Outsource Industries Inc. OSIPSSLTX User Manual
22
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Chapter 2
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The Sound Localization Guidebook Prototype
The Sound Localization Guidebook Prototype
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Chapter 2
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23
Instructor: “Is the sound near you or far from you?” (Let the
learner know if he responds accurately.)
learner know if he responds accurately.)
3. Introduce remaining body relationships.
After an understanding has been established of near and
far with reference to the frontal position, the remaining
body relationships (behind, left, right) should be
introduced. Volume, tone, and rate may be varied when
presenting the remaining relationships. Help the learner
understand that “softness” does not always directly relate
to distance. Sound may be near and soft or far and loud.
far with reference to the frontal position, the remaining
body relationships (behind, left, right) should be
introduced. Volume, tone, and rate may be varied when
presenting the remaining relationships. Help the learner
understand that “softness” does not always directly relate
to distance. Sound may be near and soft or far and loud.
Activity Five: Familiarization tasks
The conditions may be conducted individually with a
learner, or in the classroom, incorporating the use of the
sound source into regular class work. For example, in the
area of arithmetic say to the learner(s):
learner, or in the classroom, incorporating the use of the
sound source into regular class work. For example, in the
area of arithmetic say to the learner(s):
1. “Count the number of signals you hear.”
Obtain a response.
2. “Count the signals, and add ___________ .” Provide
additional number and obtain learner response.
3. “Count the signals and subtract ____________ .”
Provide additional number and obtain
learner response.
learner response.
Several variations are possible, but the general process is
a good way to reinforce basic number combinations with
different and novel media.
a good way to reinforce basic number combinations with
different and novel media.
Activity Six: Requiring a physical response
The conditions are not dependent on a large area for
instruction. The purpose is to develop pointing and body
directional skills. For example, the learner might be asked to:
instruction. The purpose is to develop pointing and body
directional skills. For example, the learner might be asked to:
1. Point to the sound source using the hand or
index fi nger.
2. Turn to face the sound (i.e., toes and nose directed
toward the sound).
3. Turn in place to position the sound behind one’s self.
4. Turn in place to position the sound to one’s right or
4. Turn in place to position the sound to one’s right or
left (i.e., three o’clock or nine o’clock positions).
5. When the sound source is being held by the teacher,
squat down until it is above head level.
6. Clap in rhythm to the sound.
Activity Seven: Requiring a verbal response
The conditions may be conducted in the classroom. The
purpose is to discriminate when changes in direction
of sound occur and respond verbally. For example, a
procedure should provide opportunities for the learner to
react to changes in directional sounds and receive feedback
concerning his accuracy. Situational questions follow:
purpose is to discriminate when changes in direction
of sound occur and respond verbally. For example, a
procedure should provide opportunities for the learner to
react to changes in directional sounds and receive feedback
concerning his accuracy. Situational questions follow:
1. Is the speaker directed toward you?
2. Is the speaker directed away from you?
2. Is the speaker directed away from you?
17820 Sound Local.ind 22-23
6/24/05, 11:33:58 AM