It`s a... Safari - Learning Fundamentals
Contents
1. grinds groom grooming ground ground hornbill group grow guavas habitat Hadada ibis handle hard harsh hartebeest have hear heavy her herbivore herbivorous herds hide high Highveld Grasslands hold hole holes home home grown homemade homestead hoopoe horizon horned horns horse hot hot air balloon hour hours houses however huge hungry hunt hunted hunter hunts hurries hut hydrate hyenas ibis impala important in insect insectivore insects inside into is it its itself jackal jackals jawed jet black jewelry jobs jumping Kalahari Desert keep kept kicking kill kiln knees lacking lake lakes land large largest lava rock layers leaves 1998 LocuTour Multimedia For information on other products call 800 777 3166 or 805 544 0775 left legs leopard leopard tortoise lesser lifelong limbs lion lioness lions little live lives lizards load located log long lowers made majestic make making male mammal mammals man mangoes many mark marketplace marking masked massive mating measure meerkats members men menu metal might migrate migrating migration millions millipede minutes misty moisture mongooses morning mostly mother mounds mountain mountain forest mph much mud mud bath murmuring myriopod named national parks nearby nearly necessary necked necks need needs nest nests never newborn Nile Nile2. ul MULTIMEDIA COGNITIVE REHABILITATION Read Me First Windows Installation Windows 3 1 To install the program group and icon first determine which drive is your CD drive D E etc Put the CD in the computer From the Program Manager Window choose Run from the File menu In the Command Line box type the drive letter of your CD the colon and SETUP For example D SETUP Press Enter or click OK During installation several prompts will appear Click on the appropriate button to continue installation To run the program click on the appropriate icon in the LocuTour program group ABC 123 will also be installed with its own icon Windows 95 Put the CD in the computer Click on the Start button then choose Settings then Control Panels This will open a window with many control panels Look for one called Add Remove Programs and double click on it In the top portion of the Add Remove Window is a button labeled Install Click once on it It will put up a white bar with D SETUP EXE Where D may be a different letter depending on what your computer has labeled the CD ROM drive Click Finish to start installation of the hard disk portion of the LocuTour program During installation several prompts will appear Click on the appropriate button to continue installation When the installation program is finished you will have installed a pointer to the CD onto your hard
3. Semel E 1984 Language Assessment and Intervention for the Learning Disabled Columbus OH Charles E Merrill Publishing Company 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 Em Lecu Tour ul MULTIMEDIA COGNITIVE REHABILITATION I Like Keys It s a Because the program allows you to type your own labels for the pictures you need to tell it that you want to use keys for navigation and not for labelling Use the key combination Control and T to toggle between allowing keystrokes for navigation and restricting keystrokes to entering text Main Screens gt right arrow go to the next word left arrow go to the previous word up arrow increase the sound volume down arrow decrease the sound volume Option and R toggle between random and sequential Option and H toggle between displaying hiding the text Option and N go to the Enter Names Screen Option and P print the picture and homework F return to the main screen go to the Help Screen H go to the Help Screen R exit quit the program R record the word S stop recording the word P play back the word C score the pronunciation as Imitative and Correct E or I score the pronunciation as Imitative and Incorrect error Z score the pronunciation as Spontaneous and Correct A or T score the p
4. city claws clay cliffs climates climbs close coats cold colony color colorful coloring common communication compare composed condenses conditions container cool cooling cooperate cooperation corm countryside cover cow crawls crest crested crested hoopoe critical crocodile crop crops crowd cruel crustacean cub cud cuddle curved danger daughters day daylight daytime dead deep defends defense define degrees demonstrate describe desert developed different differs dig digging digs dirt disappear disguise disguises distance diurnal doe does domestic domesticated dominance dominant down dragonfly dressed drinking drinks drought drowns dry season during dusk each eagle eagle owl ears eat eaten eating edge edged elephant endangered endurance enormous erosion established evaporate evening every everything example except exclusive explain extended extinct extinction eyes face falls familiar family family s far farming fast fastened father favorite fawn fawns feathers feed feelings feet female fence first fish flamingos flapping flat float floats flourish flowers flowing flying food foot for forages forest four frequents freshwater frogs from fruit fruits fur gazelle gazelles giraffe girl gives go goods gorges gorilla goshawk grasp grass grass rats grasses grasslands grazing great grind
5. crocodile nocturnal nomadic not notice nursery nuts objects of office offspring often okapi omnivore omnivorous on open opening opportunity oryx ostrich other others others otherwise out outline over owl own oxpecker pachyderm packages packs pale poachers point pollinates pond porcupine position possible pounds powerful predator predators predatory prehensile prey pride prides privilege probes problems produce prominent pronk pronking protect protection provides pups purpose queen quill quills rafters rain rainfall raptor rarely reach recent red red necked spurfowl regurgitates relies remains reptile pale chanting goshawk resistant panting part pattern patterns pearl gray pebbles peck pens people percent perched permanent perspective pests phrase picking piglets place plant plateaus plentiful plow plumage resourceful rest resting rests rhino rhinoceros rider ridge ringed rivers road rock rodents roof roots ruminant ruminates run rust rutting safety saltwater salty same San people savannah scavenge school seals season secretary bird see sell selling semi arid senses seven several shade shallow she shell shellfish short shows sickle shaped side signal silently silky single sister sisters sits six sizes sleeping small smaller smooth snake eater sniffing so sociable social soda soft
6. hungry Instructor I agree I think they are hungry too Student Well maybe they aren t mean Maybe they are just hungry Instructor Maybe Where else would they get food if they didn t kill the gazelles Student I guess they don t have grocery stores I guess if they aren t plant eaters then they do have to kill other animals Instructor You re doing some good thinking I m going to ask a few more questions What has happened during this interaction is very important The student heard the words I agree Tell me more You re thinking Even though the instructor and student had different opinions both were able to express themselves peacefully and thoughtfully In this instance the student was brought across the bridge to understand the instructors perspective but just as often the student will learn to use words to bring the instructor to their side of the bridge to hear their words I am fond of the bridge analogy I picture teaching and learning like two sides of one bridge It is not very effective to stand on one side of the bridge and yell the answer to the student on the other side They are too far away can t hear it can t see it can t understand what it is that you are trying to say I see learning happening when the instructor walks across the bridge asks questions of the student to find out what they are thinking The instructor must try very hard to look from the student s
