Assistive Devices:
Tools and devices such as alphabet boards or text-to-speech conversion software used to help people with communication disorders perform actions, tasks, and activities.
Auditory Integration Training (AIT):
A music/auditory method, such as Tomatis or Berard Method, proposed for treating a variety of disorders including attention deficit/hyperactive disorder (ADHD), autism, dyslexia, and central auditory processing disorders (CAPD). An ASHA position statement “concludes that AIT has not met scientific standards for efficacy that would justify its practice by audiologists and speech-language pathologists. However, well-designed, institutionally approved, research protocols designed to assess the efficacy of AIT are encouraged.
Augmentative/Alternative Communication Devices:
Tools that help individuals with limited or absent speech to communicate. They include communication boards, pictures, or sound boards.
Aural Rehabilitation:
Services and procedures for facilitating adequate receptive and expressive communication in individuals with hearing impairment
Fast ForWord:
A computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks. An ASHA committee’s independent review concluded that the current APD treatment programs focused primarily on specific auditory skills (ex. Tomatis, Integrated Listening Systems (iLS), Fast ForWard) demonstrated growth in the focused skill. However, there was no growth in other areas (language, academics, memory, etc.).
Integrated Listening Systems (iLS):
Combines auditory stimulation with balance, movement and visual motor activities to improve brain function. See Fast ForWord for ASHA’s review.
FM (Frequency Modulation) Auditory Trainer:
A special type of amplification device that is commonly used in classrooms. Trainers consist of a student-worn receiver or speakers in the environment and a lapel-type microphone worn by the speaker to transmit the speaker's voice. The main advantage of FM auditory trainers is their ability to transmit the speaker's voice without the attenuation caused by physical distance and background noise. In addition to aiding children with hearing loss, FM trainers have been used for children with central auditory processing problems.
Hanen® Programs:
Programs to promote social, language and literary skills of young children led by Hanen® Certified speech-language pathologists (SLPs) or early childhood educators who have received special training. Through the use of activities and group discussions, small groups of parents, caregivers, and educators learn to create and take advantage of everyday opportunities to improve their child’s communication and literacy skills. Hanen® has developed programs for parents in three areas: Language Delays, Autism Spectrum Disorder, and Asperger Syndrome.
LiPS (Lindamood Phoneme Sequencing® Program):
A multisensory program that uses explicit, systematic instruction to develop phonological awareness, decoding, spelling, and reading skills.
Orton Gillingham:
An instructional approach intended primarily for use with persons who have difficulty with reading, spelling, and writing associated with dyslexia. It is most properly understood and practiced as an approach, not a method, program, system or technique. It incorporates these five components: phonemic awareness, phonics, vocabulary development, fluency, and comprehension strategies.
Social Skills Groups:
Social skills groups are small groups (typically two to eight members) led by an adult who teaches the members how to interact appropriately with others their age. The groups can help members practice conversational, friendship and problem-solving skills. They can also be useful in practicing emotional control and understanding other people’s perspectives by employing learned strategies.
Visualizing and Verbalizing® (V/V®):
A program designed by Lindamood-Bell that develops concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher order thinking.
Wilson Reading System:
Based on the Orton Gillingham approach, it is a multisensory and interactive reading program requiring students to use visual, auditory, kinesthetic, and tactile senses to reinforce skills learned and engage motor memory.