Goal:  By December 2023, given a verbal/gestural cue, the student will ask 3 clarifying questions based on the information in a listening passage with visual cue cards in 4/5 trials across 3 sessions.

By December 2023, the student will identify and utilize visual cues (i.e., ASL, cued speech, lipreading) to support comprehension of verbally presented information in 4/5 trials with 80% accuracy. 

Intervention Implementation: Verbal and gestural cueing will be used to aid the student's comprehension of verbally presented information.  The clinician will select the most appropriate visual cueing system (i.e., ASL, cued speech, lipreading) that meets the needs of the student.  Once the visual cueing system is selected, the clinician will teach the student how to identify and use symbol cues through modeling. 

Data Tracking: Data will be tracked with a tally system for the number of times that a visual cue was utilized in receptive language activities.  The use of visual cues will be measured by the percentage of time they are used during the duration of a session.

EBP Description: The purpose was to evaluate factors that influence the listening effort given when processing speech for children with hearing loss. The change in listening effort resulting from introducing hearing aids, visual cues, and background noice was evaluated. The effects measured using objective measure of listening effort were small. Results show that background noise increased listening effort, and hearing aids reduced listening effort, while visual cues did not influence listening effort.

EBP: Department of Hearing and Speech Sciences. (n.d.). How hearing aids, background noise, and visual cues... : Ear and hearing. LWW. Retrieved December 1, 2022, from https://journals.lww.com/ear-hearing/Abstract/2013/09000/How_Hearing_Aids,_Background_Noise,_and_Visual.17.aspx

National Cued Speech Association. (2022, January 21). Retrieved December 3, 2022, from https://cuedspeech.org/