Early Learning to Listen Sounds
2010 Cochlear Ltd & Cheryl L. Dickson
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Early Learning to Listen Sounds
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Ling-6 Sounds Daily Check
Reference: 2010 Cochlear Ltd & Cheryl L. Dickson
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Listen and Learn with WORDLESS PICTURE BOOKS
Wordless book have to tell the story without text,
so they are the perfect tool for enhancing auditory
comprehension and expressive language.
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Peter Spier's wordless book "RAIN" captures the beauty and wonder of a brother and sister's joyous experiences in the rain. From the first small drops of rain to the clear blue sky of a bright new morning. |
Click HERE to go to the blog," What Do We Do All Day?" where the blogger shares suggestions and examples of three ways to “read” wordless books.
1. Narrate the Action
2. Ask Questions
3. Encourage Child-Led Narration
Link for Other Suggested Wordless Books :http://www.whatdowedoallday.com/2013/04/wordless-picture-books.html
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Time to Schedule Summer Therapy!
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What is Speech Tracking?
Speech Tracking is an Auditory-Verbal technique used for improving listening and spoken language skills. Learning to listen and talk is most effective with natural opportunities and activities that integrate listening, spoken language and thinking skills.
How to Speech Track?
1. The parent or Auditory–Verbal Therapist reads a passage to the child and the child repeats exactly what s/he has heard.
2. The information is presented through listening alone.
3. After the child tracks then s/he is reinforced by seeing the illustrations.
Why Is Speech Tracking Effective?
Children learn to talk by saying what we hear and hearing what we say. This is the natural way children learn the language of their family. Speech tracking incorporates the child’s Auditory-Feedback Loop to self-monitor his/her speech and spoken language.
Children who are deaf or hard of hearing with natural sounding speech have developed this by using their Auditory Feedback Loop by listening rather than looking. Too much emphasis on visual cues most often leads to unnatural sounding vocal pitch, melody, volume and exaggerated speech patterns. It is impossible to lip-read or learn natural suprasegmentals of speech through vision. Hearing not vision conveys this information.
Tips to Begin Speech Tracking
MATERIALS: The material you select should be within your child’s language level, an interesting topic or story to hold your child’s attention. If it is too easy your child will be able to guess at the words s/he misses auditorily. If the language level is too high, your child will become frustrated and want to give up.
Storybooks are most commonly used but a child’s homework reading can also be included as well as personal stories told about the child’s own experiences. Attentive listening and remembering are easy when children begin to look forward to speech tracking at bedtime. Many of my AV families’ speech track one book and then Mom or Dad reads the other nighttime stories.
TARGETS: You may be surprised how many fine errors your child makes that you do not notice in ongoing conversations. Use acoustic highlighting techniques to correct fine discrimination and thus production errors. These errors are often in unstressed words or morphology, those that are uttered quickly and tend to be concentrated at the high frequency end of the speech spectrum.
For example:
For example:
· Articles such as: the vs. a
· Grammar such as have vs. has
· Pronouns such as he vs. she
· Prepositions such as is and are
· Contractions such as can vs. can’t
· Plurals |s|, |z|, and |es|
· Possessives |s|
· Past tense verb forms ending in |d|, |t|, and |ed| and irregular forms such as "fall/fell" which differ only by an embedded vowel.
When your child misses part of the word, phrase or sentence, simply repeat it again. If your child continues to miss it try a shorter phrase, slow down, or alter your pitch. You can emphasize key words or unaccentuated words.
If you want to keep track of your child’s progress, Speech tracking can be scored in number of words correctly repeated per minute. You may want to do this once a month to see progress over time.
Please note: Speech Tracking is very effective for children with Auditory Processing Disorders who have some of the same spoken language needs.
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Objectives and Outcomes of Auditory-Verbal Therapy
What is Auditory-Verbal Therapy?
