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AUDITON GOAL LIST

DASL CURRICULUM CHECKLIST

A. SOUND AWARENESS SUBSKILLS

a. Audition combined with visual and tactile clues.


b. Audition combined with tactile clues.
c. Audition combined with visual clues.
d. Audition alone.
2. Responds to the presence of a loud speech syllable or word.
a. Audition combined with visual and tactile clues.
b. Audition combined with tactile clues.
c. Audition combined with visual clues.
d. Audition alone.
3. Responds to the presence of a variety of different gross environmental sounds.
a. Audition combined with visual and tactile clues.
b. Audition combined with tactile clues.
c. Audition combined with visual clues.
d. Audition alone.
4. Indicates when an ongoing environmental sounds stops.
a. Audition combined with visual clues.
b. Audition alone.
5. Indicates when a sustained speech syllable or word stops.
a. Audition combined with visual clues.
b. Audition alone.
6. Indicates when teacher or parent turns both hearing aids on or off.
7. Discriminates between presence of a spoken syllable or word and silence.
8. Discriminates between a variety of familiar environmental sounds in a set of two choices.
9. Discriminates between a variety of familiar environmental sounds in a set of three choices.
10. Discriminates between a variety of familiar environmental sounds in a set of four choices
11. If the child is amplified binaurally, locates the direction of sound on the same plane.
12. If the child is amplified binaurally, locates the direction of sound on different planes.
13. Identifies common environmental sounds.
14. If the child is amplified binaurally, can detect when one aid is on versus both aids on in a structured situation.

VOCAL DURATION
1. Discriminates a short staccato sound from a long continuous sound.
2. Discriminates between continuous sound and repeated syllable.
3. Discriminates between one syllable and two syllables.
4. Discriminates between two long continuous syllables and two short staccato syllables.
5. Discriminates between other sound patterns of varied duration containing two elements.
6. Repeats the correct number of syllables heard.
7. Discriminates between sound patterns of varied duration containing three elements * = short, _ _ _ _ _ = long
a. Set of two choices Example: * _ _ _ _ versus * * _ _ _ _ _
b. Set of three choices Example: _ _ _ _ _ _ _ _ _ _ _ _ versus * * * versus ____ ____ *
8. Discriminates between sound patterns of varied duration containing four elements.
a. Set of two choices Example: _ _ _ _ _ _ _ _ _ _ _ _ _ versus * * * _ _ _ _
b. Set of three choices Example: * * * * versus _ _ _ _ _ _ _ _ _ _ _ _ versus * * ___ ___

RATE OF SPEECH
9. Discriminates between repeated syllables using a fast rate versus repeated syllables using a slow rate.
10. Discriminates between connected conversational speech using a fast rate versus connected speech using a slow rate.

VOCAL INTENSITY
11. Discriminates between whisper and loud speech.
12. Discriminates between whisper and quiet speech.
13. Discriminates between whisper and no speech.
14. Discriminates between quiet speech and loud speech.
15. Discriminates between whisper, quiet, and loud speech.

