Look! Listen! and Learn Language!
Contents
1. Rationale Who should play oA LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Catch Of The Day Consonants Vowels Shapes and Numbers The child will visually scan a field from left to right and top to bottom to find matches to an auditory stimulus Visually scan the field and find the hidden consonants vowels shapes or numbers that the computer has named There will always be three targets to find Click on the target and a fish will appear This is to indicate a correct response Click on a non target and the error response will tell you what you just clicked on any icon that was not the target and what you should have clicked on target This error handling response discourages intentional misses by children who like the error beeps and prompts correct responses through verbal redirection Mouse Click the arrow on the target and a fish will appear All LocuTour products are compatible with a Touch Screen Levels Consonants Vowels Shapes and Numbers Show Answer A yellow fish is displayed at the location of each target Random Randomizes screens within a level Random and Unlimited Trial Level Seconds Moves When children are first learning to make visual discriminations they will need practice discerning one item from another The developmental hierarchy would be shapes colors numbers consonants and vowels The auditory prompt of Find allows the child to make an auditory connection to the2. visual stimuli This game is appropriate for young children learning the names and properties of shapes colors numbers and letters It would be an appropriate game for children with central auditory processing dysfunction short term auditory memory dysfunction visual perceptual deficits anomia language learning disabilities and those with autism This game is also appropriate for hearing impaired individuals involved in an auditory habilitation or auditory rehabilitation program Objective How to Play Response Options Options Categories Game Results Rationale Who should play oA LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Put Same With Same Color and Shape The child will select matching colors or shapes from a field of four choices The child will hear and or see a stimulus at the top of the screen and notice the details of the stimulus The stimulus will appear for a pre determined amount of time then disappear The clinician will choose a tempo appropriate for each child Click on or touch the item at the top of the screen and drag it to the same item on the bottom of the screen and release the mouse or lift the finger When you are correct the computer will score your response only after you click on the Check Answer button then it will move immediately to the next page If you are incorrect and you have clicked on Check Answer the computer will throw the target back to the top and give you th
3. Average Time per Screen Learning to listen to then imitate non speech sounds can be an important first step in controlling vocalizations Copying animal sounds is fun and exaggerated movements of the lips tongue and jaw can encourage oral motor imitation and manipulation of the articulators needed for speech Auditory memory is enhanced by listening to the target sound then finding the matching sound in the field Visual scanning and visual discrimination are enhanced by noticing similarities and differences between stimuli Language expression can be encouraged through labeling pictures and creating phrases and sentences using the target stimuli This game is recommended for young children learning language children with central auditory processing dysfunction children with short term auditory memory dysfunction and those with autism This game is also appropriate for hearing impaired individuals involved in an auditory habilitation or auditory rehabilitation program us Objective How to Play Response Options Options Screens Game Results Rationale Who should play of LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Show Me Verbs Contrasts Animals The child will learn common verbs and animals and will learn to discriminate pairs of contrasting words The clinician chooses or assists the child in choosing a target group from the menu screen The child clicks on the large button with the game name to
4. begin playing The computer says Show me and the child clicks on or touches the correct choice on the screen There are only two pictures per screen If the client s response is correct the picture will be framed in white If incorrect the picture will be shaded with a gray box The clinician can replay the screen by clicking on the Repeat button circular arrow Another option is to replay the auditory stimulus only and keep the pictures highlighted the way the child responded In this case the clinician clicks on the Replay Sound circular arrow ear button By clicking on the Play 1 button the clinician can have the computer name the picture on the left The picture on the right will be named when Play 2 is chosen Each picture will be framed in white as its name is spoken If the child cannot decide on an answer the clinician or child can click on Show Answer and the correct picture will be highlighted in white Clicking on the right arrow or pressing the right arrow key moves you to the next screen The left arrow allows you to repeat the previous screen The up arrow key or the up arrow on the Volume button increases the volume and the down arrow decreases the volume H takes you to the Help screen X allows a quick exit from the program Refer to the J Like Keys insert for more keyboard shortcuts Random Sequential Hide Words Show Words Random and unlimited within category By Trial Correct Number of Screens Viewed and Av
