The listening box is a go-to activity for early intervention Listening and Spoken Language (LSL) providers. Let’s dive into the what, why and how of a listening box.
What?
A listening box is a box that contains toys and objects that correspond to sounds or words. Many early intervention LSL providers use listening boxes in their sessions with babies and toddlers who are in the early stages of their receptive and expressive language development. Listening boxes can widely vary in their design, use and language targets.
Why?
LSL providers use listening boxes because they engage infants and toddlers using simple toys through a known, repetitive activity. By introducing the same few toys repeatedly, the child learns what to expect and what is expected of him. A listening box can be a purposeful way to target a child’s IFSP or IEP goals. The task teaches the child sound-object correspondence and provides exposure to a variety of suprasegmental qualities.
How?
Think through how to make a listening box that best meets the needs of your caseload. Use toys and objects that are already available to you. Find a box or bag around the size of a shoebox. Fill this box with toys and objects that correspond to a variety of sounds or words you want to target with the child. To start, consider using toys that correspond to the Ling 6 sounds and Learning to Listen (LTL) sounds. Vary your intonation, pitch, duration and intensity and use a variety of vowels and consonants. The large suprasegmental differences you present teach the child to tune in to a variety of sounds. Then, get creative! One toy can be used for different targets depending on the child. For example, a small toy slide with a ladder can either target “up, up, up, dowwwn (words with rising and falling intonation),” or “weeeeee (sound with extended duration)!”
- Receptive
- When building receptive listening skills, introduce two toys from the box and repeat the associated sound multiple times for each one. Put the two toys down in front of the child, present a sound and wait, seeing if the child can choose the appropriate toy. If necessary, repeat the sound, give additional cues such as looking or pointing or continue to teach the task of choosing an object. Once a child has mastered this skill without relying on cues, build up to sets of 3, 4 and 6.
- Expressive
- Once a child has shown mastery at identifying at least ten toys receptively, begin working on those same targets expressively. Excitedly pull a toy from your listening box and give the child an expectant look. Provide ample wait time for the child to attempt the sound before providing a model. Continue to teach the task until the child understands he is supposed to provide the sound or word when the toy is shown.
- Keep going!
- Continue adding to the child’s receptive repertoire while also working on their expressive skills. If the child is showing rapid success, move onto focusing only on words and short phrases instead of sounds.
- Be sure to make the activity fun and engaging. Have the child knock on the lid of the box and say, “knock, knock, open!” Have the child say, “bye-bye” to each toy when cleaning up.
A listening box is great for a clinic or school setting, but remember, if you are working in a family’s home, use a coaching model. Use toys and objects that the family has instead of providing them. Collaborate with caregivers to decide on sound associations. The fun can continue even when you are gone if a listening box is created together!
Abby Meister, MSDE, CED is the Content Coordinator of the Emerson Center for Professional Development at CID – Central Institute for the Deaf. She has been a teacher of the deaf for over 10 years, primarily working with children ages 2-5. She has presented at professional conferences with content focusing on early intervention and listening and spoken language strategies for children who are deaf or hard of hearing. She received her master’s degree in deaf education through the Program in Audiology and Communication Sciences (PACS) at Washington University.