VOWEL DISCIRMINATION AND IDENTIFICATION


21. In a set of two choices, discriminates between vowels differing In first formant information in syllable or word context.
Group 1 Vowels: /u/, /U/, /i/ , /I/
Group 2 Vowels: / ε / æ/ /^/ /a/
(The teacher chooses one vowel from Group 1 and one vowel from Group 2, and he child discriminates between these vowels in
syllable or word context. Example: boot vs. bat)
22. Discriminates between vowels with similar first formants and different second sound formants in syllable or word context.
a. Discriminates between two syllables or words
1. /o/ versus /e/ (so vs. say)
2. /o/ versus /3/ (so vs. sir)
3. /e/ versus /3/ (hay vs. her)
4. /)/ versus /e/ (bought vs. bait)
5. /)/ versus /3/ (lawn vs. learn)
6. /a/ versus /æ/ ( hot vs. hat)
7. /U/ versus /I/ ( full vs. fill)
8. /i/ versus /u/ (tea vs. two)
b. Discriminates between three syllables or words (boot vs. beat vs. bit)
c. Discriminates between four syllables or words. (turn vs. teen vs. tan vs. tune)
d. Discriminates any of the above words produced with good voice quality versus the word produced with nasality.
23. Discriminates vowels with similar first and second formant information in syllable or word context.
a. Discriminates between two syllables of words.
1. /o/ versus /)/ (lone vs. lawn)
2. /a/ versus /^/ (gone vs. gun)
3. /ε/ versus /e/ (wet vs. wait)
4. /e/ versus /I/ (pail vs. pill)
5. /I/ versus /i/ (hit vs. heat)
b. Discriminates between three syllables or words. (fit vs. feet vs. fought)
c. Discriminates between four syllables or words. (but vs. bet vs. bit vs. bait)
d. Discriminates any of the above words produced with good voice quality versus the word produced with nasality.
24. Discriminates between vowels /a/ and /)/ and dipthongs /au/, /aI/ and /)I/ in syllable or word context.
a. Discriminates /aU/ versus /a/ (found vs. fond)
b. Discriminates /aI/ versus /a/ (light vs. lot)
c. Discriminates /)I/ versus /)/ (oil vs. all)
25. Discriminates between dipthongs /aU/, /)I/ and /aI/
a. Discriminates between two words or syllables. (bow vs. buy)
b. Discriminates between three words or syllables. (boy vs. bow vs. by)
c. Discriminates between two words or syllables. (boy vs. bow vs. by vs. bay)
26. In a set of six choices , discriminates between vowels and dipthongs previously discriminated in Subskills 21-25, (beat vs. bit vs.
bite vs. bait vs. bat vs. boot)
27. Identifies vowels and dipthongs.

DISCRIMINATION AND IDENTIFICATION OF INITIAL CONSONANTS


28. In a set of two choices , discriminates between nasal and non-nasal consonants in the beginning position of syllables and words
a. Discriminates between Plosive consonants and Nasal consonants (bake vs. make)
b. Discriminates between Semi-vowels and Nasal consonants (wake vs. make)
c. Discriminates between Liquids and Nasal consonants (lake vs. make)
d. Discriminates between Affricate consonants and Nasal consonants (chore vs. more)
e. Discriminates between Fricative consonants and Nasal consonants (hose vs. nose)
29. In a set of four choices , discriminates between Nasal and Non-nasal consonants in the beginning position of syllables and words
(door vs. more vs. four vs. bore)
30. In a set of six choices , discriminates between Nasal and Non-nasal consonants in the beginning position of syllables and words
(might vs. tight vs. bite vs. light vs. white vs. tight)
31. In a set of two choices , discriminates between consonants differing Manner of Production in the beginning position of syllables
and words
a. Discriminates between Plosive consonants and Semi-vowels (bear vs. wear)
b. Discriminates between Plosive Consonants and Liquid consonants (cat vs. rat)
c. Discriminates between Plosive consonants and Affricate consonants (bear vs. chair)
d. Discriminates between Semi-vowels and Affricate consonants (wet vs. jet)
e. Discriminates between Semi-vowels and Liquid consonants (wait vs. late)
f. Discriminates between Liquid consonant and Affricate consonant (lump vs. jump)
g. Discriminates between Fricative consonants and Plosive consonants (tar vs. car)
h. Discriminates between Fricative consonants and Semi-vowels (shoe vs. you)
i. Discriminates between Fricative consonants and Liquid consonants (side vs. ride)
j. Discriminates between Fricative consonants and Affricate consonants (vase vs. chase)
32. In a set of four choices , discriminates between consonants differing Manner of Production in the beginning position of syllables
and words (bee vs. see vs. we vs. me)
33. In a set of six choices , discriminates between consonants differing Manner of Production in the beginning position of syllables
and words (need vs. weed. vs. seed vs. lead vs. deed vs. read)
34. In a set of two choices, discriminates consonants differing in voicing.
a. Discriminates between Plosive consonants differing in voicing. (cot vs. got)
b. Discriminates between Fricative consonants differing in voicing. (face vs. vase)
c. Discriminates between Affricate consonants differing in voicing. (cheap vs. jeep)
35. In a set of four choices , discriminates between consonants differing in voicing in the beginning position of syllables and words
(Example: The child will listen for the voiced consonant in the word zip in the following group of words: sip, ship, tip, and zip)
36. In a set of six choices , discriminates between consonants differing in voicing in the beginning position of syllables and words
(Example: The child will listen for the voiceless consonant /f/ in the word fan in the following group of words: tan, ban, man, ran, van,
Dan)
37. Discriminates between consonants produced in the same manner differing in Place of production in the beginning position of
syllables and words.
a. Discriminates between Plosive consonants differing in place of production.
1. Discriminates between voiceless Plosive consonants (pop vs. top)
2. Discriminates between voiced Plosive consonants. (big vs. dig)
b. Discriminates between Nasal consonants differing in place of production. (mine vs. nine)
c. Discriminates between Semi-vowels differing in place of production. (wet vs. yet)
d. Discriminates between Liquid consonants differing in place of production. (lake vs. rake)
e. Discriminates between Fricative consonants differing in place of production.
1. Discriminates between voiced Fricative consonants (veal vs. zeal)
2. Discriminates between voiceless Fricative consonants (four vs. shore)
38. In a set of four choices, discriminates between syllables and words beginning with a variety of different consonant sounds (tub
vs. rub vs. cub vs. pub)
39. In a set of six choices, discriminates between syllables and words beginning with a variety of different consonant sounds (run vs.
won vs. bun vs. done vs. sun vs. none vs. ton)
40. In a set of two choices, discriminates between syllables and words beginning with voiceless consonants versus syllables and
words beginning with vowels. (pie vs. I)
41. Identifies consonants which are auditorily available to the child in the initial position of syllables and words.