5. print the picture on a homework page Monitoring and Self Monitoring The child or clinician can determine if the target has been produced Correctly C Incorrectly Recording Options Options Categories I or Distorted D Use the Record and Play features to record and listen to the child s production of the target Alternate between the model and the child s recorded words Stress the importance of the concept that contrast aids perception Listen for the similarities and differences between the two productions If appropriate have the child monitor their own speech and determine intelligibility using the CDI button Compare the child s perception of intelligibility with your own You may use the CDI button each time the child says the target to keep a running tally of intelligibility Transfer activities can include writing on the homework sheets and recording new phrases and sentences These recordings cannot be saved but can be repeated at the time of recording Generalization can be practiced through recording spontaneous conversations The record feature will allow several minutes of recording if there is room on your hard drive to save the file temporarily Use the mouse to click on the VCR like controls beneath the Listen to the Sound button The round red button records the red rectangular button stops the recording or the playback and the green triangu lar button plays the sound If the buttons are gray th
6. stimulus at the top of the screen and notice the details of the stimulus Drag the stimulus at the top to the one below that matches All of the animal sounds can be heard by clicking on each stimulus box Click on the Check it button to move to the next screen The Options page allows the clinician to choose one of four ways to play the game 1 auditory target and visual foils in which the child hears the animal sound and finds the matching animal picture below 2 visual target and auditory foils in which the child sees the animal and chooses the sound it makes from the choices below 3 auditory target and auditory foils in which the child sees no picture but matches sound to sound and 4 auditory and visual target and foils in which the child both sees and hears the target and finds the match below The clinician may turn the volume down completely to make this a visual matching task The clinician may choose to fade the stimulus to emphasize the memory component of this game Fade time choices include Never Slow fades after 10 seconds Regular fades after 4 seconds and Fast fades after one half a second Finally the stimuli can be presented sequentially in the same order each time or randomly The child learns the animal sounds by playing Level 1 in which there is one target and two foil pictures per screen Levels 2 through 4 increase in difficulty from four to eight choices Random and unlimited By Trial Level Percent Correct
7. to find matching picture symbol pairs The child will use verbal rehearsal to provide auditory and visual stimuli to support memory and recall of familiar picture symbol pairs The parent or clinician assists the child in choosing one of the four levels The child then turns over one card by clicking on it with the mouse The child hears the object labeled observes the picture symbol on the card and tries to recall where they have seen a matching card When the child clicks on their choice the card will turn over If the cards match they will disappear from the screen after 3 seconds If they do not match they will be turned over when the child chooses the next card or clicks on the arrow key at the bottom left corner of the screen The child may hear the object labeled again by clicking on the picture The child continues to uncover pictures and find matching pairs until all of the matches have been found The child is then given the option of choosing a skill level and playing another game The cards will be automatically reshuffled unless the child chooses to play the same game over by clicking on the replay button Click on a card with the mouse to turn it over After a card is turned over you can listen to the sound again by clicking on the card If you are using a touchscreen touch the card to turn it over You can repeat the last game by clicking on the Repeat Button If the cards don t match they can be turned over by clicking on the bu
8. LocuTour MULTIMEDIA ral COGNITIVE REHABILITATION Look Listen and Learn Language Version 2 by Marna Scarry Larkin M A CCC SLP Look Listen and Learn Language is a great CD and our clients whose language ages are between one and five love it We at LocuTour Multimedia have learned a lot since that CD was created so we decided to make a great product even better Our goal is to help you bring your child or client from non speech auditory and visual recognition all the way to complex receptive and expressive language We think you ll be happy with the help you get from Look Listen and Learn Language Version 2 And the Little Duck Says Quack Quack Identify the sounds that animals make The training level has one picture and one sound Higher levels have up to eight pictures This is a non speech auditory and visual discrimination task Put Same With Same Identify eleven colors and eleven shapes in a visual matching game Use the options to vary the difficulty of the task ABC 123 Practice automatic speech production for letters and numbers Practice the letters A through Z the 43 speech sounds in the English language and the numbers 1 through 10 Catch of the Day Visually scan the field and find the hidden shapes numbers or letters There will always be three items to find The goal is to find them as quickly as possible Show Me Identify animals verbs and contrast words some are opposites in a fo