(Adapted from 50 FAQs about AVT, Estabrooks, 2001 & Auditory-Verbal Therapy and Practice, Estabrooks, 2006)
A ‘family-centered’ early intervention approach for children born with hearing loss that focuses primarily on auditory learning
The application and management of hearing technology, strategies that incorporate The Principles of Auditory-Verbal Therapy and applications that enable children who are deaf or hard of hearing to learn to listen and develop spoken language skills
What are the objectives of Auditory-Verbal Therapy?
To help children with hearing loss use their hearing and listening potential to develop spoken language skills
To utilize these skills to develop reading skills??
To prepare children with hearing loss to ultimately be mainstreamed into a typical classroom with their hearing peers
What are the desired outcomes of Auditory-Verbal Therapy?
Children utilizing the A-V approach have the capability of developing reading and language skills comparable to their hearing peers
Children utilizing the A-V approach graduate reading at the grade appropriate reading levels
Children utilizing the A-V approach have the ability to attend typical colleges and universities and career paths of their choice
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June 2013 - Listening and Language Calendar
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Auditory Skill Hierarchy
Auditory Skill Hierarchy
I. Detection
· Detection is the ability to respond to the presence or absence of sound. It is the essential first step in learning to listen.
· Detection may be achieved through conditioned play response or spontaneous alerting response.
· Conditioned play response requires the child to perform an action upon hearing a sound. (Example: placing a block in a bucket, stacking rings on a pole, or putting a plastic animal in a bucket of water)
o The activity is first demonstrated for the child. After the therapist has demonstrated and assisted the child in completing the activity multiple times, the child is then encouraged to complete the activity himself or herself.
· Spontaneous alerting response includes behaviors such as: searching for the sound, turning eyes or head toward the sound, or vocalizing.
· The ultimate goal is the child’s spontaneous use of audition throughout the day.
II. Discrimination
· Discrimination is the ability to perceive similarities and differences between two or more speech stimuli.
· In discrimination activities, same-different tasks are often used. (Example: dog vs. dogs, “Do they sound the same or different?”)
· The child learns to respond differently to different sounds.
III. Identification
· Identification is the ability to label by repeating, pointing to or writing the speech stimulus heard.
· Identification involves the suprasegmentals & segmentals of speech.
· Suprasegmentals include speech patterns such as: duration, loudness, pitch, rhythm, stress, or intonation.
· Segmentals are the vowels and consonants in speech. Segmentals include: initial sounds of words, words varying in number of syllables, one syllable words that differ in vowels and consonants, and stereotypic messages such as familiar expressions or directions.
IV. Comprehension
· Comprehension is the ability to understand the meaning of speech by answering questions, following directions, paraphrasing, or participating in a conversation.
· Comprehension is demonstrated by the child when his/her response is qualitatively different than the stimuli presented.
· Comprehension requires auditory memory and follows an auditory sequence:
o Familiar expressions and common phrases
o Following single directions and two directions
o Following classroom instructions
o Sequencing three directions
o Comprehension of multi-element directions
o Sequencing three events in a story
o Answering questions about a story: closed set and open sets
o Listening in noise
o Description of environmental sounds
Compiled by Denise Wray et. al., University of Akron, 2007 from:
Erber, N. (1977) “Evaluating Speech Perception Ability in Hearing Impaired Children” [Bess, Fred H. (ed): Childhood deafness: Causation, Assessment, and Management.] New York, Grune & Stratton.
Estabrooks, W. (2006). Auditory-Verbal Therapy and Practice. Washington, DC: A.G. Bell
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Listening Activity Websites
Do You Hear What I Hear? – Listening Activities Websites © FIRST YEARS, January 2013
The ASHA Leader, p. 26-27. Adapted by Melissa Hall, MA, CCC-SP from Kuster, JM. (2009).
Click HERE for the Listening Activity Websites
1. Listening for Environmental Sounds
2. Listening for Speech
3. Just for Fun
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How to Know if You and Your Child has a Qualified Auditory-Verbal Therapist?
- Is the therapist focused on helping the child acquire and use auditory information, and does the therapist expect the child to gain most information through listening? Does the therapist:
• Draw the child’s attention to new and novel sounds?
