3.2.2.
For focus student number one, I will adapt the learning goal by presenting the auditory memory for words at a level two to increase difficulty. The student has mastered level one of repeating two words, and will continue to be pushed to a harder level to improve the skill. For focus student number two, I will adapt the learning goal by presenting the auditory memory for words at a level one to build confidence and accuracy towards the goal. The behaviorism theory focuses on observable and measurable behaviors until the behavior is automatic. The goal for focus student number one and two is to make the behavior of repeating the correct words automatic.
For focus student number one, I will provide a visual support of blank spaces to allow the student to mentally prepare himself to hear and remember that many words. My rational for providing the blank spaces is because children who are deaf and hard of hearing learn at a higher success rate when provided with a visual aid that will help them retain auditory information. …show more content…
My rational for this choice is because it provides direct sound input to the student’s hearing aid. The level of sound can be controlled to a comfort level, yet remain audible for the student. For focus student number two, I will do a Ling 6 sound check on the student to assure the Bone anchored hearing aid is working correctly, since the student is unable to advocate for herself. A Ling 6 check measures speech sounds at a broad range of frequencies on the audiogram. The speech sounds to be tested are ahh, ooo, eee, sss, shh, and mmm and range from 250 Hz- 8000 Hz. Both focus student number one and student number two will wear their required decides during the lesson. Focus student number one wears bilateral hearing aids, and focus student number two wears a bone anchored hearing aid. Each device is designed to deliver sound to the impaired
For focus student number one, I will adapt the learning goal by presenting the auditory memory for words at a level two to increase difficulty. The student has mastered level one of repeating two words, and will continue to be pushed to a harder level to improve the skill. For focus student number two, I will adapt the learning goal by presenting the auditory memory for words at a level one to build confidence and accuracy towards the goal. The behaviorism theory focuses on observable and measurable behaviors until the behavior is automatic. The goal for focus student number one and two is to make the behavior of repeating the correct words automatic.
For focus student number one, I will provide a visual support of blank spaces to allow the student to mentally prepare himself to hear and remember that many words. My rational for providing the blank spaces is because children who are deaf and hard of hearing learn at a higher success rate when provided with a visual aid that will help them retain auditory information. …show more content…
My rational for this choice is because it provides direct sound input to the student’s hearing aid. The level of sound can be controlled to a comfort level, yet remain audible for the student. For focus student number two, I will do a Ling 6 sound check on the student to assure the Bone anchored hearing aid is working correctly, since the student is unable to advocate for herself. A Ling 6 check measures speech sounds at a broad range of frequencies on the audiogram. The speech sounds to be tested are ahh, ooo, eee, sss, shh, and mmm and range from 250 Hz- 8000 Hz. Both focus student number one and student number two will wear their required decides during the lesson. Focus student number one wears bilateral hearing aids, and focus student number two wears a bone anchored hearing aid. Each device is designed to deliver sound to the impaired