CONSONANT DISCRIMINATION AND IDENTIFICATION IN THE FINAL POSITION OF SYLLABLES AND WORDS
42. discriminates between Nasal and Non-nasal consonants in the final position of syllables and words
a. Discriminates between Stop consonants and Nasal consonants (tab vs. tan)
b. Discriminates between Liquids and Nasal consonants (rail vs. rang)
c. Discriminates between Affricate consonants and Nasal consonants (cage vs. came)
d. Discriminates between Fricative consonants and Nasal consonants (leaf vs. lean)
43. In a set of four choices , discriminates between Nasal and Non-nasal consonants in the final position of syllables and words (had
vs. half vs. hash vs. ham)
44. In a set of six choices , discriminates between Nasal and Non-nasal consonants in the final position of syllables and words (dig
vs. dip vs. dish vs. dill vs. ditch vs. dim)
45. In a set of two choices , discriminates between consonants differing Manner of Production in the final position of syllables and
words
a. Discriminates between Stop (plosive) Consonants and Liquid consonants (tape vs. tail)
b. Discriminates between Stop (plosive) consonants and Affricate consonants (tub vs. touch)
c. Discriminates between Liquid consonant and Affricate consonant (real vs. reach)
d. Discriminates between Fricative consonants and Stop (plosive) consonants (leaf vs. leap)
e. Discriminates between Fricative consonants and Liquid consonants
f. Discriminates between Fricative consonants and Affricate consonants (bath vs. badge)
46. In a set of four choices , discriminates between consonants differing Manner of Production in the final position of syllables and
words (game vs. gauge vs. gaze vs. gale)
47. In a set of six choices , discriminates between consonants differing Manner of Production in the final position of syllables and
words (fish vs. fizz vs. fill vs. fit vs. fib vs. fin)
48. In a set of four choices, discriminates consonants differing in voicing in the final position of syllables and words.
a. Discriminates Stop (plosive) Consonants differing in voicing. (fat vs. fad)
b. Discriminates Fricative consonants differing in voicing. (leaf vs. leave)
c. Discriminates Affricate consonants differing in voicing. (batch vs. badge)
49. In a set of four choices, discriminates consonants differing in voicing in the final position of words and syllables. (bag vs. back vs.
bath vs. bash)
50. Discriminates consonants produced in the same manner but differing in Place of Production in the final position of syllables and
words.
a. Discriminates between Stop (plosive) consonants
1. Discriminates between voiced Stop (plosive consonants. (tap vs. tack)
2. Discriminates between voiceless Stop (plosive) consonants. (tub vs. rug)
b. Discriminates between Nasal consonants differing in place of production. (ram vs. ran)
c. Discriminates between Liquid consonants /l/ and /r/ differing in place of production. (tall vs. tar)
d. Discriminates between Fricative consonants differing in place of production.
1. Discriminates between voiced fricative consonants. (rove vs. rose)
2. Discriminates between voiceless fricative consonants. (leaf vs. leash
51. In a set of four choices, discriminates words ending with a variety of consonant sounds. (run vs. rug vs. rub vs. rush)
52. In a set of six choices discriminates, words ending with a variety of consonant sounds. (bug vs. bum vs. bud vs. buck vs. bun vs.
buzz)
53. Discriminates between syllables and words ending with voiceless consonants versus syllables and words ending with vowel
sounds. (hope vs. hoe)
54. Identifies consonants which are auditorily available to the child in the final position of syllables and words,

