Super Duper Publications 1

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The presenter is an employee of Super Duper® Publications but receives no additional compensation for this presentation. The presenter has no additional financial relationship or non-financial relationships to disclose.

Super Duper® Publications has developed trademarked software programs as HearBuilder® Phonological Awareness, HearBuilder® Following Directions, HearBuilder® Auditory Memory, and HearBuilder Sequencing® as well as HearBuilder® Online and the HearBuilder® Collection. This presentation will focus exclusively on the HearBuilder® software series and will not include information on other similar or related programs.

HearBuilder Online is a suite of software for general and special education students in grades PreK-8.

• Enables access to the research-based, evidence-based software from any internet-connected computer, iPad, or Android tablet

• Collects data for progress monitoring for educators and administrators (individual or across grades, subgroups or schools)

• Meets principles of Universal Design for Learning (UDL)

• Features the four award-winning titles from the HearBuilder software series: HearBuilder Phonological Awareness

HearBuilder Following Directions HearBuilder Sequencing HearBuilder Auditory Memory

• Each title contains includes multi-level activities

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(Bellis, 2003; Clark, 2008; Flexer, 1999; Kelly, 2004; Johnson et al., 1997; Nevins & Garber, 2006; Roeser & Downs, 2004; Sharma et al., 2009; Stredler-Brown & Johnson, 2004). ©2016 Super Duper® Publications

Listening Is

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Not synonymous with hearing.

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A process – hearing, perceiving, and

interpreting sound.

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Fundamental for language and learning.

Listening Skills

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Begin to develop prenatally.

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Become more complex, refined, and

sophisticated with experience.

(Abrams, 1995; Arabin & van Straaten, 2006; Blackburn, 2007; Gomes et al., 2000). (ASHA, 2009; Gomes et al., 2000; Rhoades, 2003)

(Gomes et al., 2000; Roeser & Downs, 2004)

Auditory Awareness

• Ability to detect sound

• Begins to develop prenatally Sound Localization

• Begin to search for sound between three to six month

• Begin to demonstrate recognition of sounds Auditory Attention/Auditory Figure-Ground

• Ability to attend to auditory information in background noise

• Begins developing early in infancy

• Late dependent on motivation, self-regulation, and voluntary direction

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(ASHA, 2009; Gomes et al., 2000; Rhoades, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004)

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Environmental Sounds

Discriminate environmental sounds from speech

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Suprasegmentals (Prosody)

Stress, Duration, Rate, Pitch, Intonation

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Segmentals

Sounds of our language: voice, place, manner

(ASHA, 2009; Bellis, 2003; Cochlear Americas, 2009; 2003; Gomes et al., 2000; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004); (ASHA, 2009; Rhoades, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004); Catts, 1991; Roeser & Downs, 2004; Schuele & Boudreau, 2008; Sterling-Orth, 2004; Torgesen, 2002; Torgesen et al., 1994)

Auditory Identification (Association)

• Begins in infancy

• Ability to attach meaning to sound, voice, and speech Auditory Feedback/Self-Monitoring

• Begins in infancy as mimicking adult speech

• Needed to hear and modify own speech

• Important for articulation

Phonological Awareness (Auditory Analysis)

• Ability to hear and judge the structure of spoken language

• Phrases/sentences into words; words into syllables; syllables into sounds; identify, blend, segment, and manipulate sounds

(Bellis, 2003; Cochlear Americas, 2009; Johnson et al., 1997; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004)

Auditory Comprehension

• Ability to understand more complex verbal messages

• Relies on auditory closure and memory

• Important for social and academic success

Auditory Closure

• Ability to complete a message with missing information

• Ability to make sense of a message when information is unclear

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(Bellis, 2003; Cochlear Americas, 2009; Johnson et al., 1997; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004)

Auditory Memory

• Ability to understand more complex verbal messages

• Relies on auditory closure and memory

• Important for social and academic success

Linguistic-Auditory Processing

• Ability to judge, interpret, retain, manipulate, and organize our language

• Required for metalinguistic/metacognitive functions

Auditory Processing

• Perception and interpretation of sound information.

• Auditory deficit not the result of other higher-order cognitive, language, or related disorders.

(Cochlear Americas, 2009; Johnson et al., 1997; Nevins & Garber, 2006; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004)

Language Processing

• Attaching meaning to groups of sounds and symbols that form words, sentences, and stories in order to understand spoken and written language.

• Not synonymous.

• May lead to similar behavioral symptoms.

• Difficulties often unnoticed until school age.

• The point at which auditory processing stops and language processing begins remains unclear.

