In other words, repeating the word that they hear does not necessarily indicate that they understand the word. Basically, when we show that a child understands the input that we are giving, we would look for some sort of novel response from the child, something that is measurably different than the stimulus that is presented. Estabrooks and Marlowe (2000) talked about a novel response or generation of new ideas. I would like to reflect a little bit on what auditory comprehension is all about. We have spent time building skills from awareness, patterning and discrimination skills, looking at identification skills and now we are in the comprehension area of auditory function. Auditory memory is a part of the auditory comprehension aspect of auditory function. To begin, I would like to talk about auditory comprehension. We will get a little science heavy and talk about some research findings for a few minutes, and then we will think about ways to build auditory memory including strategies that we can use and ways to increase contextual support as we work on these structured types of skills. We will be talking about auditory memory today as it relates to auditory comprehension. Garber: Thank you for that introduction, and thank you all for joining me to talk about auditory memory. I am delighted to introduce Ashley today. She has more than 15 years of experience working with children and adults with hearing loss who use cochlear implants and hearing aids. Ashley is a speech language pathologist and certified auditory verbal therapist, and private practitioner specializing in Auditory Verbal Therapy in Michigan. Today we present Auditory Comprehension: Focus on Memory for Professionals with Ashley Garber. Sorkin: Hello everyone, this is Donna Sorkin from Cochlear Americas HOPE Program. Editor’s Note: This text course is an edited transcript of a live seminar.
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