DISCRIMINATION OF INITIAL CONSONANT BLENDS


55. Discrimination between syllables and minimal word pairs initiated with single consonants versus syllables and word pairs initiated
with consonant blends.
a. Discriminates between syllables initiated with /l/ blends versus syllables initiated with single consonants
1. sl ( slow vs. sew )
2. bl (black vs. back)
3. fl (flea vs. fee)
4. pl (play vs. pay)
5. gl (glow vs. go)
6. kl (click vs. kick)
b. Discriminates between syllables initiated with /r/ blends versus syllables initiated with single consonants
1. thr (throne vs. thong)
2. br (break vs. bake)
3. fr (free vs. fee)
4. pr (pray vs. pay)
5. dr (drip vs. dip)
6. gr (grow vs. go)
7. kr (creep vs. keep)
8. shr (shrine vs. shine)
9. tr (tree vs. tea)
10. spr (spray vs. say)
11. str (streat vs. seat)
c. Discriminates between syllables initiated with /w/ blends versus syllables initiated with single consonants
1. sw (sweat vs. seat)
2. kw (quick vs. kick)
3. tw (twin vs. tin)
4. skw (squeak vs. seek)
d. Discriminates between syllables and words initiated with /s/ blends and syllables and words initiated with single consonants.
1. sm (smack vs. sack)
2. sp (spill vs. sill)
3. sw (sweet vs. seat)
4. sk (sky vs. sigh)
5. sl (slow vs. sew)
6. sn (snip vs. sip)
7. st (steal vs. seal)
8. skr (screw vs. sue)
9. skw (squeak vs. seek)
10. spr (spry vs. sigh)
11. str (strong vs. song)
56. In a set of four choices, discriminates syllables or words with initial consonant blends. (steep vs. sleep vs. sweep vs. speak)