7. in the drive Unknown Error when Recording The games must be started from the hard disk in order to record voices If an error occurs when you try to record or play back the sound then make sure that the game was started from the icon on the hard disk and not directly from the CD Errors when Recording Sounds take up a lot of room You will need 2 3 MB of hard disk space for general recording and will get an error message if that much is not available For information on other LocuTour Multimedia products call 800 777 3166 or 805 544 0775 TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITATION Read Me First Macintosh Installation Put the CD in the computer Double click on the Safari icon or drag the icon to a folder on your hard disk If you drag the ABC 123 icon to the hard disk be sure to take the Xtras folder too Important You must have the CD in the computer for the program to run Recording Voices You can use the VCR like controls in the program to record voices If you have been playing music CDs you may have to adjust the input setting from CD to microphone If you still cannot record voices check that you are using the correct type of microphone and that it is in the correct jack Older Macintoshes use a round microphone that records at mic level while newer ones use a powered microphone They are not interchangeable No sound at all after the intro music Some machines are not compatible with t
8. into the correct port on the com puter that they are turned on and that the volume is turned up Check for loose connections Disk Protection Programs If you have a disk protection program such as Folder Bolt or At Ease you may not be able to install the program to the hard disk You may also encounter difficulty with recording since the recording program saves the voice temporarily to the hard disk Consult the user s guide for these products to determine the appropriate action Macintosh Virtual Memory should be turned off Sound Recording Set the input device to microphone and turn off play through No Sound Performa 6200 6500 These computers have surround sound Turn it off in the sound control panel No Sound Performa 575 580 These computers are not compatible with the sound recording program Use the icons in the No Recording folder on the CD PowerBooks The programs seem to work better if the program icon is copied to the Hard Disk and then the icon on the hard disk is used to start the game Frequent crashes You may have an extension conflict or not enough RAM allocated to the program Try turning off all extensions except for the CD ROM usually Apple CD ROM or a third party extension such as CD ROM Toolkit and running only the LocuTour program If your computer has 8MB of RAM or less use the Get Info command to change the amount of RAM allocated to the program Change the preferred size of the application
9. is allowed then the keyboard shortcut keys are not active Use the key combination Control T to toggle between allowing typing and not allowing it Note This option does not control whether the words are saved That option is controlled by the Save Recordings option as described above Ten of the buttons on the main screen are permanently set to display specific pictures The Mixed button displays all 101 pictures randomly chosen The label and picture sets for the remaining two buttons can be determined by the clinician The second options screen is used to change the labels and select the pictures It is possible to label set 1 as Pat s words or Week 1 and devise a lesson plan for each word To get to the second options screen choose Options from the main screen then enter the password and press Return The password is the word Options The password should keep children from changing the options on Options 2 but not be too difficult to remember It is not changeable so don t let children see you enter it 100 Photographs By Picture Set Number of Spontaneous Correct and Incorrect Productions Number of Imitative Correct and Incorrect Productions Number of Pictures Viewed and Average Time per Screen This task requires the ability to attend to a series of complex auditory stimuli analyze the sound segments and imitate these sounds in sequence It requires auditory processing at the sound syllable phrase and sente
10. perspective before giving any answers If the answer cannot be understood it will not be heard Direct the questions to where the student is at that moment Don t tell them they are wrong for thinking a certain way try to figure out how they got to a certain conclusion You will often find that miscommunication is a misunderstanding of one or two words Once that is clarified communication resumes When you establish a non confrontational question answer dialogue you prepare the student for responding to direct questions If you think about it when was the last time they were asked a question that they had a 99 chance of getting the answer right When you ask questions like What color is it What size is it Show me with your hands What shape is it s nose Show me what that would look like on your face How many zebra do you see What do you think the waterhole smells like Where do you think the animals prefer to sit in the sun or shade How do you think they reach those branches If you were an animal would you be one on the ground or fly What do you see in the background How do you think bananas and guavas taste sweet or bitter Tell me about the stealthy movement of a cheetah Close your eyes and picture yourself under the shade tree What do you feel Learning to see pictures in the mind s eye is a powerful memory and comprehension tool Learning to put wo
11. soil soil horning some sounder sounders sounds species speckled speed spit spots spotted spread sprint squeak squirrel squirrels stalk stallion stance stand stays steep stems It s a Safari Word List stork straight striped stripes strong stuffing subtropical successful sun suns surface surroundings survival survive swine swollen symbiotic tail taking off tallest tawny tawny eagle temperature temperatures termites terrain territories thatched thatching the their them then these they thin think this thousand three thrive ticks time tiny tipped to together tolerate tongue top topi tops tortoise tourist tourists trait travel travels tree trees troop troops trots tubers tuck tufted twenty twenty four two under underbelly underbrush underwater uniforms uniquely up use usually varied vegetation vervet monkey very village vision vulture waits walk walking wallow walls warthogs water water vapor waterhole watertight way weather weaver weaver s weeks weighs when white why wigs wild wild dog wildebeest wilderness wingspan with within wood wooden work world world s would yawning yellow yellow billed yellow billed hornbill yellow billed stork young your zebra zebra herd Zulu 1998 LocuTour Multimedia For information on other products call 800 777 3166 or 805 544 0775 TM uW LocuTOuR
12. sound with articulators but without sound Functional description Tt is something you read Description and demonstration of action Client describes the stimuli for naming and cues self Iuse it to write with It s a pen Client demonstrates the function of the item Gesture to cue the word Written cue Client matches word to the item Spelled cue Client spells word then says the word Writing cue Client writes the word then says it Presentation of a sound to evoke a name meow Repeated trials Client evokes the correct response through drill 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITATION How do you work on auditory memory There is a built in hierarchy for auditory memory work in this CD You can begin at the syllable level and ask your student to repeat the syllables one at a time forward or backward A word of caution repeating backward is a difficult task It is an intense working memory exercise and should not be used if the student cannot do forward repetition For example Computer hot air bal loon Student hot air bal loon loon bal air hot Usually I only do forward backward repetition on short sentences or syllables Keep in mind it is a working memory task and may get some people off track when you switch back to working on comprehension If this is the case I will have a sectio