9. ay Correctly C Incorrectly 1 or Distorted D Use the Record and Play feature to record and listen to the child s production of the target Alternate between the model and the child s recorded words Stress the importance of the concept that contrast aids perception Listen for the similarities and differences between the two productions Have older children monitor their own speech and determine accuracy using the scoring buttons Compare the child s perception of accuracy with your own You may use the ZACI buttons each time the child says the target word to keep a running tally of accuracy There are three categories with 30 words each The word lists are in the appendix 90 screens By Category Number of Spontaneous Correct and Incorrect Productions Number of Imitative Cor rect and Incorrect Productions Number of Screens Viewed and Seconds Viewed Copying speech at the word phrase and sentence levels can help with expressive language develop ment Most children will move from the single word level to parentese etc This activity extends the grammatical syntactic concepts of the words from the Show Me game This game is recommended for young children learning language children with central auditory processing dysfunction short term auditory memory dysfunction and those with autism This game is also appropriate for hearing impaired individuals involved in an auditory habilitation or auditory rehabilitation progra
10. d by intellectual ability long term memory functioning or previous learning It requires motor persistence sustained visual attention and scanning visuomotor coordination and the ability to encode and recall the symbols Lezak 1985 It is designed to utilize Luria s 1973 third functional unit planning and verification of activity Who should play This game is appropriate for individuals with auditory visual short term memory deficits as well as verbal rehearsal and confrontation naming problems Rapid single word naming of the items is an excellent word retrieval task Use the arrow button on the screen or type A to show all items System Requirements This package contains one hybrid CD ROM that will run on Macintosh Windows 3 1 or Windows 95 98 systems The Macintosh version requires an Apple The Windows version requires Windows Macintosh with a 68040 or Power PC 3 1 or Windows 95 98 a Pentium chip 8 chip 8 megabytes of available RAM megabytes of available RAM a CD ROM System 7 or OS8 a CD ROM drive and drive a multimedia sound card and video color monitor A microphone may be card and a color monitor A microphone required to record voices You can play is required to record voices the games from the CD or drag the icons to a folder on the Hard Disk Dll LocuTOUR T MULTIMEDIA COGNITIVE REHABILITATION MADE WITH macromedia Stock Number N25 2 Look Listen and Learn Language Version 2
11. e about some feature of the scene 67 Level Correct Distorted Incorrect Average Time Responding to a direct question such as Whose birthday is it helps the child understand the concept of question answer There are multiple opportunities to answer the many different kinds of questions The child may try to think of other ways to answer the questions or formulate other questions to ask about the pictures This game is recommended for young children learning language children with central auditory processing dysfunction short term auditory memory dysfunction and those with autism This game is also appropriate for hearing impaired individuals involved in an auditory habilitation or auditory rehabilitation program Auditory Memory and Working Memory Aphasia Therapy Requiring forward and backward repetition of the words phrases and sentences can help those with short term memory problems and sustained and shifting attention difficulties Use felts on the table to anchor the sounds in sequence I have used this process of repetition to increase the amount of information a child can hold in working memory The process of forward repetition can teach the compensatory strategy of reauditorization If you can develop your internal tape recorder you have a second chance to replay and thus comprehend auditory information Do not practice backward repetition if the child is echolalic The pictures in this CD can b
12. e prompt You re looking for If necessary the child may choose the R or Repeat button to replay the stimulus Click on the Show Answer button to have the correct answer displayed Type R or click on the Repeat button to replay the screen Touch screen Touch the letter that is the same as the target Keyboard Press 1 2 3 4 to indicate response Mouse Click on the letter that is the same as the target Clicking on the right arrow or pressing on the right arrow key moves you to the next screen without recording a correct or incorrect response The left arrow allows you to repeat the previous screen Refer to J like Keys for more keyboard shortcuts To assign homework for this game print the homework template from the Teacher s Workbook found on the CD Random Sequential Visual Cue Only Auditory Cue Only Auditory and Visual Cues Choose Fade Time Fast 5 sec Regular 4 sec Slow 10 sec Never Random Sequential When the random option is chosen the pictures display in a randomly chosen order They will continue to play in this order for subsequent trials at the same level Option R will toggle the random feature on and off Visual Auditory Cues The clinician can choose what the child sees and hears Choosing Visual Cue Only will instruct the computer to display the target without saying the word With the Auditory Cue Only option there will be no visual stimulus the computer will say the target Finally the letter symb