DISCRIMINATION OF FINAL CONSONANT BLENDS


57. Discriminates between syllables or minimal word pairs where one word ends with a single consonant and the other word ends
with a consonant blend.
a. Discriminates between continuant consonant sounds and continuant consonant blends. (A continuant sound is a sound that can
be sustained, such as l, f, s)
1. _ _ fs (laugh vs. laughs)
2. _ _ Im (fill vs. film)
3. _ _ ln (kill vs. kiln)
4. _ _ lz (call vs. calls)
5. _ _ mz (ham vs. hams)
6. _ _ nz (son vs. sons)
7. _ _ ngz (ring vs. rings)
8. _ _ sl (Russ vs. rustle)
9. _ _ ths (wreath vs. wreaths)
10. _ _ zn (froze vs. frozen)
11. _ _ sn(Chris vs. christen)
12. _ _vz (love vs. loves)
b. Discriminates between continuant consonant sound and stop blends.
1. _ _ ft (laugh vs. laughed)
2. _ _ld (call vs. called)
3. _ _lp (aull vs. gulp)
4. _ _lt (will vs. wilt)
5. _ _mp (hum vs. hump)
6. _ _nd (ban vs. band)
7. _ _nt (den vs. dent)
8. _ _ngk (sang vs. sank)
9. _ _sk (bass vs. bask)
10. _ _sp (cuss vs. cusp)
11. _ _vd (love vs. loved)
12. _ _zd (raise vs. raised)
c. Discriminates between Stop (plosive) consonants and continuant blends.
1. _ _bl (rub vs. rubble)
2. _ _bz (tab vs. tabz)
3. _ _dl (rid vs. riddle)
4. _ _dz (fade vs. fades)
5. _ _gl (wig vs. wiggle)
6. _ _gz (bug vs. bugs)
7. _ _kl (tick vs. tickle)
8. _ _ks (buck vs. bucks)
9. _ _pl (rip vs. ripple)
10. _ _ps (keep vs. keeps)
11. _ _tl (set vs. settle)
12. _ _tn (fat vs. fatten)
13. _ _ts (sit vs. sits)
d. Discriminates between Stop (plosive) consonants and Stop (plosive) blends.
1. _ _kt (leak vs. leaked)
2. _ _pt (sip vs. sipped)
3. _ _gd (lag vs. lagged)
4. _ _bd (rub vs. rubbed)
e. Discriminates between two component blends and complex blends.
1. _ _fts (raft vs. rafts)
2. _ _kts (elect vs. elects)
3. _ _blz (cable vs. cables)
4. _ _mpl (tramp vs. trample)
5. _ _ndz (hand vs. hands)
6. _ _nts (ant vs. ants)
7. _ _ngkl (rink vs. wrinkle)
8. _ _ plz (trouble vs. troubles)
9. _ _skt (ask vs. asked)
10. _ _tnd (frighten vs. frightened)
11. _ _spt (gasp vs. gasped)
12. _ _tnz (listen vs. listens)

B AUDITORY COMPREHENSION SUBSKILLS

STATEMENTS THAT VARY GREATLY IN LENGTH


1. Discriminates between a familiar one or two syllable word and several lines sung from a familiar song (Ex. Child’s name versus
song “Happy Birthday to You”.)
2. Discriminates between a familiar stereotypic phrase containing four syllables or more and a familiar word containing one or two
syllables (Ex. “Let’s go to McDonald’s! versus “Stop!”).

DISCRIMINATION OF WORDS ON THE BASIS OF NUMBER OF SYLLABLES AND SYLLABLE EMPHASIS


3. Discriminates between a three syllable word and a one syllable word. (Ex. “elephant” versus “stop”)
4. Discriminates between a spondee word and a one syllable word. (Ex.
“cowboy” vs. “dad”)

5. Discriminates between a two syllable trochee word and a two syllable spondee word. (Ex. “baby” versus “birthday”)
6. Discriminates between a two syllable iambic word and a two syllable spondee word. (Ex. “giraffe” versus “hotdog”)
7. Discriminates between a two syllable iambic word and a one syllable spondee word. (Ex. “giraffe” versus “dog”)
8. Discriminates between a two syllable iambic word and a two syllable trochee word. (Ex. “giraffe” versus “baby”)
9. Discriminates between a two syllable trochee word and a one syllable word. (Ex. “baby” versus “doll”)

DISCRIMINATES BETWEEN LINGUISTIC AND NON LINGUISTIC MESSAGES


10. Discriminates live voice from a musical instrument (Ex. The teacher either says, “How are you today?” or plays a toy horn using
the same rhythm pattern as the spoken message, in this case being five syllables.
11. Discriminates between a spoken message on tape recorded by the teacher or the child himself, and instrumental music on tape.
(Ex. The teacher records a spoken message on one tape and records instrumental music on another tape. The child determines is
he hears music or talking. The Language Master can be used here instead of a tape recorder.)
12. Discriminates speech from background noise using Language Master or tape recorder. (Ex. Discriminates unfamiliar voice,
recorded on tape versus vacuum cleaner noise recorded on tape)

IDENTIFICATION OF CHILD’S NAME


13. Discriminates name when compared with one other name with the same stress pattern (Ex. “Ashley” versus “Amy”)
14. Discriminates between child’s name and two other names with the same stress pattern (Ex. “Ashley” versus “Amy” versus
“Jason”)

DISCRIMINATES BETWEEN TWO EXPRESSIONS THAT THE CHILD COMMONLY USES


15. Discriminates between two expressions that the child commonly uses that vary in length (Ex. “My turn” versus “no”)
16. Discriminates between three expressions that vary in length. (Ex. “Let’s go outside!” versus “I’m hungry!” versus “Let’s get ready
for bed!”)