13. spelling Usually the first clue a good speller gets is the feeling that It just doesn t look right The highlights on the letters in Sounds will help the student notice which words play fair and which don t Word Selection The words were selected to build vocabulary and fund of knowledge about Africa The sentences were written at approximately the seventh grade level of difficulty however the vocabulary that is introduced is at high school to college levels The Flesch Reading Ease was measured at easy The high interest material will make learning a new strategy for vocabulary development a fun and interesting task As the students read or hear the sentences the picture will provide a visual hook on which to hang the new vocabulary When they are asked to recall the new words they will first recall the picture then the words of the accompanying story African Plains eagle owl lioness stuffing agama lizards eating lions taking off attending elephant meerkats tawny eagle Augrabies Desert fence mounds thatching baboon flamingos mountain forest topi brickyard flapping nest tourists brown hyena flying Nile crocodile tree brush gazelle nomadic vervet monkey building giraffe okapi village burrows girl oryx walking canoe gorilla ostrich warthogs canyons ground hornbill oxpecker waterhole Cape buffalo habitat pale chanting white rhinoceros carves Hadada ibis goshawk wild dog charging hartebeest panting wildebeest che
14. students are asked to remember what they ve heard they will first recall the image or picture then they will recall the words In the beginning stages of this process ask your students to look at one of the pictures and describe it for you using concepts like color number shape size and location to structure their descriptions For example Computer zebra Student T see an animal that looks like a horse but it has stripes Instructor What makes you think it looks like a horse Student Tt has a body like a horse pointed ears long tail a mane four legs and hooves Instructor I agree It makes me think of a horse too The color is certainly different Instructor What color is the animal Student It s black and white Instructor Where do you think this zebra is Student On a field in Africa Instructor What makes you think that Is there something in the background that gives you clues Student Yes there is a big grassy area and funny trees Instructor You know what that big grassy area is called It s called the plains or the grasslands Those funny trees are acacia Close your eyes and think about the trees What do you see Student and instructor continue in this manner of turn taking to share and receive information The student knows that he or she will always get a chance to talk The instructor acknowledged that he or she has hea
15. the words displayed and use the buttons for self paced imitative speech practice The Dysarthric client may choose to practice using the record feature to listen to their speech with the goal of improving intelligibility for phrases and sentences Most clients can practice on their own or with an assistant Use of the CI button will allow the client to keep track of their perception of the accuracy of reproduction of the stimulus The comparison of their perception of intelligibility and your perception of intelligibility can be insightful when planning therapy goals As for the way I talk I was born in Pennsylvania have lived in Ohio Georgia Maryland Washington D C and five cities in California I know my speech does not represent the entire country but does approximate the Midwestern American Dialect You are not limited to my way of pronouncing words and choosing sentences You may use the five buttons below the pre recorded buttons to record your own words and sentences in a regional dialect or even a foreign language Bell N 1991 Visualizing and Verbalizing for Language Comprehension and Thinking San Luis Obispo CA Gander Publishing 805 544 1819 Hegde M N 1994 A Coursebook on Aphasia and other Neurogenic Language Disorders San Diego CA Singular Publishing Group Inc Love R J amp Webb W G 1996 Neurology for the Speech Language Pathologist Newton MA Butterworth Heinemann Wiig E H amp
16. to 2987 Windows Picture Quality The monitor should be set to 256 colors for quickest performance and best quality pictures If the CD has videos that you want to view set the monitor to thousands of colors Sound Recording No Sound Your sound card must be capable of recording and a microphone must be attached to the machine In the sound recording setup panel check to be sure that the recording level is not on mute Usually the maximum level works best Also check to be sure that the input device that you have selected is the microphone You may have to restart the machine for changes to take effect Sound Recording Feedback Check to be sure that the play through option or listen is not selected Some toys that connect to the computer e g Barney turn the play through option on This will result in a high pitched feedback sound that is louder the closer the microphone is to the speakers You may have to restart the machine for changes to take effect For information on other LocuTour Multimedia products call 800 777 3166 or 805 544 0775 ow LocuTouR ul MULTIMEDIA COGNITIVE REHABILITATION LocuTour Multimedia End User License Agreement PLEASE READ THIS DOCUMENT CAREFULLY BEFORE BREAKING THE SEAL ON THE ENCLOSED DISK ENVELOPE THIS AGREEMENT LICENSES THE ENCLOSED SOFTWARE TO YOU AND CONTAINS WARRANTY AND LIABILITY DISCLAIMERS BY BREAKING THE SEAL ON THE DISK ENVELOPE YOU ARE AGREEING TO BECOME BOUND BY THE TE
17. to the Sound button The round red button records your voice The red rectangular button stops the recording or the playback and the green triangular button plays the sound If the buttons are gray they are not available Random By Trial Category Correct Distorted Incorrect and Average Time This task is intended for clients in Rancho Level VII and above and requires the ability to attend to an auditory stimulus This task is designed to prepare the client for letter number and word recognition tasks found on other LocuTour games This game establishes the rules for consonant and vowel sounds utilized in the other games This game is appropriate for children and adults learning language pre reading and math skills or those with reading and spelling difficulty This game can also help develop pronunciation skills with those individuals learning English as a second language 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 LocuTour Guide to Letters Sounds and Symbols Sere LABEL CLASSIFICATION PLACE OR ARTICULATION IPA SPELLED AS EXAMPLES Consonants p bilabial plosive voiceless lips Ip P pp pit puppy b bilabial plosive voiced lips b b bb bat ebb t lingua alveolar plosive voiceless tongue tip upper gum ridge It t ed gth th tt tw tan tipped tight thyme attic two d __lingua alveolar plosive voiced tongue tip upper gum ridge d d dd ed dad ladder bag
18. Al ee happy lips spread slightly y digraph voiced middle to front glide lai ie try y front voiced tongue high and forward Al i gym 1994 Scarry Larkin Revised September 1998 LocuTour GUIDE To LETTERS SOUNDS AND SYMBOLS 70 200 360 a ability able about above Acacia trees across active adapt adults advantageous adz affect Africa African Plains agama lizards aggressive alarmed all alone along ambush amphibious an and animal animals apart apartments are area arid arise as at atop attack attending attends to attention Augrabies Desert available ax baboon baby backs balances balloon bananas bare barefoot bark bateleur bath be beads beard because beehive hut behavior below berries between beware bill bird bird of prey birds birth black blade blend blood blood vessels blue blur bodies bold bond bonds bone born bovine bowls boy break brick bricks brickyard briny broad jump broadside brown brown hyena brush buck build building builds built bundled burden burrows bury buses by calf call called calluses calves camouflage cannot canoe canyons Cape buffalo carapace caring carnivore carnivores carnivorous carrion carved carves catch cats centipede chamber It s a Safari Word List chanting characteristic charging chase cheeks cheetah chewing children cinnamon circles cities
19. ION How do you work on visual memory and dictation Using the Dictation button lets your students see each word and listen as it is spelled Type Option H to hide the word then ask your students to write it Type Option H again to show the word so that your students can proof their work Ask them to touch each letter on the screen then touch it on their paper to see if they match It is best to say each letter sound or syllable aloud to help the ear match what the eye sees and both match the brain s processing This exercise can also be done at the syllable and sentence levels For example the self checking exercise would sound like this with touch and say employed d d e e s s er er t t Spelling to dictation can be practiced using any of the buttons For some students it is difficult to process the Capital K a l a h a r i Space Capital D e s e rt Other students may be able to translate the alphabet names into text fairly quickly but can t write down the letters when just given sounds These students need to practice writing to the Sounds button Other students have developed their auditory processing skill to be able to write to dictation for letters and sounds but don t spell accurately when they need to sound out the word themselves Practicing spelling using the Syllabification button should improve this skill Don t underestimate the importance of visual memory for both spelling and especially proofing of
