The Ling Six Sound Check
The Ling Six Sound CheCk
What Is the Ling Six Sound Check?
A behavioral listening check to determine a cochlear implant’s effectiveness.
The sounds ah, ee, oo, sh, s, and mm indicate a child’s ability to detect all aspects of speech as these six sounds encompass
the frequency range of all phonemes.
This check can be used to determine what sounds the student is able to detect, discriminate, and identify.
Task
Description
Detection
Recognizing the presence or absence of sound
Discrimination
Discerning if two or more sounds are the same or different
Identification
Reproducing a sound or pointing to a picture of the sound heard
If the child has the ability to hear to:
• 1,000 Hz—should hear the three vowel sounds ah, ee, and oo, spoken in a quiet voice at a distance of at least five yards.
• 2,000 Hz—should also hear the sound sh.
• 4,000 Hz—should detect s, from a distance of at least one to two yards.
Six-Sound Speech Test Instructions
For Schoolchildren
For a Very Young Child
1. Position the listener one to two yards from you, and ask
1. For a very young child you will need to teach detection
him/her to “listen.”
through a behavioral response.
2. If this is the first time the person has completed the task, 2. Use of real objects to represent each of the Ling Sounds is
demonstrate what is expected.
recommended, using the pictures on the cards as recom-
mendations (e.g., ghost, airplane).
3. Using a normal conversational level, present each of the 3. While giving the child a quiet distraction, provide a long
sounds through listening alone.
baseline of silence and then make one of the Ling sounds
through audition alone and without any toys.
4. Occasionally say nothing while doing the test. This way,
4. If the child looks, repeat the sound without showing the
a listener learns that it is okay to say that he/she does
object. When you have the child’s attention, first through
not hear anything. Remember to present the Ling Sounds
listening, reinforce his attention by showing the
in a random order so the child doesn’t learn
corresponding toy and then repeating the sound again;
the pattern of presentation.
provide waiting time so the child can process the sound.
5. If the child is able to detect the sounds, progress to a
5. After a few minutes, say another sound and present
discrimination task and then an identification task by
the corresponding toy in the same way. Present all the
asking the child to point to the correct picture. The goal
Ling Sounds as long as you can maintain the child’s
is to have the child naturally repeat the Ling Sound.
attention. If attention is poor, change tasks and try again.
APR07 2-091435
