and Accommodations

Background Information

Female, 8 Yrs. 9 Mo. Profound bilateral hearing loss Pure-Tone Average (PTA)

R.E. 103 dB L.E. 108 dB

Speech discrimination- Could not test

Wears Unitron CE BTE Aids

Background…

Student is educated in a self-contained classroom for the hearing impaired. She receives speech instruction on a daily basis.

Audiogram

Behavioral Objectives These objectives are representative of the five

lessons that were taught. They are also referenced to the student’s IEP.

The student will raise her hand in response to the Ling 6 sound test 100% of the time.

The student will produce a series of 4 /n/’s in isolation with an accuracy of 80%.

(IEP states- student will imitate sounds that are stimulable in CV, VC, VCV, CVC combinations)

During auditory training exercises, student will discriminate 3/5 words correctly with minimal repeating from the teacher.

(IEP states- student will identify target given a set of 2 familiar objects/pictures with associated sounds, each with maximum pattern contrasts when target is presented auditory only.)

Sample Lesson- lesson available upon request

Lesson Type: Speechreading Auditory Training

Level of Lesson: Introduction of Speechreading and Auditory

Training Content of Lesson:

/n/ phoneme words (nut, nacho, napkin, noodle)

Description of Speech Techniques

Oral-Motor warm up Licking a nacho with cheese to stimulate

tongue Syllable drills

/n/+ vowel sounds in series of 4 Noo noo noo noo

Duration Drills Large N on a string, student must say

“nnnnnn” while the N is moving

Description of Speech Techniques

Tactile/Kinesthetic Cues A “N” hand shape flutters through the

air and lands on the nose to indicate a nasal sound.

Visual Cues “N” hand shape on the nose to

remind student of nasality.

Student Response After recording baseline data at 0, this student

showed significant improvement. Her production of the /n/ phoneme in isolation reached 100% on day 3 of instruction. The production of the /n/+vowel peaked at 58% but then fell to 37%. After one day of instruction, her word production rates rose from 37% to 50%. (see next slide for data chart)

Ling responses are also found in a following data chart. Regarding Ling responses, it should be noted that the student never responded to the /s/ phoneme possibly because of its high frequency.

Student Response

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Day 1 Day 2 Day 3 Day 4 Day 5

/n/ in isolation/n/ + phoneme/n/ word production

Student Response to Ling 6 Sound Test

ah oo ee ss sh m

Ling Sounds

No

Re

sp

on

se

vs

. Re

sp

on

se

Day 1

Day 2

Day 3

Day 4

Day 5

Future Instructional Accommodations

The lessons will have a continued need to be active and fast paced.

A variety of reinforcers are needed to keep attention.

Student should face least distracting environment.

Student will be encouraged to verbalize within each speech lesson as appropriate.

Instructional Resources Teacher Made

Worksheets Picture cards Large “N” Picture Sentence Strips with /n/+vowels Foam board projects Speech hoop Polaroid camera Articulation test Items

Nachos, nuts, noodles, napkins

Materials

Reflection “Creativity was my number one

friend. Without motivating activities, the student never seemed to work as hard. Ideally, I would be able to have a classroom without visual distractions (other people, outside traffic, etc.). I found comfort in having solid learning activities and good motivators. Those always helped my lessons flow.”

References

Sandra Waling and Wayne Harrison, A Speech Guide for Teachers and Clinicians of Hearing Impaired Children. (1987), PRO-ED, Austin, Texas

Artic photos FUNDEX. (2001), Super Duper, Inc., Greenville, South Carolina