20. MEDIA COGNITIVE REHABILITATION M Stock Number S21 2 It s a Safari
21. PELLED AS EXAMPLES Vowels ee front voiced tongue high and forward hil e_e ee ea ie ei ey these beet heat field ceiling key lips spread slightly o ae oe people archaeology amoeba recent i front voiced tongue high and forward Al i bit lips spread slightly e front voiced tongue high and forward lel e ai ea egg said bread lips spread slightly ae front voiced tongue high and forward le1 a_e ae ay ey ei Kate brae hay hey eight lips spread more opened ai a au straight native gauge a front voiced tongue high and forward ael a hat lips spread more opened u middle voiced tongue flat open mouth n al u a 0 i cut above haven won immitation o middle voiced tongue flat open mouth lal 0 a 0a pop father broad au middle voiced tongue flat open mouth hl au augh al August taught talk aw middle voiced tongue flat open mouth o aw ough awful bought oe back voiced tongue is back and lips ou 0_ 0e 0 0a EW 00 broke toe obey boat sew brooch are rounded au eau chauffer bureau uu back voiced tongue is back and lips lul 00 u foot bush are rounded oo back voiced tongue is back and lips ful 00 ue ew OU ui oe boot Sue dew soup suit shoe are rounded ie digraph voiced middle to front glide ai ie e_e uy eigh ai i pie eye buy height aisle climb igh ei ig high Farehneit sign ue digraph voiced front to back glide ju u_e ue eu cute hue feud oy oi digraphs voiced back t
22. RMS OF THIS AGREEMENT IF YOU DO NOT AGREE TO THE TERMS OF THIS AGREEMENT DO NOT BREAK THE SEAL PROMPTLY RETURN THIS PACKAGE WITH THE UNOPENED ENVELOPE TO THE PLACE WHERE YOU OBTAINED IT FOR A FULL REFUND 1 Definitions a LocuTour Software means the software program included in the enclosed package and all related updates supplied by LocuTour Multimedia b LocuTour Product means the LocuTour software and the related documenta tion and multimedia content such as animation sound graphics and all related updates supplied by LocuTour 2 License This agreement allows you to a Use the LocuTour software on a single computer at any one time b Make copies of the manual and distribute those copies i for use by personnel employed by you ii for use by your therapy clients iii for use by other third parties provided the copies are distributed free of direct or indirect charges 3 Supplementary Licenses Certain rights are not granted under this Agreement but may be available under a separate agreement If you would like to enter into one of the supplementary licenses listed below please contact LocuTour a Site license You must enter into a site license if you wish to make copies of the LocuTour software for use on more than one CPU at a time or to run LocuTour Software on a network b Distribution License You must enter into a LocuTour distribution agreement if you wish to distribute LocuTour softwa
23. ___ crozier bijou ch lingua alveolar or voiceless tongue tip the alveolar ridge if ch tch te ti tu chop batch righteous digestion tinguapatatat affricate plosives t d combine with sculpture tongue blade j lingua alveolar or voiced tongue tip the alveolar ridge d3 dge di du ge hedge soldier procedure manage linguapalatal affricate plosives t d combine with gi BY j gin gym jet tongue blade 1 lingua alveolar glide voiced tongue tip and upper gum ridge MM 1 11 lad ball r linguapalatal glide voiced tongue blade and hard palate Irl r rr rh wr rat purr rhythmic wrote m bilabialnasal voiced lips with air through nose teal mmm mb em mom mommy limb paradigm wa alv Voi we ti u uU Tat n m gn kn pn nut inn gnome knot pneumonia ridge air through nose ng ingua velar nasat voiced back of tongue and soft palate Hyt ng ngue ong harangue with air through nose w bilabial glide voiced lips rounding w w 0 u ju wax one Duane Juarez h glottal fricative voiced space between vocal folds h h wh g j he who Gila Bend Jose wh bilabial glide voiceless lips rounding aw wh whack can pronounce w wh latal olid iced i hio j y LocuTour GUIDE TO LETTERS SOUNDS AND SYMBOLS LocuTour Guide to Letters Sounds and Symbols LocuTour SPELLING LABEL CLASSIFICATION PLACE OR ARTICULATION IPA S
24. al confrontation and responsive naming In visual confrontation the client is shown a picture of an object and is expected to name the object If the visual stimulus does not elicit a response an auditory or gestural stimulus can be provided to help with recall It is presumed that the name of the item is logged into long term storage and the problem is one of retrieval In responsive naming the client responds to a characteristic of the object What do you eat with I prefer to use the structure words color size shape etc from the program Visualizing and Verbalizing for Language Comprehension and Thinking Bell 1991 or describe functional characteristics for cueing I use a hammer to pound a How Do You Develop Naming Strategies Several types of cueing strategies to facilitate word recall are phonetic cues associative semantic class cues sentence completion melodic stress cueing and multiple choice cueing Wiig and Semel 1984 The strategies of modeling sentence completion and initial sound cue are the ones I have chosen for inclusion on this CD We have provided five other buttons to individualize this program for your clients Hedge 1994 describes the following cueing hierarchies Modeling What is this It s a Sentence Completion You write with a Phonetic cues Starts with a p Syllabic cues tap out syllables ta ble cloth Silent Phonetic cues Clinician begins to make the initial
25. block or piece of felt For example the word desert has five sounds and can be represented by five different colored blocks laid out inarowdesert Touch each block and say the sound it represents Then ask your students to do the same Recent research indicates that phonemic processing is critical to auditory processing of connected speech This slower speech and segmentation of the word allows the listener to process the phonemic units that make up the word imitate the units record their productions and play back their speech to self monitor Self correction and self monitoring are the first steps in automatic integrated auditory processing and accurate verbal expression A phonemic awareness activity might sound like this Instructor Listen Computer dessert Instructor What does the first syllable say Student de Instructor How many sounds in the first syllable Student d e two sounds Instructor Good show me with the blocks Student d e say and places two different colored blocks out on table Instructor What does the second syllable say Student sert Instructor How many sounds in the second syllable Student s er t places three more blocks Instructor That s right we re counting the er as one sound 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITAT
26. disk To run the programs on the CD you will need to click on the Start button Then click on Programs then the LocuTour Shortcut folder then the game name ABC 123 will also be installed with its own icon Important The installation program for Articulation will install icons for both Disc 1 and Disc 2 ABC 123 is on Articulation Disc 1 and Articulation Disc 2 as well as other LocuTour products You only need to install it once You can run the program directly from the CD by clicking on the exe files on the CD but you will not be able to record voices You must have the CD in the computer for the program to run Recording Voices You can use the VCR like controls in the program to record voices if your sound card supports recording You may have to adjust the default settings of the sound card with the sound card s control panels If you cannot record from within a LocuTour program first check that the sound input is set to microphone and not to CD Then check that you are using the correct type of microphone and that it is in the correct jack Finally use the sound card s recording program to do a test recording and to adjust the default settings if necessary For information on other LocuTour Multimedia products call 800 777 3166 or 805 544 0775 TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITATION Troubleshooting Windows General Many problems will go away by simply shutting down the computer