• Given current understanding of language disorders and of central auditory processing, techniques that facilitate language

competence are likely to improve auditory processing and vice versa (Bellis, 2009).

(ASHA 2004, 2005; Bellis, 2004, 2009)

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• Breakdown beyond physical hearing acuity.

• Difficulty attending to auditory information (especially in noisy environment).

• Need for extra time to process.

• Difficulty retaining verbal information.

• Problems understanding and retaining multi-level information (multi-step directions).

• Language difficulties.

• Low academic performance.

• Behavioral issues.

• Difficulty with phonological awareness, reading, and spelling.

(Bellis, 2003; Kelly, 2004; Johnson et al., 1997; Roeser & Downs, 2004)

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Research on diagnosis, etiology, and treatment

is still warranted.

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Neuroplasticity — the brain’s ability to

reorganize.

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Direct, theory-based, frequent, intensive.

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Deficit-specific, individualized.

(Beck & Juel, 2002; Catts, 1991; Flexer, 1999; Schuele & Boudreau, 2008, Torgesen, 2002)

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Part 1: Auditory Comprehension of Verbal

Directions & Basic Concepts

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Part 2: Phonological Awareness

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Part 3: Auditory Memory

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Part 4: Sequencing

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Following Oral Directions:

• Important for behavior, social interaction and academics

• Requires ability to perceive, interpret, and retain auditory information

• Requires a strong knowledge of basic concepts:

§Basic colors (red, blue, green) §Directions (through, around) §Quantities (three, few, many) §Sequences (first, next, finally) §Shapes (round, square) §Size (large, small)

§Social/Emotional States (happy, sad)

§Characteristics (old, new) §Textures (rough, smooth §Time (late, early)

§Spatial Relationships/Positions (front, behind, top, bottom)

• Grades PreK-3

• Systematic (developed, arranged/ordered, and methodical)

• Direct (active-learning environment for student)

• Intensive (multiple levels of difficulty with minimal increments for each skill)

• Individualize for each student – set specific levels of difficulty for each activity

• Add background noise at any level

• Track data

• Customize and print reports

• Theory based

• Evidence based

• CD-ROM or online delivery

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Targets 40 Basic Concepts

• Basic Colors – red, blue, green, yellow

• Quantities – one, two, all, both, either, except,

none, or, and, don’t, not

• Sequences – first, second, third, then, next, last

• Shapes – circle, square, triangle, star

• Size – large, small

• Time – before, after

• Spatial Relationships/Positions – first, second, third,

last, between, beside, next to, above, below

• Condition – hot, cold

• Pretested February 2010; posttested May 2010

• Participants: 54 students (38 male, 16 female) from the following grades: PreK, K, 1st_{, 2}nd_{, 3}rd_{, 4}th_{, 5}th

• 52 of the 54 students had IEPs for special education services

• Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8 weeks

• Average number of computer sessions: 16.88

• Pre/posttested with HearBuilder Following Directions Inventory (since released as HearBuilder Following Directions Computerized Screener)

• Statistically significant results pretest to posttest (p<.001)

• View details at www.hearbuilder.com

Clark County School District Pilot Study

Shallow Phonological Awareness:

• Sentence Segmentation

• Syllable Blending

• Syllable Segmentation

(Anthony et al., 2003; Catts, 1991; Gerber et al., 2008; Hatcher & Hulme, 1999; McGuinness, 2005; Roeser & Downs, 2004; Schuele & Boudreau, 2008; Schreiber, 2008; Stanovich, 1992; Sterling-Orth, 2004; Torgesen, 2002; Torgesen et al., 1994) Deep Phonological Awareness:

Phonemic Awareness (Phonemic Analysis)

• Phoneme Blending • Phoneme Segmentation & Identification • Rhyming • Alliteration • Phoneme Deletion • Phoneme Addition • Phoneme Manipulation

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• Grades PreK-5

• Track data

• Theory based

• Evidence based

• Pretested February 2010; posttested May 2010

• Participants: 68 students (39 male, 29 female) from the following grades: PreK, K, 1st_{, 2}nd_{, 3}rd_{, 4}th

• 36 students with IEPs and 32 students without IEPs

• Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8 weeks

• Level 9 highest level attained on all tasks

• Pre/posttested with Section 1 – Phonological Awareness and Flexibility of the Emerging Literacy & Language Assessment (ELLA) (since released as HearBuilder Phonological

Awareness Test (H-PAT))

• Statistically significant results pretest to posttest (p<.001)

• View study details at www.hearbuilder.com

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Memory

• Memory impacts a person’s ability to perform almost any activity.

• Memory is how “knowledge is encoded, stored, and later retrieved.”

• Even mild memory deficits can impact a student’s success.