• Include different types of listening activities, use whispered speech and recorded speech and music, help your child discriminate sounds and speech in noisy and quiet environments
• Observe and coach you as you speak to or work with your child, pointing out problems and solutions and teaching you how to make sound meaningful to your child all day long - Is the therapist aware of how the environment affects listening?
Does the therapist:
• Explain how background noise can interfere with understanding
• Instruct you about how to care for and maintain hearing aids/ FM systems/ cochlear implants, check batteries and do listening checks?
• Require your child be seen for periodic checks of the hearing technology?
• Suggest that family members become good monitors of the auditory environment and support the attitude that parents expect the child to hear?
• Work to help the child be aware of his/her own voice so that they work to match what he/she says with he/she hears others say - Does the therapist encourage the parent to think of the child’s speech and language in terms of normal development?
Does the therapist:
• Talk naturally with the child, speaking without exaggerated facial movements (especially mouth and tongue) and without sign language?
• Emphasize the sounds of speech in games of vocal play the way that mothers do with infants who hear normally?
• Have high expectations for the child to eventually learn to follow speech through his/her hearing aids or cochlear implant and learn to talk?
• Use auditory age-appropriate language?
• Use natural expressions appropriate to the child’s age and language level?
• Use familiar books, nursery rhymes, songs, and other culturally based materials in therapy?
• Have knowledge of the levels of normal developing speech and language and base explanations of your child’s progress on these developmental models?
• Explain language, speech, and listening in parent-friendly language?
• Understand, use and teach effective listening strategies, such as pausing in expectation of hearing something meaningful.
• Encourage the your child to use babbling and jargon as normal hearing infants do, rather than push the child to imitate speech sounds, syllables or words?
• Help your child participate educationally and socially with children who have normal hearing by supporting them in regular education classes
- Does the therapist have a good understanding of how children learn through their hearing?
Does the therapist:
• Note instances when your child has perceived some meaningful aspect of sound and draw this to the parent’s attention
• Encourage the child to develop an auditory memory for familiar sounds in the environment and familiar voices, and provide opportunities to use developing auditory memory skills?
• Avoid touching or tapping the child to obtain his or her attention and speaking to your child even when his/her eyes are focused away from the clinicians’ face •Repeat a message auditorilly, if vision was first needed to gain the child’s attention or used to help the child understand? - Does the therapist demonstrate a positive relationship with parents, family and child and is the therapist concerned about developing a healthy, informative, and supportive parent guidance program?
Does the therapist:
• Encourage you to ask questions regarding what the therapist is doing without making you feel uncomfortable?
• Encourage parents to meet other families and adults who live with profound hearing loss?
• Discuss weekly goals in terms of long-term goals so that parents understand how auditory processes are developed over time?
• Encourage parents to be objective about their child and his/her program and discourage feelings of dependency upon the therapist?
• Explain all these things in words that you understand?
*Adapted from:
A Parent’s Guide to Auditory-Verbal Therapy, The Auditory-Verbal Network,
Inc., Denver, CO, 1988
50 Frequently Asked Questions about Auditory-Verbal Therapy, response by Marian Ernst, M.A., CCC-SLP-A, Cert. AVT, Edited by W. Estabrooks
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JULY: Listening & Spoken Language Calendar
Click HERE to download your own printable copy of the
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Listening and Spoken Language Calendar for July.
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AUGUST: Listening and Spoken Language Calendar
Click HERE to download your own printable copy of the
Listening and Spoken Language Calendar for August .
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The Parent as the Teacher
The Parent as the Teacher - one of the main premises in Auditory-Verbal Therapy
One of the main cornerstones of the Auditory-Verbal approach is that parents are their child’s primary listening and language models or teachers. Parents who are guided by their Auditory-Verbal Therapist during weekly sessions can then effectively target goals throughout daily activities and in natural interactions with their child.
Click HERE for some suggestions for parents to incorporate language learning into their daily routines in an article written by Melissa Chaikof of Cochlear Implant Online.
One of the main cornerstones of the Auditory-Verbal approach is that parents are their child’s primary listening and language models or teachers. Parents who are guided by their Auditory-Verbal Therapist during weekly sessions can then effectively target goals throughout daily activities and in natural interactions with their child.