27. essing of their own speech You could track topic maintenance or appropriateness of responses 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITATION Traumatic Brain Injury The communication deficits related to TBI often include dysarthria auditory and reading comprehension problems anomia and pragmatic language disorders In a small group setting the CD can be used to present a stimuli and allow the individuals to practice turn taking appropriate conversation and topic maintenance It is possible to use the recording features for feedback and self monitoring on perseverative responses inappropriate laughter swearing and off task responses Use of the Sequential presentation option can allow the clinician to present the same stimuli each day As the client progresses you can increase the variability for responses using the Random option Repeating the word phrases and sentences forward and backward at a level in which your client is successful 85 of the time will develop working memory short term memory skills and mental flexibility I always use felts to anchor the words Dysarthria and Apraxia Dialect Auditory feedback is critical for self monitoring of dysarthric speech The pictures were chosen for familiarity and picturability The screen was designed to allow printed and or auditory stimuli An Apraxic client may prefer to have
28. etah herds picking wildebeest calf chewing Highveld Grasslands red necked yawning children homestead spurfowl yellow billed hornbill city hot air balloon rider yellow billed stork container hut secretary bird zebra crawls jackal selling zebra herd crested hoopoe jumping sits desert kicking sleeping dragonfly lake sniffing drinking leopard tortoise squirrel 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 Objective How to Play Response Options Options ow LocuTouR ul MULTIMEDIA COGNITIVE REHABILITATION It s a Safari Language Comprehension Ten Groups of Concepts Mixed Two User Definable Buttons for Saving Groups of Pictures The client will see a picture and listen to auditory stimuli They may record their imitation of the stimuli The client or therapist can tally whether the production was spontaneous or imitative and whether it was correct or incorrect Two user definable buttons allow for more client specific stimuli presentation and individualized objectives Monitoring and Self Monitoring The clinician can track spontaneous and imitative responses and whether these responses were correct or incorrect by clicking on Spontaneous Correct or type Z Spontaneous Incorrect A Imitative Correct C or Imitative Incorrect I or E Use the Record and Play feature described below to record and listen to the client s production of the target Alternate between the mode
29. for 15 seconds and then restarting Sound Xtra not found Sound recording requires that a folder called Xtras be located in the same directory as the exe file for the game If you have uninstalled a game it may have erased this folder Use the setup utility to reinstall the game Sounds play fine but occasionally hiccup The CD will run in 8MB of RAM for Windows 3 1 and slightly more for Windows 95 but it likes to have more When running with a minimum of RAM there is sometimes not enough to load the entire sound and it hiccups First make sure all other applications are closed espe cially things like screen savers and virus checkers If that doesn t work then adding more RAM and getting a faster CD ROM will cure the problem Application quits unexpectedly Windows applications occasionally conflict with each other Try closing all other applications screen savers and virus checkers and see if the problem goes away If not try reinstalling the game The game plays for a few hours and then starts behaving erratically LocuTour games make extensive use of RAM sound and video capabilities After a few hours of play some machines get confused Shut down the entire machine and restart System Error Alert Box When Starting the Game When you click on the icon the program looks for the CD with the games on it If it sees a drive with nothing in it you will get the drive not ready message Click on the cancel button or put the CD
30. g to Syllabification and tapping out the syllables to correspond with the number of syllables in the word The client will listen and repeat the sounds in correct sequence after first listening to the model in Sounds The client will spell to dictation when given the speech model from Dictation Use the touchscreen or mouse to select the Main Idea Sentences Interpretive Question Syllables Sounds or Dictation button to hear the target word spoken If keyboard entry is allowed you may type the numbers 1 2 3 4 5 6 7 or 8 and you will hear the stimulus corresponding to the Main Idea 1 Sentence 1 2 etc Use key combination Control T to toggle between allowing keyboard input and not allowing keyboard input When you are finished with a screen click on the right arrow or use the right arrow key to move to the next screen The eft arrow allows you to repeat the previous screen The up arrow key or the up arrow on the volume button increases the volume and the down arrow decreases the volume If you turn the volume off you can scroll faster through the pictures using the right or left arrow keys H takes you to the Help screen X allows a quick exit from the program The Print button allows you to print the picture on a homework page Refer to the J Like Keys insert for more keyboard shortcuts Random Sequential Hide Words Show Words Finish Speech Interrupt Speech Sound Quality Uninterrupted play of each stimuli is achieved by click
31. ged k __lingua velar plosive voiceless back of tongue and soft palate ___ k ___c ce ch ck cab occur school duek __ tongue tip lower gum ridge cy ps Z que k mosque kit g __ lingua velar plosive voiced back of tongue and soft palate g g gg gh gu gue hug bagged Ghana guy morgue f labiodental fricative voiceless lower lip upper teeth f f ff gh ph feet fluff enough phone v labiodental fricative voiced lower lip upper teeth Ivi v vv f ph vet savvy of Stephen th linguadental fricative voiceless tongue teeth 10 th thin th linguadental fricative voiced tongue teeth o th the them bathe _s tingua atveotartricative voiceless tongue tip upper gum tidge or tst SS SC Ce ch Sit hiss seentc ace city cycle psychology pizza z_ingua alveolar frieative yoieedtonguetip upper gum ridge or tet tongue tip lower gum ridge Ey BL 8 88 Z Zen buzz is scissors Xerox czar then gliding to following vowel 1994 Scarry Larkin Revised September 1998 sh _linguapalatal fricative voiceless tongue blade and hard palate Hf sh ce ch ci seh si sheep ocean chef glacier kirsch ss SU ti dimension pressure sugar addition _zh linguapalatal fricative voiced tongue blade and hard palate fof sige S Z Zi precision rouge usual azure __
32. he recording program used with this CD If you have no sound at all after the introduction music then your machine is one of these Use the icons in the No Recording folder of the CD to run the game You will not be able to record but you will be able to hear the prerecorded voices Unknown Error when Recording The games must be started from the hard disk in order to record voices If an error occurs when you try to record or play back the sound then make sure that the game was started from a copy of the program on the hard disk and not directly from the CD Errors when Recording Sounds take up a lot of room You will need 2 3 MB of hard disk space for general recording and will get an error message if that much is not available Lots of Errors when first starting off the CD Some Macintosh models will not allow you to run the program directly from the CD Copy the icon to a folder on the Hard Disk and start from there For information on other LocuTour Multimedia products call 800 777 3166 or 805 544 0775 TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITATION General Troubleshooting If the program crashes frequently you may have a scratched or dirty disk or too many other applications running at the same time Try cleaning the CD with a clean cloth and closing all other programs including screen savers and virus checkers before running the LocuTour CD If your have no sound make sure that speakers are plugged