• Memory is highly correlated with intelligence and achievement.

(Dehn, 2008; Kandell, Schwartz, & Jessell, 2000) Auditory Memory

• The ability to take in information that is presented orally, process it, retain it in one’s mind, and then recall it.

• Auditory memory requires working memory.

(Bellis, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004)

Auditory Memory Impacts

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Remembering multi-step directions

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Relating new information to prior knowledge

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Oral language comprehension

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Taking notes while listening

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Verbal fluid reasoning

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Written expression

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Oral expression

Dehn, 2008

(Torgesen & Goldman, 1977)

Strategic Interventions

• Many people naturally develop and use strategies to improve performance

• Relating new information to prior knowledge

• Oral language comprehension

• Types of strategies:

§Verbal Rehearsal §Chunking

§ Elaborative Rehearsal § Relational Strategies

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• Grades K-8

• Track data

• Theory based

• Evidence based

• Pretested by 10/31/11; posttested by 2/8/12

• Participants: 90 students (48 male, 42 female) from the following grades K5, 1, 2, 3, 4, 5, 6, 8

• Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8 weeks

• Pretested/posttested with HearBuilder Auditory Memory

Inventory and portions of the Test of Auditory Processing Skills – Third Edition (TAPS-3)

• Statistically significant results from pre- to posttest for

HearBuilder Auditory Memory Inventory (p<.001) and TAPS-3

(p<.001)

• View study details at www.hearbuilder.com

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Sequencing refers to the ability to put together

events in chronological or causal order.

Sequencing is necessary for …

• Understanding and telling narratives

• Problem-solving

• Reading comprehension

• Performing daily routines

• Interacting appropriately with peers and adults

• Academic success

Sequencing Requires …

• Understanding of cause and effect

• Predicting

• Understanding time/transition words

• Knowledge of story grammar

• Adequate reasoning and planning skills

Sequencing Is Impacted by …

• Executive functions • Memory • Language • Auditory processing • Visual processing

• Sequencing helps students to . . .

•Learn the steps of a process.

•Know the tools used to complete a process.

•Understand and use specific vocabulary.

•Remember the steps of a process.

(Marr & Morgan, 2005)

• Sequencing activities that include the manipulation of pictures, words, and sentences help build important literacy skills like reading left to right, comprehending important details, predicting, and identifying the important parts of a story.

• Nearly every state and the Common Core State Standards include educational standards for describing the details of an event at nearly every grade level.

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• Grades K-6

• Sequence stories or instructions

• Start with 2-step sequences and progress to 6-step sequences

• Individualize –

include/exclude: pictures, audio, text

• Track data

• Theory based

• Evidence based

• Pretested by 10/31/11; posttested by 2/8/12

• Participants: 24 students (20 male, 4 female) from the following grades K, 1, 3, 4, 5

• Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8 weeks

• Pretested/posttested with HearBuilder Sequencing Inventory and Story Retell Subtest of the Emerging Literacy & Language

Assessment (ELLA) (since released as HearBuilder Story Retell Test

(H-SRT))

• Statistically significant results from pre- to posttest for HearBuilder

Sequencing Inventory (p<.001) and ELLA Story Retell (p<.001) • View study details at www.hearbuilder.com

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• Access from an internet-connected computer, iPad, or Android tablet

• Annual subscriptions provide access to all four programs

• Purchase the annual subscription that meets your needs:

• School or District – Unlimited teachers and students

• Teacher – 1 educator, up to 40 students, set specific levels

• Specialist – 1 educator, up 20 students, set specific levels

• Home – 1 student, set general levels

• Reports: specific reports for teachers/specialists and school administrators provide information on implementation and progress monitoring

• Data stored on secure server

• CIPA, COPPA, HIPAA, HIT, HITECH, FERPA compliant

www.hearbuilder.com

Generate Specific Reports for Progress Monitoring Educator Reports:

• All Students Progress Report

• Student Summary Report

• Group Summary Report

• Student Sessions Report

• Student Sessions by Level Report

• Student Alerts Report

Administrators can generate additional reports to monitor and compare progress by demographics, classes, and schools.

HearBuilder Online Home Subscription includes four reports: Student Alerts Report, Student Sessions by Level Report, Student Sessions Report, Student Summary Report

CD-ROM Profession Edition has two reports: Student Quick View Report, Student Progress Report CD-ROM Home Edition has one report: Student Progress Report

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• Overview and detailed information

• System requirements

• White paper

• Research study results

• Alignments to Common Core State Standards

• Learning objectives for each program title

• Testimonials

• Demo Center to try all four HearBuilder programs

• HearBuilder is also available on CD-ROM