DERIVES MEANING FROM VOCAL CHARACTERISTICS


17. Discriminates between male voice producing several sentences and female voice producing several sentences. (Ex.
Discriminates between Mother’s voice saying “It’s time to take a batch!” versus Father’s voice saying “It’s time to take a bath!”)
18. Discriminates between voices that differ in emotional content. (Ex. Discriminates between a sad voice saying “It’s raining
outside!” versus happy voice saying “It’s raining outside!”)

DISCRIMINATES BETWEEN THREE SENTENCES OF SIMILAR LENGTH CONTAINING FAMILIAR WORDS AND LANGUAGE
19. Discriminates between two sentences of similar length containing familiar words and language. (Ex. “My mommy has brown
hair.” Versus “It’s time to go home.”)
20. Discriminates between three sentences of similar length containing familiar words and language (Ex. “My mommy has brown
hair.” “It’s time to go home.” Versus “Will you read me a book?”)
ONE CRITICAL ELEMENT, CLOSED SET
21. Follows directions containing one critical element in a closed of two choices. (Ex. The teacher has a picture of a pony and a cat.
She says, “Show me the cat.”)
a. Speaker will a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection, not emphasizing the critical element.
22. Follows directions containing one critical element in a closed set of three choices. (Ex. The child has a toy boat, car, and train.
She tells the child, “Hand me the train.”)
a. Speaker will use a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection, not emphasizing the critical element.
23. Follows directions containing one critical element in a closed set of four choices. (Ex. The child has a blue, red, yellow, and green
plastic dinosaur. The teacher says, “Give me the red dinosaur.”)
a. Speaker will use a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection.

TWO CRITICAL ELEMENTS CLOSED SET


24. Follows directions containing two critical elements in a closed set of three choices. (Ex. The child has a picture of a cow, a
donkey, and a pig. The teacher says, “Draw a circle around the pig and the donkey.”)
a. Speaker will use a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection, not emphasizing the critical elements.
25. Follows directions containing two critical elements in a closed set of four choices. (Ex. The child has a picture of a cow, a donkey,
and a pig. The teacher says, “Draw a circle around the pig and the donkey.”)
a. Speaker will use a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection, not emphasizing the critical elements.

THREE CRITICAL ELEMENTS , CLOSED SET


26. Follows directions containing three critical elements in a closed set of four choices. (Ex. The child has pictures of a happy baby,
sad baby, happy mommy, and sad mommy. The child has four crayons of different colors. The teacher says “Draw a red circle
around the happy baby.”)
a. Speaker will use a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection, not emphasizing the critical elements.

FOUR CRITICAL ELEMENTS , CLOSED SET


27. Follows directions containing four critical elements in a closed set of six choices. (Ex. The child six objects: a penny, a ball, a
pencil, a hat, a cup, and an eraser. The teacher tells the child that he should put an object either on the table or under the table For
example, the teacher might say, “Put the penny under the table and put the cup on the table.”)
a. Speaker will use a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection, not emphasizing the critical elements.
28. Follows directions containing three critical elements in a closed set of eight choices. (Ex. The teacher lets the child cut out
pictures of eight toys in a toy catalog. The child glues the pictures on a place f construction paper. The teacher names three toys,
and the child puts a cotton ball on each object name.)
a. Speaker will use a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection, not emphasizing the critical elements.
29. Follows directions containing three critical elements in a closed set of twelve choices. (Ex. The teacher has a list of twelve flavors
of Ice cream. She has drawn ten triple-dip Ice cream cones on a piece of paper. She names three flavors and the child writes the
flavors on the first cone.)
a. Speaker will use a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection, not emphasizing the critical elements.

