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Copy of Therapeutic Listening for Developmental Delayed Children

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Aquia Blasingame

on 6 April 2013

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Transcript of Copy of Therapeutic Listening for Developmental Delayed Children

"Listening is the key in all our overall ability to orient to the people, places, and things in everyday life."
(Frick, 2006) Hearing vs. Listening Case Study Our Role As An OT Therapeutic Listening for Developmental Delayed Children Defining Our Role Within Provide social support to parents
Working to enlarge parental support
Guide child development
Help parents learn methods for coping with the child's behavioral issues
Evaluate and develop plan of treatment
Conduct observations for monitoring purposes
Compare and contrast documented results
Implement change if necessary(i.e. risks noted) Okay, How Does Your Picture Look? Or This? References 1. Bazyk, Susan, Cimino, Janet, Hayes, Kim, Goodman, Glenn and Farrell, Pamela (2010) "The Use of Therapeutic Listening with Preschoolers with Developmental Disabilities: A Look at the Outcomes", Journal of Occupational Therapy, Schools, & Early Intervention, 3:2, 124-138

2. Hall, L., & Case-Smith, J. (2007). "The Effect of Sound-Based Intervention on Children With Sensory Processing Disorders and Visual-Motor Delay", American Journal of Occupation Therapy, 61, 209-215.

3. Frick, S. (2000, Spring/Summer). An overview of auditory interventions. Sensory Integration Quarterly 2, 1-3.

4. Frick, S. (2002). Therapeutic listening: An overview. In A.C. Bundy, S. J. Lane, & E. A Murray (Eds.), Sensory integration theory and practice (2nd Ed., pp. 358-361). Philadelphia: F.A. Davis Company.

5. Frick, S. M. , & Hacker, C. (2001). Listening with the whole body. Madison, WI: Vital Links. Gresham, F.M., & Elliot, S.N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service Publishers. Establishing Team Effectiveness Keeping scheduled appointments as required
Provides encouragement
Maintain composure during episodes Provides clear documentation in the absence of parent and OT
Provides encouragement
Motivated to attain goal Largely Passive
Mechanical Process
Outer ear collects acoustic energy
Sound is directed to eardrum
Sound energy vibrates
Malleus, Incus, and Stapes are activated
Conductive motion combines to activate sound
Ear and Brain Active Process
Demands Attention
Promotes Engagement
Useful for Social Skills
Necessary for Survival Skills
Whole Brain and Whole Body Interaction Engagement Discrimination Continuous Process of Listening What is that sound? "What does that sound mean to me and my world?" "Should I attune more closely to that sound?" So, what exactly is Therapeutic Listening? Developed by Occupational Therapist, Sheila Frick, Therapeutic Listening combines sound stimulation with sensory integration strategies as an intent to increase progression in intervention goals (Frick & Hacker, 2001). Let's Take A Look Items You Will Need:
Sennheiser HD500A Headphones
Sony CD Walkman
Tune Belt
Musical CDs Let's Try An Assessment! Helping Kids Reach Higher Heights! Method Used: Pre-experimental pretest-posttest design
Measurements:
Initial Skills (pretest)
Administration of the intervention
Final measurement of skills after intervention period (posttest; Singleton, Straits, & Straits, 1993)
Participants: 15 children
Ages: 3 to 6 years
Inclusion/Exclusion Criteria:
Attention Limitations (inability to sit still and attend)
Language Function (transition between activities)
Overall Participation in the Classroom (complete classroom tasks)
Nine Diagnoses Represented Amongst the Children:
1.Autism (4) 4.FAS (1) 7.Brachycephaly (4)
2.Down Syndrome (3) 5.Development Delay (1) 8.Hydrocephaly (10)
3.Prematurity (3) 6.Cerebral Palsy(2) 9.Mobius Syn. (1)
Length of Intervention: varying 6 weeks to 5 months
Administered: In the classroom during participation projects Time of Daily Participation: 1-2 times per day
30 min. per day
Risks: Changes in sleep or appetite >1 day
Behavioral Changes affecting function
Increased Irritability (Frick & Hacker, 2001)
Progression:Monitored by OT and Teacher Tested Performance Areas Fine-Motor
Peabody Developmental Motor Scales-Second Edition (PDMS-2) Visual-Motor
Developmental Test of Visual-Motor Integration (VMI) Social Skills
Draw-A-Person (DAP) Language
Preschool Language Scale-3 (PLS-3) Nonverbal Intelligence
Social Skills Rating System (SSRS) Sensory Processing
Sensory Profile -Visual-Motor Subtest
-Grasp Subtest I Could Not Have Done It Without You! Child Teacher Parent Willingness to participate
Open to new ideas
Establish focus Like This? “All have their worth and each contributes to the worth of the others.”
― J.R.R. Tolkien, The Silmarillion
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