Auditory Repair Strategies

Supporting Auditory Repair Strategies, Conversational Repair Strategies, Communication Strategies

UDL 3.3 UDL 6.3

With Auditory Repair Strategies, a student with hearing loss is encouraged to ask for clarification or repetition of information presented auditorily in order to reduce conversational or instructional breakdowns. When supporting Auditory Repair Strategies, a teacher first models question formats that a student can use during early communication breakdowns, such as “Say it again please” for repetition, or “I don't understand?” for clarification. Once a student is able to use these independently, the teacher supports the student in self-generating questions that include more details to repair communication breakdowns throughout the school day (e.g., “If you did not understand, what can you ask?” / “If you missed one of the direction steps, what can you do to help yourself figure out the missing information?”). Supporting Auditory Repair Strategies resolves breakdowns in understanding, helps build self-advocacy skills, and ensures that students with hearing loss remain an integral part of conversations.

Implementation Tips

Structuring Sentences To Teach Clarification
Include unfamiliar vocabulary in lessons to teach a student with hearing loss to ask clarifying questions. Present sentences that include new vocabulary at a reduced rate to allow for processing. Give the student a chance to independently ask for clarification or facilitate the process if the student does not ask.
Reviewing Auditory and Language Levels
Consult with related service providers (e.g.,Teacher of the Deaf/Hard of Hearing, Speech Therapist) to review the vocabulary and language levels, auditory processing speed, and memory skills of a student with hearing loss to gauge when clarification or repetition of information will likely be required.
Using Modeling To Introduce Repair Questions
Model sample questions that a student can use when introducing the concept of Auditory Repair Strategies (e.g. “I didn’t hear you. Can you say it again?”). Encourage the student to repeat each question in order to practice proper use of language while trying to fix a communication breakdown.

Additional Sample Questions To Model:
-- “Can you please repeat that?”
-- “What was the [[1st, 2nd, 3rd]] step?”
-- “What’s next/last?”
-- “Can you say that in a different way?”
-- “What does [[blank]] mean?”
-- “What did you mean when you said [[blank]]?”
Targeting Student Needs
Explain the difference between clarification breakdowns and the need for repetition to help a student target individual needs. Ask the student leading questions such as, “Should I say it again or did you not know a word?” to help the student build an understanding of different communication breakdowns.
Highlighting Information To Deepen Understanding
Reflect on ways to repeat or rephrase information that presented a challenge for a student with hearing loss. Reduce the rate in which information is presented or place emphasis on particular target words to help reduce the need for additional repetitions and re-engage the student quickly.
Tracking Student Progress
Track a student’s progress with applying Auditory Repair Strategies to increase motivation and engagement. Create a chart, or print this [[ | free version ]] to monitor each objective (e.g., clarification targets vs. repetition targets) and consider incorporating a small reward after a determined number of trials.
Incorporating Repair Strategies With Peer Interactions
Remind a student with hearing loss to incorporate Auditory Repair Strategies during peer interactions (e.g., partner or small group work). Support student application of the strategy by facilitating questions to be used when a communication breakdown occurs.
Supporting Student Communication Skills
Support a student’s communication skills using Auditory Repair Strategies when their own messages are presented unclearly. For example, if the student says, “I need go bad,” reply with a question (e.g., “Can you say that in a different way?”) to allow the student to fix the breakdown (e.g., “I need to use the bathroom.”).


Fixing Communication Breakdowns
While reviewing the calendar during Morning Meeting, a kindergarten teacher asks a student with hearing loss a participation question (e.g., “What is today’s weather?”). When the student does not respond and stares blankly, the teacher uses supportive prompting to engage the student in applying Auditory Repair Strategies (e.g., “Do you need to hear the information again? What question can you ask me?”). The student chooses a pre-modeled question to fix the communication breakdown (e.g., “Can you say that in a different way?”). At that time, the teacher rephrases the original question for clarification and states, “What is the weather like outside today?” to which the student provides an accurate response.
Building Communication Skills With Rewording
During morning arrival, a student with hearing loss says, “I need right there” and points to a hook in the closet. The teacher notices the student is holding a jacket and although the message can be understood, decides to support the student’s Auditory Repair Strategies by prompting them to clarify the message (e.g., “I did not understand. Can you repeat that?”). The student rethinks the message and then states, “I need put jack on hook.” The teacher honors the student’s attempt to reword the message and then models the proper presentation of the message to deepen understanding (e.g., “That was a great way to reword you message! Do you need help putting your jacket on the hook?”).
Clarifying Unknown Vocabulary
During free play, a teacher overhears one student tell another student, “Let’s play restaurant! Can you go find some clients?” While observing the interaction, the teacher notices the student receiving the message looks puzzled and continues to make pretend food even after the other student repeats the direction (e.g., “Candace, go find clients!”). To fix the communication breakdown, the teacher provides Auditory Repair Strategies (e.g., “If you’re unsure what clients means, ask your friend or a teacher for an explanation.”). Next, the student initiates a repair question (e.g., “What does clients mean?”), which their peer explains are customers, allowing their pretend play to continue.

Related Strategies