33. hip under normal use EXCEPT AS SET FORTH IN THE FORE GOING LIMITED WARRANTY LOCUTOUR DISCLAIMS ALL OTHER WAR RANTIES EITHER EXPRESS OR IMPLIED INCLUDING THE WARRANTIES OF MERCHANTABILITY FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT IF APPLICABLE LAW IMPLIES ANY WARRANTIES WITH RESPECT TO THE LOCUTOUR PRODUCT ALL SUCH WARRANTIES ARE LIMITED IN DURATION TO NINETY 90 DAYS FROM THE DATE OF DELIVERY No oral or written information or advice given by LocuTour its deal ers distributors agents or employees shall create a warranty or in any way in crease the scope of this warranty b SOME STATES DO NOT ALLOW THE EXCLUSION OF IMPLIED WAR RANTIES SO THE ABOVE EXCLUSION MAY NOT APPLY TO YOU THIS WARRANTY GIVES YOU SPECIFIC LEGAL RIGHTS AND YOU MAY ALSO HAVE OTHER LEGAL RIGHTS WHICH VARY FROM STATE TO STATE 7 Exclusive Remedies a Your exclusive remedy under Section 6 is to return the LocuTour Product to the place where you acquired the product with a copy of your receipt and a de scription of the problem LocuTour will use reasonable commercial efforts to supply you with a replacement copy of the LocuTour Software that reasonably conforms to the documentation or to provide a replacement for the defective me dia as appropriate LocuTour shall have no responsibility with respect to LocuTour Software that has been altered in any way or where the nonconformance arises out of use of the LocuTour Software in conjunction with softwa
34. inefficient You are teaching a process that will become faster and more reliable Speed is not the primary objective when first learning to have efficient comprehension The sequence should be understand individual words understand the sentence understand how the sentence relates to the one before it understand how the sentence relates to something you already know understand how the sentence relates to yourself or the world make a judgment on the new information How do you work on syllabification Using the Syllabification button let your students listen to each word as it is broken into syllables Tap the table once for each syllable and or ask your students to put out colored felt squares to represent each syllable As stated in the above paragraph understanding the one to one correspondence of this segmentation of the word allows the listener to correctly process the information This is a meta linguistic skill that is important for good speech as well as reading and spelling A syllabification exercise would sound like this Instructor Listen Computer de sert Instructor How many taps Student Two Instructor Good show me with felts Student de sert says and places two different colored felts out on table How do you work on phonemic awareness Using the Sounds button let your students listen to each word as it is broken into its separate sounds Represent each sound with a colored
35. ing on Play each sound then go to the next picture Options 2 Type the password Options in the space after More Options Enter Password 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 Options 2 Categories Screens Game Results Rationale TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITATION The second page of options requires a password because quick little fingers can change your plans for therapy when you aren t looking Choose Picture Sets allows you to control which pictures are presented You can establish up to eight picture sets which are saved from session to session You can name the sets to assist you in remembering which pictures were chosen Click on the Choose Picture Sets button to display a screen with selection buttons and the current name for eight sets Highlight the name and type over it to change the name The name you choose will be displayed on the main screen of the game You can group the words any way you wish You might choose to establish sets by client John s Word s subject Animals Places or objective pre Tx post Tx Double click on the button next to the set name or click on the Continue button to choose which pictures belong to the selected set When you have finished picking pictures for a set click on the Finished button This will return you to the screen with the set labels Click on the Return button to return t
36. l and the client s recorded words Stress the importance of the concept that Contrast aids perception Listen for the samenesses and differences between the two productions Have the client monitor their own speech and determine accuracy using the CI buttons Compare the client s perception of accuracy with your own You may use the CI buttons each time the client says the target word to keep a running tally of accuracy Transfer activities can include writing on the homework sheets and recording new phrases and sentences for the target word These recordings can be saved by selecting the Save Recordings feature in the Options screen Generalization can be practiced through recording spontaneous conversations that have the target word used somewhere in the conversation The record feature will allow several minutes of recording if there is room on your hard drive to save the file temporarily Permanent storage of recordings is possible See the options section for details The clinician will assist the client in choosing a series of target concepts The client will listen as the word or sentence is read aloud The client may listen to the stimuli again by clicking on the appropriate stimulus button Use the Record button to record their voice The client will repeat the sentence fro auditory memory training The client will then visualize the sentence for comprehension work The client will pronounce the syllable segmentation by listenin
37. menu ABC 123 Game The keys for And a One Two Three will work with ABC 123 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 Objective How to Play Response Options Recording Options Options Game Results Rationale Alternative TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITATION ABC 123 What s My Name What s My Number What s My Sound What s My IPA Symbol The client will repeat letter names numbers letter sounds and IPA Symbol sounds after the voice stimulus The client listens to the voice and watches the screen then repeats the name of the letter the name of the number the sound of the letter or the sound of the IPA symbol Click on the Next button to move to the next screen Clicking on the right arrow or pressing on the right arrow key moves you to the next screen without recording a correct or incorrect response The left arrow allows you to repeat the previous screen The up arrow key or the up arrow on the volume button increases the volume and the down arrow decreases the volume If you turn the volume off you can scroll faster through the pictures using the right or left arrow keys H takes you to the Help screen X allows a quick exit from the program The Print button allows you to print the picture on a homework page Refer to the J Like Keys insert for more keyboard shortcuts Use the mouse to click on the VCR like controls beneath the Listen
38. n of the therapy session just for memory then clearly end that section and move to comprehension I never do backward memory when I am doing comprehension and I rarely do it with Autistic individuals Be especially careful if the student is currently in the stage of echolalia when you are practicing the sentence repetition You don t want them to get stuck at a backward echolalia stage After working at the syllable level individually move through the word and sentence levels using one two then all three sentences To handle errors say to the student I heard you say The arid desert is harsh Notice what comes after harsh when I say The arid desert is a harsh habitat Go ahead and exaggerate the part of the sentence that you want the student to notice When the student has repeated the sentence correctly begin comprehension work on that sentence If you have one of the LocuTour Comprehension CD s there are multiple sentences available for imaging In that case listen to the next sentence and work on comprehension for that sentence etc Be sure to connect the ideas from one sentence with the others in order to teach the gestalt or the whole meaning of the paragraph How do you work on auditory comprehension In auditory comprehension work your students learn to create visual images to match words they hear Those with poor comprehension will not be making good pictures in their heads You may have to teach visualization When the