SEQUENCING CRITICAL ELEMENTS


30. In a closed set of four choices, sequences two critical elements in a message. Speaker will use normal rate of speech with
natural inflection. (The Teacher puts a red block, blue block, green block, and yellow block on the table. She says, “Give me the blue
block, and then the green block.”)
31. In a closed set of four choices, sequences three critical elements in a message.(Ex. The child has a choice of four activities,
written on a piece of paper; stand up, sit down, turn around, and jump. The teacher says, “Jump, then turn around, then sit down.”)
32. In a closed set of eight choices, sequences three critical elements in a message. (Ex. The child has a shopping list to take to a
pretend grocery store. The teacher says, “First get the milk, then the bread then the cookies, and then the ice cream.”)

CRITICAL THINKING AND LISTENING


33. Follows an illustrated story in a series of four pictures. When the teacher describes one of the pictures, the child points to the
appropriate picture.
34. Identifies true/false statements describing a picture (Ex. The teacher has a picture of a rabbit and says, “The rabbit likes to swim.”
The child says, “No!”)
35. Identifies stereotypic messages and commonly used phrases that the child hear often (Ex. The teacher is behind the child and
says, “Please go and wash your hands.” The child follows the direction.)
36. Learns one previously unknown word illustrated in a picture, using audition alone. (While reading a Christmas story, the teacher
points at a sleigh and says the word, then uses the word in several sentences, without giving the child visual clues. The child repeats
the word.)
37. Using a large closed set of 12 choices or more, follows multi-element directions containing four or more critical elements. (Using
a puzzle map of the United States, the teacher has the student remove four states from the puzzle.)
a. Speaker will use a slow rate of speech and emphasize the critical element.
b. Speaker will use a normal rate of speech with natural inflection, not emphasizing the critical elements.

LISTENING FOR NEW INFORMATION


38. Follows a printed or illustrated short story while it is being read by the teacher. The child listens and answers questions about the
story. (Ex. The teacher reads the story The Three Little Pigs. The teacher asks questions, such as, “Who blew the house down?”)
39. With the topic discussed beforehand, gains new information through stories given auditorily. (Ex. The teacher tells the child a
story about taking care of horses. The child has some pictures to look at while the teacher tells him the story. The child tells the
teacher about what he learned.)

FOLLOWS DIRECTIONS USING AN OPEN SET


40. Using an open set (without topic or task discussed or illustrated beforehand), follow single element directions. (Ex. The teacher
gives the child a blank piece of paper and tells the child, “Draw a ball”.)
41. Using an open set (without topic or task discussed or illustrated beforehand), follow directions containing two elements. (Ex. The
teacher gives the child a blank piece of paper and a bucket of crayons and tells the child, “Draw a red star”)
42. Using an open set (without topic or task discussed or illustrated beforehand), follow directions containing three elements. (Ex.
The teacher gives the child a blank piece of paper and tells the child, “Write the words football, helmet and touchdown”)
43. Using an open set, follows directions sequencing three elements. (Ex. The teacher tells the child, “First you blink, then you smile,
and last you frown.)
44. Using open set, follow directions containing four or more elements. (Ex. The teacher gives the child a blank piece of paper and
says, “Use a red crayon and write your name, then underline the first letter.”)

LISTENING FOR NEW INFORMATION, ADVANCED


45. Using an open set, without illustration or topic discussed beforehand, learns new vocabulary through audition alone. (Ex. The
teacher introduces the word frugal and explains its meaning to the child using only the auditory channel. The child tells the teacher
ten ways to be frugal.)
46. Using an open set, without illustration or topic discussed beforehand, shows understanding of a short story through audition
alone by listening to a story and answering questions about the story. (Ex. The teacher reads a short article to the child about
dolphins. The child listens, and then answers ten questions pertaining to the story.)
47. Using an open set, without illustration or topic discussed beforehand, listens to a short story and then retells the story. (Ex. The
teacher reads a short story or article from the child’s favorite magazine, and the child retells the story.)
48. Carries out a conversation through audition alone, clueing in to topic changes auditorily. (Ex. The teacher and the child discuss
the child’s favorite hobby, perhaps soccer. The teacher then changes the topic to homework and they discuss homework, then to
television, etc. The object is to ensure the child follows the conversation using only the auditory channel.)

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