Click HERE for some suggestions for parents to incorporate language learning into their daily routines in an article written by Melissa Chaikof of Cochlear Implant Online.
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| Listening and Learning at the Ice Cream Shop |
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School Year: Self Advocacy Cards To Give Teachers
Self Advocacy Cards For the Student To Give To Their Teachers
http://listeningandspokenlanguage.org/Quick_Cards_to_Give_to_Teachers/
Many of the daily obstacles in the classroom arise from a lack of understanding about how to best interact with a child with hearing loss. Many teachers have not had a child with hearing loss in their classroom, and while their intentions are always in the best interest of the children, they may benefit from some background information. Cochlear implants, hearing aids and FM systems can be intimidating until explained. Also, many Auditory-Verbal Children function so well that their hearing loss appears invisible upon first glance.AG Bell has developed some Word Doc templates that outline key information that provides teachers with a better understanding of a child's hearing loss, and some easy ways to avoid some traditional obstacles. We have also found this is a great way to open dialog between the teacher and the student.Variable information to be personalized has been italicized. And additional space has been left for additional information, and any items should be changed to meet your child’s needs.
These templates can be to be written from the parents about their child or from the child themselves. This leads to a great discussion with your child on their needs and how to self advocate to suceed.- See more at:
http://listeningandspokenlanguage.org/Quick_Cards_to_Give_to_Teachers/#sthash.5j5P5bPA.dpuf
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Ready for School - Self-Advocacy
How to help your child advocate at the beginning of the school year.
Post Adapted from: http://lslteacher.com/youtube-video-self-advocacy
Here is a great youtube video that shows two young boys explaining what their cochlear implants are for and what their friends at school can do to help them.
Make a book. Together you and your child can put together a short book with pictures explaining what equipment they use, how it works, and what their friends can do to help them in the classroom. Children as young as kindergarten can put this together with help and share it with their teacher and classmates.
A Powerpoint Presentation can be created at a level based on your child's age and stage.
All About Me letter or poem. Students can write a letter to their classmates or a poem that explains how they hear, their likes/dislikes, and anything else about their equipment or hearing loss.
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Hearing in the Classroom and Using FM Technology
Classrooms are auditory- verbal environments.
Hearing loss is an acoustic and comprehension barrier to accessing verbal instruction.
Classrooms are auditory-verbal environments with listening serving as the cornerstone of the educational system (Flexer, 1993). The majority of learning takes place through speaking and listening in the classroom. Actually, children spend 45% of the school day engaged in listening activities (Berg, 1987). The teacher does most of his or her teaching by talking, students ask questions, and students listen to both the teacher and other students. Multimedia lesson materials also depend on students listening to a message.
Below find some links that many of the families I work with have found helpful in ensuring their child has acoustic access at school.
Click HERE to view this informative video on using the FM in the classroom.
Click HERE to learn about FM Systems work and can be used in a classroom setting form the House Ear Institute.
Click HERE to read this excellent post: What Does Acoustic Accessibility Look Like and The Impact of Auditory Verbal Therapy on Literacy Skills by
Carol Flexer, Ph.D., LSLS Cert. AVT, The University of Akron, Kent, OH
Jane Madell, Ph.D., LSLS Cert. AVT, Private PracticeClick HERE to read informaiton on Classroom Acoustics - Impact on Listening and Learning from http://successforkidswithhearingloss.com
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Below is an exercise that illustrates listening difficulties if classroom acoustics and/or hearing loss causes the higher frequency portions of words to become inaudible. Can you guess the story? Think about how long it took you to figure it out. Those who never heard the story before (imagine new vocabulary in classrooms) may be at a loss to understand the meaning.
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Teacher Guidance: Using FM in the Classroom
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Tools to Document the Use of a FM System
ELF, CHILD, SIFTERs, LIFE : www.kandersonaudconsulting.com
CHAPS: www.edaud.org (not free)
DIAL: edaud.org; Members; downloadable reference items
Functional Listening Evaluation and FAPI: http://www.colorado.edu/slhs/mdnc/assessment.html
IT-MAIS: from Advanced Bionics http://www.bionicear.com/professionals/rehabmaterials.asp
Speech in Noise Test: information at http://www.ausp.memphis.edu/harl/rsin.html
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School Success
How do you help your child receive their best education, especially in a mainstream school setting?