39. nce levels with imitative or spontaneous expressive articulatory production 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 ow LocuTouR ul MULTIMEDIA COGNITIVE REHABILITATION Alternative Uses for the It s a CD Program Modifications of target words can be made easily which makes this game also appropriate for children and adults with English as a second language central auditory processing dysfunction CAPD auditory conceptualization dysfunction reading and spelling disorders autism stuttering apraxia dysarthria aphasia and speech containing circumlocutions neologisms and paraphasias Central Auditory Processing Disorder Recent research indicates that phonemic processing is critical to auditory processing of connected speech This CD allows for auditory processing of speech sounds at the word and sentence levels The buttons Sounds and Syllables address phonemic s ea 1 or syllabic ma ri na processing Record and listen to individual words Type in the sounds and syllables using one of the two user defined sounds buttons This slowing down and segmentation of the word allows the listener to process the phonemic units that make up the word imitate the units record their production and play back their speech to self monitor Self correction and self monitoring are the first steps in automatic integrated auditory processing and accurate verbal expression Literacy Development and Dy
40. o front glide Jou oy oi boy oil ow ou digraphs voiced middle to back glide laul ow ou ough cow out plough R controlled vowels er ir ur R controlled vowels voiced front r glide 3 a er ir ur ere ear or her fir fur were earth worth or R controlled vowel voiced back r glide ove or ar oor ore our oar or war door ore four oar ar R controlled vowel voiced middle r glide ae ar car are our R controlled vowels voiced middle to back r glide ave our hour air eir R controlled vowels voiced front r glide lea air eir are ear ere fair their care bear where eer ere R controlled vowels voiced front r glide hd eer ere ier ear deer here tier ear ier ear ire R controlled vowels voiced middle r glide lai ire ey iar fire Meyer friar ure R controlled vowels voiced front to back r glide lu ure lure sure Other c lingua velar plosive voiceless back of tongue and soft palate k c cat coat clip cut c lingua alveolar fricative voiceless tongue tip upper gum ridge or Isl c city cell cycle tongue tip lower gum ridge x velar then voiceless tongue tip upper gum ridge or ks x box lingua alveolar fricative tongue tip lower gum ridge x lingua alveolar fricative voiced tongue tip upper lower gum ridge z X Xerox xlophone qu lingua velar plosive voiceless back of tongue soft palate kw qu quite quiet quick then a bilabial glide lips rounded y front voiced tongue high and forward
41. o the Options screen Save Recordings The default is to not save any recordings If you want to save recordings so that they are available for the next session choose Save New Recordings Any new recording that is made for a word phrase or sentence will be saved and available for future use If this option is selected any recording that is done during the session will erase the previous sounds and words for the button that is selected when the recording is made Lock Finish Button allows you to keep kids from exiting the game too soon You can bypass the lock by typing the key combination Control F Be careful to keep this trick a secret Note You must have the game set to allow keyboard entry before it will recognize the Control F keys To turn on keyboard entry if it is off type Control T Choose First Speech Sound allows you to choose which stimuli you want presented first The default is to start on the left with Main Idea and move sequentially through all the buttons If you haven t taped anything under the Label buttons the computer will not play any sound when that button is selected for the first speech sound The white boxes around the label buttons indicate that the button text may be changed Highlight the current label and type the label that you want to use Allow Keyboard Entry The program will allow you to type in your own labels for each picture The default is to allow keyboard entry If Keyboard Entry
42. ow LocuTourR ul MULTIMEDIA COGNITIVE REHABILITATION It s a Expressive Naming and Language Comprehension Series Who Needs this Game This game is intended for clients with weaknesses or dysfunctions in naming The goal of therapy is to improve accuracy fluency and speed in word retrieval It is appropriate for Rancho Levels II V VI VII VII and requires attention discrimination processing and conceptualization of speech sounds words phrases and sentences Confrontation naming problems are common in patients with anterior lesions Broca s aphasia and individuals with language learning disabilities However there seems to be no consensus as to the location in the brain that is responsible for naming Hegde 1994 Why Work on Naming The treatment of naming difficulties is usually undertaken because an inability to name items affects fluency in conversational speech It is true however that adults are infrequently asked What is it In this program we will provide several types of cueing strategies Different people respond differently to cueing strategies Keep records to determine which combinations of strategies teach self cueing behaviors Use these strategies to establish carryover activities How Do You Work on Naming There are at least two processes involved Getting the information in i e storage and getting the information out retrieval Naming tasks are usually of two types visu
43. plication or disclosure by the Government is subject to restrictions set forth in subparagraph c 1 ii of the Rights in Technical Data and Computer software cause at DFARS 52 227 7013 Manufacturer LocuTour Multimedia P O Box 15006 San Luis Obispo CA 93406 11 General This agreement shall be governed by the internal laws of the State of California This Agreement contains the complete agreement between the parties with respect to the subject matter hereof and supersedes all prior or contempora neous agreements or understandings whether oral or written All questions con cerning this Agreement shall be directed to LocuTour Multimedia P O Box 15006 San Luis Obispo CA 93406 Attn Licensing Department For information on other LocuTour Multimedia products call 800 777 3166 or 805 544 0775 System Requirements This package contains one hybrid CD ROM that will run on Macintosh Windows 3 1 or Windows 95 98 systems The Macintosh version requires an The Windows version requires Windows Apple Macintosh with a 68030 68040 3 1 or Windows 95 98 a 486 66 or better or Power PC chip 8 megabytes of chip Pentium preferred 8 12 mega RAM System 7 or OS8 a CD ROM bytes of RAM a CD ROM drive a drive and color monitor A micro multimedia sound card and video card phone may be required to record and a color monitor A microphone is voices required to record voices MADE WITH M Dll LocuTouR T MULTIMEDIA MACRO
44. practice repetition naming writing and reading skills Use the record features to make your own cueing strategies The program is designed to present a speech model at the word and sentence levels You can always record your own It s a phrases sentence completion or phonemic cue sentences for individualized cueing The record feature will allow several minutes of recording but only save the recording when you have the Save Recordings option is selected Right Hemisphere Syndrome The treatment of Right Hemisphere dysfunction will include visual scanning reading writing speech intonation perception of affect comprehension of humor idioms metaphors and logic The pictures can be used as a launching point for describing the details of visual images such as color size shape number smell taste sound perspective movement mood and background The main idea of the picture can be identified to assist with focusing on relevant stimuli and ignoring irrelevant details An extension activity can be used to have the individual tell what could happen next The individual will need to understand the gestalt of the picture story before being able to make their own extension sentences or infer meaning from the picture Questions such as What was the dog doing and Why do you think he might be feeling that way encourage them to tell brief stories These can be taped using the recording feature and played back to allow some proc