13. e used to stimulate conversational speech check auditory comprehension and to practice repetition naming writing and reading skills Use the record features to make your own cueing strategies The program is designed to present a speech model at the sound word phrase and sentence levels You can always record your own It s a phrases sentence completion or phonemic cue sentences for individualized cueing The record feature will allow several minutes of recording but will not save the recording when you move to the next page Conversational Language Practice The communication deficits related to autism often include auditory and reading comprehension problems and pragmatic language disorders In a small group setting the CD can be used to present a stimuli and allow the individuals to practice turn taking appropriate conversation and topic maintenance It is possible to use the recording features for feedback and self monitoring on perseverative responses inappropriate laughter swearing and off task responses Use of the Sequential presentation option can allow the clinician to present the same stimuli each day As the child progresses increase the level of difficulty by choosing the Random option Objective How to Play Response Options oA LocuTour u MULTIMEDIA COGNITIVE REHABILITATION ABC 123 What s My Name What s My Sound What s My Alphabet What s My Number The child will repeat le
14. erage Time Responding to a direct request such as Show Me is an important response It indicates the recep tive understanding of the command and the target word and it shows the ability to demonstrate com prehension using an expressive motoric response Expressive language can be encouraged by having the child name the target use the word in a phrase sentence or short conversation This is an excellent vocabulary development game This game is recommended for young children learning language children with central auditory processing dysfunction short term auditory memory dysfunction and those with autism This game is also appropriate for hearing impaired individuals involved in an auditory habilitation or auditory rehabilitation program Objective How to Play Response Options of LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Word Practice Verbs Contrasts Animals The child will see a picture and hear it labeled The communication partner may select from one to five language models from the pre recorded buttons or can record four individualized models on the buttons labeled Your Text The pre recorded buttons are Word Parentese Phrase Sentence and Command The Parentese button provides a modified utterance that a parent might use with a very young child see How do Children Learn to Talk on page 2 of this manual The Command button may request the 2 66 child to point to pretend or ans
15. ey are not available Random Sequential Hide Words Show Words Perseverative questioning is a speech characteristic of many autistic children and adults Teaching multiple ways to question can be helpful as well as teaching them how to answer their own questions and to use statements The pictures are grouped into eight question categories Who What When Where Why How Which and Other A random mix of questions can be chosen by selecting the Mixed category Choose the category from the main screen by highlighting the button Then either click on the large button above the categories or double click on the category button When each picture is displayed a word is shown on the screen describing the main idea in the picture Click on the Question button to hear a question about the picture then click on the Answer button to hear the question answered The Pronoun button models correct use of a pronoun in context The child should be encouraged to name the noun the pronoun replaced Using a carrier phrase such as He is a boy he is walking She is a girl She is wearing a coat It is a thing It is shining helps to teach the concept that pronouns Screens Game Results Rationale Who should play of LocuTour u MULTIMEDIA COGNITIVE REHABILITATION substitute for nouns and that gender and number must be observed in order to choose the correct pro noun Choosing the button Sentence will display a complete sentenc
16. ld says the target to keep a running tally of accuracy Use the mouse to click on the VCR like controls beneath the Listen to the Sound button The round red button records the red rectangular button stops the recording or the playback and the green triangular button plays the sound If the buttons are gray they are not available Random Sequential When the random option is chosen the pictures display in a randomly chosen order They will con tinue to play in this order for subsequent trials at the same level To reset the random sequence start a new trial by clicking on the large button above the level buttons or start by pressing the spacebar Option R will toggle the random feature on and off Lower case sounds 56 Lowercase Uppercase Names 52 Alphabet in sequence 18 Numbers 10 By Trial Category Correct C Distorted D and Incorrect I and Average Time This task is designed to prepare the child for letter word and number recognition tasks found on other LocuTour games The game establishes the rules for consonant and vowel sounds utilized in the other games This game is appropriate for children and adults learning language or pre reading skills or those with reading and spelling difficulty This game can also help develop pronunciation skills with those individuals learning English as a second language Objective How to Play Response Options Levels and Options Screens Game Results
