Ling 6 Sound Check

Ling 6 Listening Check, Ling 6 Sound Test

UDL 6.3

The Ling 6 Sound Check is a check-in strategy in which a student with hearing loss repeats a series of vowel and consonant sounds (i.e., ah, ee, oo, ss, sh, mm) in order to determine their ability to detect, identify, and discriminate sounds within the speech range that are necessary for learning. This check also monitors if a cochlear implant system or hearing aid is working effectively. While conducting a Ling 6 Sound Check, a teacher presents these 6 sounds at a conversational volume level in a random order to reduce false or anticipated responses. If a student has bilateral hearing loss, each device is tested alone, and then once together. Since the Ling 6 Sound Check tests to see if a student can functionally hear sounds, no clues that a sound was stated are offered, such as being able to see the teacher’s lips. This strategy also serves as an assessment for a student’s distance of hearing.

Implementation Tips

Preparing For A Ling 6 Sound Check
Become familiar with the sounds used in a Ling 6 Sound Check before implementing the strategy for a student with hearing loss. Practice dictating the 6 sounds (i.e., ah, ee, oo, ss, sh, mm) without varying vocal pitch or elongating any particular sound (e.g., similar duration).
Reviewing Auditory Devices
Review how to take a hearing device off and how to put it back on (e.g., cochlear implants, hearing aids) with a student with hearing loss before conducting a Ling 6 Sound Check. This will ensure that the student is familiar with the routine as it will be implemented often.
Introducing Sounds
Introduce the Ling 6 sounds to a student with hearing loss before using them for testing purposes. Support participation with younger students or those that have difficulty attending by providing reinforcement activities to help build motivation (e.g., repeat a sound in exchange for a puzzle piece or token).
Monitoring Student Results
Monitor student results from daily Ling 6 Sound Checks using this [[ | free printable log ]] to track if a student is consistently missing or substituting a sound. Use the log to share results with the student’s parents, educational audiologist, and Teacher of the Deaf/Hard of Hearing, and Speech Therapist.
Repeating Productions
Repeat Ling 6 sounds that are missed by a student with hearing loss by slightly extending the production of the sound while repeating it (e.g., “oooo” instead of “oo”). This minor change can help support a student that might not have been paying attention auditorily or was unsure of what was heard.
Picture Supports
Provide a student with hearing loss pictures, similar to this [[ | free sample ]], to support sounds the student has the auditory skills to discriminate from other sounds, but has difficulty producing. Review the images and then allow the student to point to or pick up pictures associated with the Ling 6 sound presented.
Building A Routine
Find a quiet space with minimal visual and auditory distractions to conduct daily Ling 6 Sound Checks. Plan a consistent time each morning (e.g., before academic instruction begins) to routinely check a student’s ability to hear.


Daily Sound Check Maintenance
As part of a morning arrival routine, a teacher pulls aside a student with hearing loss to conduct a Ling 6 Sound Check. First, the student takes off the right hearing aid to test their ability to hear out of the device in their left ear. The teacher sits three feet behind the student and produces the sounds at random, waiting in between each production for the student’s repetition. After testing the left ear, assistance is provided to put the device back on and remove the alternate side. After, the sound check is conducted with the other ear, and then a third time with both devices on. Once successful auditory processing is confirmed, the student proceeds to unpack.
Building Device Awareness
During literacy centers, a kindergarten teacher notices that a student with hearing loss has stopped engaging with peers and that the student’s right cochlear implant is flashing red, indicating that the battery is dead. Since the student continues to have difficulty notifying adults when the device’s battery has died, the teacher decides to conduct a Ling 6 Sound Check to help the student identify the problem. The student is directed to take off the cochlear implant on the left side, leaving them unable to hear the Ling 6 sounds presented. After realizing this, the student turns to the teacher and states, “I think my battery is dead. Can you help me?”
Monitoring Auditory Processing
While leading a guided reading group, a teacher notices that a student with hearing loss appears to be confused. To support comprehension, the teacher reteaches the content. Despite this attempt, the student still seems to not clearly grasp the information. As a result, the teacher performs a Ling 6 Sound Check on each of the student’s cochlear implants and discovers that the student is inconsistently producing the /mm/ sound when wearing the device in their right ear. The teacher recognizes that this often means the student’s device requires a new cable. After the cable is replaced, the student provides consistent responses during a follow-up Ling 6 Sound Check.

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