45. rd the student s response I can imagine that too I see This not only sets up an excellent environment for learning to comprehend language it teaches the important skill of listening and turn taking Respect for the students thoughts and perceptions of the picture and story establish a long term respectful relationship for discussing topics Even disagreements can be modeled Sometimes a student will infer something different than the teacher Student I think the wild dog shouldn t be allowed to kill Instructor Really Tell me more Student T think the gazelles are too helpless and that rangers should shoot other animals that kill Instructor So you re thinking that the gazelles should be protected from the wild dogs Student Yes they re mean Instructor Do you think there might be a reason that wild dogs kill Student Yes to be mean Instructor That s interesting You re thinking that the wild dogs kill just to be mean Do they kill for any other reasons What do they do once they kill the gazelle 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITATION Student They eat it Instructor Hmm They kill something then they eat it Anything else Student Nope that s it They kill it and eat it Instructor Why do you think they eat it Student They re
46. rds to what you see and think will bring joy and communication to those that speak their ideas and those that get to listen Since the words on the Safari CD are unfamiliar to most people an image has been provided in order to develop a greater fund of knowledge The two processes of describing images in detail and developing their fund of knowledge will enable your students to benefit fully from the program The skill of visualizing will transfer to all academic and life skills The goal is to help them learn to visualize without a picture in front of them Read the sentences one two or three at a time and ask your students to describe what they imagine when they hear the words Use felt squares to anchor each sentence 1994 98 John Scarry and Marna Scarry Larkin 800 777 3166 or 805 544 0775 TM uW LocuTOuR ul MULTIMEDIA COGNITIVE REHABILITATION How do you work on reading comprehension The process for reading comprehension work is the same as for auditory comprehension except you will ask your students to read the sentences either aloud or to themselves before creating the visual images to match When working on reading comprehension turn off the volume so that the student gets the information by reading not by listening Proceed slowly through the process of imaging each sentence Taking time to understand each new word or concept is important Itis possible to spend one half hour on one picture and one story This is not
47. re For example distribution would include but is not limited to making copies of the software for your clients for use outside of your offices 4 Restrictions You may not make or distribute copies of the LocuTour product or electronically transfer the LocuTour product from one computer to another or over a network except as described above You may not decompile reverse engineer disassemble or otherwise reduce the LocuTour software to human perceivable form You may not modify rent distribute or create derivative works based upon LocuTour software or any part thereof You will not export or reexport directly or indirectly the LocuTour product into any country prohibited by the United States Export Administration Act and the regulation thereunder 5 Ownership The foregoing license grants you limited rights to use the LocuTour Software Although you own the disk on which the LocuTour Software is recorded you do not become the owner of and LocuTour retains title to the LocuTour Soft ware and all copies thereof All rights not granted in this agreement are reserved by LocuTour 6 Limited Warranties a LocuTour warrants that for a period of ninety 90 days from the date of deliv ery i the LocuTour Software will perform in substantial conformance with the documentation supplied as part of the LocuTour product and ii that the media on which the LocuTour Software is furnished will be free from defects in materials and workmans
48. re or hardware not supplied with LocuTour or with respect to any media damaged by accident abuse or misapplication b As your exclusive remedy in the event of a breach of the limited warranty LocuTour may refund to you your purchase price for the LocuTour product 8 Limitation of Damages a LOCUTOUR SHALL NOT BE LIABLE FOR ANY INDIRECT SPECIAL INCIDENTAL OR CONSEQUENTIAL DAMAGES INCLUDING DAMAGES FOR LOSS OF BUSINESS LOSS OF PROFITS OR THE LIKE WHETHER BASED ON BREACH OF CONTRACT TORT INCLUDING NEGLIGENCE PRODUCT LIABILITY OR OTHERWISE EVEN IF LOCUTOUR OR ITS REP RESENTATIVES HAVE BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES AND EVEN IF A REMEDY SET FORTH HEREIN IS FOUND TO HAVE FAILED OF ITS ESSENTIAL PURPOSE b LocuTour s total liability to you for actual damages for any cause whatsoever will be limited to the greater of 500 or the amount paid by you for LocuTour Software that caused such damages c SOME STATES DO NOT ALLOW THE LIMITATION OR EXCLUSION OF LIABILITY FOR INCIDENTAL OR CONSEQUENTIAL DAMAGES SO THE ABOVE LIMITATION OR EXCLUSION MAY NOT APPLY TO YOU 9 Basis of Bargain The limited warranty exclusive remedies and limited liability set forth above are fundamental elements of the basis of the bargain between LocuTour and you LocuTour would not be able to provide the LocuTour Software on an economic basis without such limitations 10 Government End Users RESTRICTED RIGHTS LEGEND Use du
49. ronunciation as Spontaneous and Incorrect 1 play the sound for the word 2 play the sound for the question What is it 3 play the sound for the complete short sentence It s a bear 4 play the sound for the sentence completion with the initial sound cue 5 play the sound for a descriptive sentence with the target word Note If the shortcut says Option and key then the Option key is acting like the shift key Press the Option key and while holding it down press the other key in the command Windows users should press the Control Key Em Lecu Tour ul MULTIMEDIA COGNITIVE REHABILITATION Results Screen F quit the program M return to the Main Screen go to the Help Screen H go to the Help Screen P page setup Option and P print the results page Options Screen V choose voiced phonemes to practice L choose voiceLess phonemes to practice B choose Both voiced and voiceless phonemes to practice Option and R toggle between random and sequential Option and H toggle between displaying the word and hiding it Option and N go to the Enter Names Screen Option and H go to the Help Screen D or RETURN return to main menu Help Screen D or RETURN return to main menu Names Screen TAB toggle between names fields RETURN record the names and return to main
50. slexia If no word has been recorded for a user defined sounds button click on it and the space for the word or phrase will be blank Have the client type in a word or words for spelling practice In small groups the others can read what has been typed If the Save Recordings option is turned off the word will be erased when they go to the next screen Transfer activity Use the homework pages to practice copying the word and spelling new sentences If the Save Recordings option is turned on the text the client types will be printed on the homework pages If the client copies the word from the computer screen to a word list they are also developing shifting attention skills visual perceptual and motor sequencing skills Auditory Memory and Working Memory Aphasia Therapy Requiring forward and backward repetition of the words phrases and sentences can help those with short term memory problems sustained and shifting attention difficulties Use felts on the table to anchor the sounds in sequence I have used this process of repetition to increase the amount of information a client can hold in working memory The process of forward repetition can teach the compensatory strategy of reauditorization If you can develop your internal tape recorder you have a second chance to replay and thus comprehend auditory information The pictures in this CD can be used to stimulate conversational speech check auditory comprehension and to
Download Pdf Manuals
Related Search