17. m Objective How to Play Response Options oA LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Let s Talk About It Who What When Where Why How Which Other Mixed The child will see a picture hear it labeled record their imitation of the word phrase or sentence and if appropriate determine intelligibility of the production The clinician will assist the child in choosing from the Who What When Where Why How Which Other or Mix categories on the main screen The child will listen to the word phrase question answer sentence or sentence with a pronoun as it is pronounced and try to replicate the tone pitch and phrasing of the spoken model The child may listen to the stimuli again by clicking on the labeled button Use the touchscreen or mouse to select the labeled button to hear the target stimuli spoken By typing the numbers 1 2 3 4 or 5 you will hear the sound corresponding to the Word 1 Question 2 etc When you are finished with a screen click on the right arrow or use the right arrow key to move to the next screen The left arrow allows you to repeat the previous screen The up arrow key or the up arrow on the volume button increases the volume and the down arrow decreases the volume If you turn the volume off you can scroll faster through the pictures using the right or left arrow keys H takes you to the Help screen X allows a quick exit from the program The Print button allows you to
18. n to talk about Is the computer an appropriate tool for teaching language Children talk about what they hear see feel smell and taste The purpose of language is to communicate experiences The first communication dyads are child mother child father child sibling etc One individual desires to express something to another with the expectation that there is understanding of the message We call this communica tion When the computer is used as a tool to present pictures of items not necessarily in the immediate environment the child s world is expanded The parents caregivers or therapists can expand on the language concepts presented to make them relevant to the child s world For example when dog appears on the screen they might label it as a dog in the picture then talk about the child s own dog or other pet They can talk about how the child s pet is the same as and how it is different from the picture on the screen Objective How to Play Response Options Levels Screens Game Results Rationale Who should play oA LocuTour u MULTIMEDIA COGNITIVE REHABILITATION And the Little Duck Says Quack Quack Level 1 2 choices in the field Level 2 4 choices in the field Level 3 6 choices in the field Level 4 8 choices in the field The child will select the matching animal picture or sound from a field of two to eight pictures or animal sounds The child will hear and or see a
19. nd words How do children learn to talk They learn how to talk by listening and imitating The game Let s Talk About It provides several different language modeling techniques to encourage both receptive and expressive language development Children can hear the item named in isolation in a phrase or sentence Additional sentences are provided to emphasize descriptive or func tional elements of the item The button labeled Parentese gender neutral Parent ese Robert Owens 1996 provides a modified utterance that a parent might use with a very young child Characteristics of parentese include more re stricted vocabulary references to what s happening right now shorter and less complex utterances more repetitions slow and exaggerated speech Examples from this CD include Meow Meow Look A sheep Wow Beautiful feathers and So cute Why are these words and concepts included on the CD These words are representative of the first words and concepts many children will learn We recognize that each child s first vocabulary is different Typically a child will learn animal names and sounds in addition to clothing toys food and actions Some children s first words will not be included in this list at all One of the author s children s first words were blimp and bologna The other author s child s first word was apple There is an interest factor in what children choose to lear
20. ol will be displayed and the word will be spoken when the Auditory and Visual Cues option is selected Choose Fade Time If you would like to add a memory component to this task choose the Fast Regular or Slow fade option Fast will fade in half a second Regular will fade in four seconds Slow will fade at ten seconds and Never will keep the target on the screen There are colors and shapes The colors are black blue brown gray green orange pink purple red white and yellow The shapes are circle diamond heart moon oval pentagon octagon rectangle square star and triangle By Trial Correct Error and Average Time Matching one item to another is an important pre reading and pre math skill This game is appropriate for young children learning the names and properties of shapes and colors It would be an appropriate game for children with central auditory processing dysfunction short term auditory memory dysfunction visual perceptual deficits anomia language learning disabilities and those with autism This game is also appropriate for hearing impaired individuals involved in an auditory habilitation or auditory rehabilitation program Objective How to Play Response Options Options Screens Game Results Rationale of LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Match Ups Six Cards Twelve Cards Twenty four Cards Forty eight Cards The child will turn over two cards on each turn
