Sound Foundation for Babies
This resource is designed for children of 12 to 24 months of age, who receive their cochlear implant around 12 months of age. The Sound Foundation for Babies series consists of 40 self-contained sets of goals in the areas of audition, receptive language, expressive language and speech as well as a song and a story book.
This comprehensive resource provides parents, with children that have a hearing loss, guidance in developing their child's spoken language through listening.
The activities included in this rehabilitation series are designed to fit easily into everyday life as well as provide the knowledge and understanding of the theory behind the goals identified each week.
This week you will be encouraging your child to wear their device/s during all their waking hours. You will possibly see them responding to some sounds and starting to vocalise. You may also observe other behaviours that indicate your child is hearing such as smiling or becoming a little more still when they have their sound processor on.
This week you will begin to help your child understand that sounds have meaning. This will typically happen in sounds that are interesting to them, such as a favourite toy or a familiar action. You are probably starting to notice your child making more sounds and you will get lots of pleasure by repeating these sounds back, and over time listening to them trying to match your sounds.
This week you will also create a Sound Book by cutting out pictures or adding your photos to help your child attach meaning to sound.
This week we introduce you to the Ling 6 Sound Test which is a great way for you to gain an insight into your child’s hearing. We also introduce you to the concept of ‘joint attention’, where you and your child are focused on the same object or activity and the language you give is directly related and relevant to that object or activity.
This week we are going to learn how to use what we call ‘wait time’. When you speak with your child it is a great idea to wait a little while (say 5-10 seconds) for them to respond. Often times your child will require a little time to process information, as well as time to respond in some way.
This week we are moving from your child giving mostly non-verbal responses such as pointing to request something to now, where we are increasing your expectation of your child vocalising to request you to complete an action such as ‘lift me up’, or ‘I want more milk’. At this stage it is unlikely your child will vocalise a complete single word, that’s ok. What is important is that they are including vocalisations with non-verbal actions and in time will replace non-verbal with verbal requests.
This week is very exciting as you will be creating a little bit of distance and noise for your child to listen in. The environments your engages with are often quite noisy and can be challenging to hear and listen in, so now is a great time to start helping them hear in a variety of conditions. This week you will also start to work on targeted consonant and vowel combinations (CV) such as /mo/, /bo/.
This week we have a bunch of activities and games associated with singing, as well as including actions to different songs that your child will hopefully imitate in the future. ‘Teddy Bear, Teddy Bear’ is a great rhyme for actions and both you and your child will have great fun with the actions.
This week we continue to use the Sound Book that you started in Week 2. Give your child the book and see if they can say the sounds on their own.
Your Sound Book will be growing with new sounds and words for your child to attempt and you will enjoy seeing your child show some enjoyment of music, songs and rhymes. Include more and more sounds into your repertoire that are observed within your child’s environment.
By now you should be noticing your child increasing vocalisations as part of their communication; this is great and should continue as the weeks go by. This week we are going to ask your child to hold information in their ‘short term’ auditory memory and recall it. We will rely on the sounds and words your child already has in their ‘long term’ memory.