Hearit Auditory Tools & their use:

Hearit Original is designed to be durable, easy to use and is effective treatment for delays/disorders/disabilities of articulation, apraxia, otitis media, speech/fluency, and CAPD. Hearit's clarity of sound can improve sustained attention and sound production for children with CP & autistic spectrum disorders (Hoehman, '97).

Hearit Original is also being used successfully in ESL/BIL and Reading Programs to facilitate language learning by making speech sounds more distinct for students with speech discrimination problems.

Hearit Perfect: This more powerful instrument is prescribed for children with more severe impairments such ADD, ADHD, CAPD or hearing loss. When used on the "H" setting for high noise cut off, Hearit Perfect filters out twice the distractions as Hearit Original. If distractibility is the main issue, then Hearit Perfect would be the instrument of choice. For younger students, supervision of the instrument by the instructor/clinician is recommended.

Hearit SE is our new, more powerful auditory tool that has twice the noise cutoff of the Hearit Original, which drastically reduces distracting noises for ADD/ADHD and CAPD students. This auditory tool has the same electronic configuration as the Hearit Perfect, but has an improved, highly durable encasement that is a real asset when working with difficult students who are likely to throw or drop the instrument.

Clinicians report that auditory processing and attention skills can often be extended with better student speech recognition skills for consonant, medial and word ending sounds. Hearit SE will make the difference for your children. The instrument can be used by the student in any learning setting such as reading text alound for better comprehension or in the classroom to improve attention skills. This auditory trainer can also be used with the neck loop and adapter (Hearit SE Combo), our Hearit SP-ED/BIL package or with the Hearit Broadcaster Accessory.

SP-ED/BIL Package: By using (3) additional custom headphones (each instrument comes with a custom headphone) and a four headphone branch connector the instructor/ clinician can work with up to four children at the same time. Small group training is reported to be highly effective and motivational for the children, and many clinicians/instructors prefer to work in this more interactive and collaborative learning setting. School districts are ordering this extension equipment (#130 or #230) an economical way to quadruple the use of either Hearit Original, Hearit Perfect or Hearit SE for their clinicians/instructors. The SP-ED/BIL Package is recommended as the best way to prepare language delayed/disordered students for the challenges of a typical classroom.

Hearit/Hearit SE Broadcaster: The new light-weight/portable Hearit Broadcaster features a cordless headset microphone which enables the instructor to move around the classroom. The instructor's voice is amplified through our Hearit Original or Hearit SE and then projected through 2 speakers. Instructors often comment that even though a child may improve learning skills in individual or small group training, they often "lose the child" when they return to the noise filled classroom. The Hearit Speaker System is set to the same frequency band as our clinical instruments. Sustained attention and processing abilities are effectively reinforced with the Hearit Broadcaster.

For optimum use of the Hearit Broadcaster, students may also use the cordless headset microphone when they want to read aloud or practice word sounds. For the first time many students will hear how they really sound to others and will "line-up" to use this dynamic auditory tool!

Hearit/Hearit Perfect/Hearit SE Combo: This accessory (neck-loop) for either Hearit Original, Hearit Perfect or Hearit SE is worn by the student fitted with a BTE Hearing Aid. The Hearit's more directional microphone enables the child to more effectively "pluck-out" speech from noise. Many children complain that without Hearit, their BTE omni-directional microphone in their ear amplifies distracting background noise as well as the teacher's voice.

1) For preschool/primary students introduce Hearit by playing "pilot" or "Mickey Mouse ears," etc." Explain that their new ears will help them hear better and more clearly.

2) Initially, use a lower level volume setting on Hearit. Let the student indicate if they want the device louder (level 4-5). Most children initially like a volume setting of (5). Then, if desired, the volume may be decreased over the next few days.

3) A vital safety feature built into every Hearit instrument, crucially important to all clinicians, is the Automatic Gain Control. This unique feature prevents any risk of auditory damage to the child's ear. At the highest Hearit volume setting of '8,' the maximum sound intensity produced is 64 dB, that is, less than the ringing of a telephone. The Automatic Gain Control also prevents damage resulting from any abrupt sounds such as screaming or the dropping of the instrument, by protecting the child's ears from any sounds that are greater than 64 dB. Again, 64 dB is the equivalent sound intensity of a window unit air conditioner.

4) If students appear distracted by the headphones, cord etc. or are uncomfortable wearing the headphones, "desensitize" the child by having him wear the headphones for short periods (a few seconds to 1-2 minutes as tolerated). Then increase the training duration over several sessions. Most clinicians report students quickly experience better discrimination and adjust to wearing the device. Comfort pads are available to customize the headset bracket for a better fit on younger students.

5) Have patience! For teenagers, Hearit's clarity of sound may take an adjustment period of 3-4 sessions. If students initially find the device annoying, don't give up. Emphasize that as they continue using it, they will experience substantial improvements (Ackerson, '98)!

6) Introduce Hearit to the whole class and explain that Hearit is a "Special Walkman" that makes speech clearer for the wearer. Pass the Hearit around the classroom for all the students to experience the clarity of sound. This helps alleviate concerns about looking different from other students. These peer issues need to be discussed openly with intermediate, middle and high school students.

7) The training time with Hearit may be reduced over time as students increase proficiency in auditory tasks such as: a) Rhyming Word counting; b) Identifying syllable & sound; c) Identifying initial, medial and word ending sounds;d) Improving fluency; e) Following multi-step directions; and f) Paraphrasing.

