Obviously, a real sandwich, not just an auditory one!

Sounds yummy right? We are familiar with the idea of a sandwich: something on the outside (bread, bun, or for the carb-conscious- lettuce) which holds something securely in the middle. This strategy is similar in that we are going to have our first and last steps be the same, supporting the middle step. Hopefully you’re hungry, because this step can be used in sequence depending on the supports needed for the child and situation.

Firstly, I would like to highlight the “Rule of Three” that applies to using the Auditory Sandwich. _ recommends that at least 3 other strategies are utilized before using the Auditory Sandwich. This recommendation is because the Auditory Sandwich gives additional support that can lead the child to a situation where imitation is used. It is wise to use other strategies first before sandwiching to ensure that the child has been given ample opportunities to reach the target.

So what is all this sandwich talk about?

When using the Auditory Sandwich, information is presented through listening before the introduction of visual or other support information is given to a child. When visual information is needed to assist in comprehension, the information is then put back in to the auditory only presentation. (Fickenscher, S., & Gaffney, E. (2016). Auditory verbal strategies to build listening and spoken language skills. Retrieved from http://www.auditory-verbal-mentoring.com/contact/contact.php)

The Auditory Sandwich may also be referred to as the Listening Sandwich.

The recipe for an auditory sandwich is as follows:

1) Bread: Auditory input is given first (a direction to find, label, or otherwise respond to auditory information) if the child responds, continue without moving on to step 2. If the child does not respond, this is where you would attempt 2 other auditory strategies. Once you feel that a different type of support is needed, move to step 2.

2) Filling: Visual/tactile input is added, when appropriate (may be eye gaze, pointing, showing a toy, etc.)

3) Bread: Auditory input is repeated again without the visual input

NOTE: open-faced sandwiches are not sufficient! Please, put a top AND a bottom on these things!

Auditory Sandwiches contain 0 calories! Add the bread!

1) Adult: “Roll the red ball to me.”
Child: picks up blue ball

2) Adult: “Roll the RED ball.” acoustic highlighting RED
Child: picks up the red ball

3) Adult: “ROLL (pause) the red ball” acoustic highlighting ROLL
Child: “ball”

4) Adult: “Roll the red ball to me” with outstretched arms, adding visual
Child: rolls the ball to the adult

5) Adult: “Yes, you rolled the red ball to me! I have the red ball. Now I’m going to roll the red ball to you!” repeat auditory message

The goal of this strategy when targeting listening and spoken language skills is to give ample opportunities for the child to gain meaning through listening alone. once addition support is given, and the child finds success, putting this information back into an auditory only presentation reinforces the auditory information that was originally presented.

Now can this strategy be used with other modes of communication? Of course!

Here are some examples of using a variety of supports:

sign, spell, sign
spell, sign, spell
say, sign, say
sign, show, sign

Basically, your target comes first and last, with necessary supports (scaffold to meet the child’s changing needs) sandwiched in the middle!

Make sure to click the link at the top of this page to download your copy of Auditory Verbal Strategies for Free!

Also, you can click here to download a handout specifically for the Auditory Sandwich.