21. rced choice format This is a receptive task at the single word level Match Ups Choose from a variety of stimulus categories to play a concentration game Categories include shapes colors numbers sea animals land animals and people Use the options to vary the stimulus presentation This is a flexible receptive expressive or mixed receptive expressive task Word Practice Practice the animals verbs and contrast words learned in the Show Me game in phrases and sentences Choose from five types of stimulus presentation word parentese for use with very young children phrase and sentence levels The final stimulus option is a verbal instruction that is related to the picture on the screen Let s Talk About It Move to a more complex level of receptive and expressive language practice This exercise is useful in treating apraxia dysarthria developmental speech disorders and pragmatic language deficits Participate in exercises for reading phrases and sentences in context and answering questions imitatively or spontaneously oA LocuTour u MULTIMEDIA COGNITIVE REHABILITATION Who will want to play this game This game is intended for young children who find playing on the computer a fun way to learn Some children enjoy sitting at the computer with parents teachers or older siblings This simple language program encourages turn taking imitating describing questioning answering and playing with sounds a
22. tter names letter sounds the alphabetic sequence or numbers 1 10 after the voice stimulus The child listens to the voice watches the screen then repeats the stimulus item He clicks on the Next button to move to the next screen Click on the Listen to the Sound button to listen again to the sound letter name alphabet sequence or number The left arrow allows you to repeat the previous screen The up arrow key or the up arrow on the volume button increases the volume and the down arrow decreases the volume H takes you to the Help screen X allows a quick exit from the program The Print button allows you to print the picture on a homework page Refer to J Like Keys for more keyboard shortcuts Monitoring and Self Monitoring The child or clinician can determine if the child s target sound production should be Recording Options Options Screens Game Results Rationale Who should play scored Correct C Distorted D or Incorrect I Use the Record and Play features to record and listen to the child s production of the target Alternate between the model and the child s recorded productions Stress the importance of the concept that contrast aids perception Listen for the similarities and differences between the two productions Have the child monitor her own speech and determine accuracy using the CDI button Compare the child s perception of accuracy with your own You may use the CDI button each time the chi
23. tton that has a right facing arrow on it Or you can click on a new card If no cards are turned over you can turn all of the cards over by clicking on the button that has a right arrow on it Note that some cards have no sounds and some cards have no picture just sounds The up arrow key or the up arrow on the volume button increases the volume and the down arrow decreases the volume H takes you to the Help screen X allows a quick exit from the program Display cards after error Turn cards over after error The default option is to have the game pause when two cards that do not match are turned over If this option is turned off the cards will be turned so that the backs are visible after three seconds Continue to display cards after correct Remove cards after correct The default option is to have the game pause for two seconds when two cards that match are turned over then remove them from the screen If this option is turned off the cards will remain face up through the duration of the game Choose Card Backs Select the card backs from 16 choices Choose Picture Sets Select the pictures that are uncovered in the game Random and Unlimited By Trial Level Seconds Moves Completion Status This game helps memory and association of words to pictures Teaching strategies for remembering where a card has or has not been turned over helps with visual memory and working memory This is a task of psychomotor performance relatively unaffecte
24. wer questions The communication partner will assist the child in choosing from the three categories verbs contrasts and animals The child will listen to a word as it is pronounced and try to replicate the sounds The child may listen to the word again by clicking on the Word button then use the record button to record their voice The Parentese button will provide a model that a parent might use with a very young child The child may click on the Phrase button to listen and copy a short phrase or short sentence The child can use the Sentence button to listen then copy the short sentence containing the target word The Command button suggests an interactive response to be performed by the child and or communication partner To move to the next screen click on the right arrow or use the right arrow key The left arrow allows you to repeat the previous screen The up arrow key or the up arrow on the volume button increases the volume and the down arrow decreases the volume If you turn the volume off you can scroll faster through the pictures using the right or left arrow keys H takes you to the Help screen X allows a quick exit from the program The Print button allows you to print the picture on a homework page Refer to I Like Keys for more keyboard shortcuts Monitoring and Self Monitoring The communication partner can track responses and whether these responses were produced Categories Screens Game Results Rationale Who should pl
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