8) When reading aloud with Hearit make sure the directional microphone is near the student's mouth to maximize sound production and comprehension. If worn on the lavaliere, the directional microphone should be placed directly under the chin. Students and instructors using the Hearit Broadcaster and Trainer find it to be an exciting training tool. Students like the cordless headset microphone, hearing how they really sound to others. Each student should be given the opportunity to use the Broadcaster and Trainer, as Instructors find this highly motivational.

9) Try connecting Hearit to your computer sound card via the 'Extra' Hearit amplifier jack. This enables Hearit use with software designed to improve phonologic awareness skills.

Many students diagnosed with language delays, disorders or disabilities have phonologic/phonemic awareness deficits (Shaywitz, '96), making it extremely difficult for them to discriminate and process speech clearly and quickly. Consequently, learning to read and spell can be difficult and trying to follow oral instructions can be equally daunting.

Clinicians report that Hearit SE intervention is effective with students who demonstrate auditory processing deficit, assisting them to distinguish between sounds, syllables and words. Phonologic awareness training with Hearit expedites gains in literacty skills. Clinicians have documented that Hearit enables ADD/ADHD students to stay on task longer, increasing their comprehension gains with individual, small group and classroom learning settings (Massaro, '97).

1) If students appear distracted by the headphones, cord etc. or are uncomfortable wearing the headphones, "desensitize" the child by having him wear the headphones for short periods (a few seconds to 1-2 minutes as tolerated). Then increase the training duration over several sessions. Most clinicians report students quickly experience better discrimination and adjust to wearing the device. Comfort pads are available to customize the headset bracket for a better fit on younger students.

2) If the headset cannot be tolerated by the student, then compact ear buds are available.

3) For regular, blended and/or Special Ed classrooms or for students whose distractibility/tactile defensiveness will not allow for headphones nor earbuds, clinicians use the Hearit Broadcaster and Trainer (see description above). The advantages are:

• less voice strain for Instructor
• hands free, light, cordless headset for Instructor
• students wear no equipment
• equipment comes in small leather bag and is easy to pack and transport.
• the two speakers project the critical speech frequencies

Learning a second language is challenging. Young students are rapid learners, except where a delay or disability diminishes the cognitive process. Hearit enables students to discriminate speech sounds through precise amplification. ESL/BIL students, with or without delay or disorder, receive precise auditory input through Hearit. For example, Hispanic ESL/BIL students benefit from hearing with greater clarity English word endings - so different from the Spanish.

1) With ESL and Bilingual students, it's equally important for them to read out loud. Reading aloud with one of our instruments or our cordless headset microphone motivates the ESL/BIL student, facilitating self- monitoring and correction.

2) Spelling skills can be greatly improved with Hearit. Better discrimination of consonants, vowels and blended sounds in a second language facilitates a student's learning. Hearit eliminates much of the stressful, repetitive drills required to learn to spell in English.

3) Instructors report positive benefits when using Hearit in their ESL/BIL or programs: when reading/writing and listening to English poetry, students improve in terms of their speech production, prosody and word accents. Reports also indicate a marked improvement in communication skills. (McDonnell, '97)

Students diagnosed with pervasive developmental disabilities (PDD), autistic spectrum disorders and CP often have problems comprehending information, directions and conversation. And, of course, they present difficulties expressing themselves coherently.

Studies abound suggesting that the etiology of many language disorders may be related to slow auditory processing. Researchers (McKinnis, et al., 1999) altered auditory input by slowing the rate of speech and by altering the pauses between words and phrases. Students with language delays and disorders respond positively to this altered auditory input.

Hearit can often times benefit PDD students because Hearit significantly amplifies speech range frequencies while filtering out distracting background noise. Documented cases (ADES, Keller, '97) demonstrate clinical amplification dramatically improves processing abilities beyond one-word responses.

1) Desensitization to the device will probably be required. Hearit should be introduced for short periods of time, gradually increasing the training sessions as tolerated by the student.

2) Keep it simple. When using Hearit, the use of simple syntax, grammar and vocabulary produces better results. Children with CP have benefited from Hearit, articulating words more accurately and imitating models of speech production more quickly. (ACP, Hoehman, '97).

3) If tolerated, have the student wear the directional microphone on the lavaliere when reading text aloud. Clinicians report that this technique sometimes improves expressive language skills and the ability to respond in conversation.

Students with recurrent middle ear pathology often suffer mild to moderate hearing loss, making it difficult to process speech, especially conversation. Many of these children also make articulation errors. Remediation of these pathologies can prove challenging. The difference with Hearit is immediately noticeable. Clinicians have reported that therapy-resistant students often start producing the targeted phonemes after they begin using Hearit (A. Warner, 1995).

1) At the beginning of each session, the student together with the clinician should select a comfortable volume level. This level can be adjusted depending on fluctuations in auditory pathology. A vital safety feature built into every Hearit instrument, crucially important to all clinicians, is the Automatic Gain Control. This unique feature prevents any risk of auditory damage to the child's ear. At the highest Hearit volume setting of '8,' the maximum sound intensity produced is 64 dB, that is, less than the ringing of a telephone. The Automatic Gain Control also prevents damage resulting from any abrupt sounds such as screaming or the dropping of the instrument, by protecting the child's ears from any sounds that are greater than 64 dB. Again, 64 dB is the equivalent sound intensity of a window unit air conditioner.