Click HERE for resources from Cochlear Corporation on assisting your child with cochlear implants at school.
Here are some tips to consider at the start and throughout the school year.
1. Assessment and Individualized Education Plan (IEP)
Each year, your child's progress in each area of skill development must be monitored in order to determine the best approach for continuing momentum or improving the rate of progress. The approach to completing this assessment varies by school district. Information gathered for the yearly assessment provides the foundation for the discussion and goal setting of the Individualized Education Plan.
2. Organize a support team to work with your child
Encourage discussions, set up meetings, and highlight the role of each member in your child's support team. There are many people who should be considered members of your child's support team including:
- Classroom Teacher/Special Teacher
- Auditory/Speech Therapist(s)
- Educational Audiologist
- Someone from cochlear implant center/clinic
- School Principal/Administrator
- Tutor, aid, school nurse, others
- Parents + Child + Classmates
- Interpreter, notetaker (depending on age of child)
Each member of the team will play a key role in your child's educational progress, from the teacher who is ensuring your child understands and is on par with academic goals, to the school administrator who provides leadership and allocates funds, to your cochlear implant center communicating your child's changes and progress. As the parent, your job is most important to ensure that you:
- Communicate with all team members
- Monitor equipment, homework and educational progress
- Be a presence at school
- Participate in child's developmental goals
- Ensure a routine for your child
- Provide an auditory learning environment at home
- Encourage your child advocate for himself by talking, asking questions, and engaging with others around him/her
3. Set up an initial meeting with your child's support team
- Show the team your child's audiogram and explain it
- Help the team understand the benefits and limitations of cochlear implant technology
- Show the team your child's technology and let them handle it
- If your child uses an FM system, explain why the FM is important
- Determine who is in charge of troubleshooting and develop a plan for how that will work
4. Review classroom acoustics and ensure proper classroom seating
There are many factors in a child's classroom that may impact their ability to hear, such as noise, distance and reverberation. Keep in mind the following when choosing a child's classroom seat:
- Close to front but visually accessible to entire room
- Seat away from noise generators (HVAC fans, hall doors)
- If your child has one cochlear implant, seat them so that the cochlear implant ear is away from noise sources (HVAC fans, projectors) and towards center of room
- Aquariums often generate noise (from the pump operation) and should not be placed in the classrooms of children with hearing loss
5. Review support services for your child
Work with your child's support team to determine what support is best for your child. When needed, consider options such as FM systems, interpreters, itinerant teachers of the deaf, and other support services. Provide your teacher with extra batteries and troubleshooting tools to use in the classroom.
6. Provide tips to your child's teacher
Remember, your child's teacher may have never taught a child with hearing loss and feel that the "burden" is falling on them. Provide the teacher with some tips such as:
- Always face forward when talking
- Stay within the child's vision, closer is better
- Don't "bounce" around
- Speak clearly, naturally and directly to the child
- Make sure the child is looking at you when you begin speaking
- Ensure volume is appropriate
- Speak just a little slower—too slow is not natural and will make understanding harder
- Don't ask her directly "Did you understand that?"
- Learn to recognize "the look" that means the child didn't get it, or use a signal or "secret sign" so she can tell you she missed something
- Repeat once, then paraphrase
- Explain things a different way
- Encourage the child to ask
- Write difficult (key) word(s) on the blackboard
- Provide key new words/concepts to parents or team members in advance
- Use visual tools, concrete materials or natural gestures to illustrate points
- Write assignments and directions on the board
- When someone else is speaking, point to the speaker
- Understand and use additional amplification equipment - repeat classmates' questions thru the FM system
- If you think the child might have missed a comment, rephrase or restate what another child has contributed
- Don't be afraid of the child's cochlear implant equipment
7. Involve classmates
Many children are not aware of cochlear implants. It is important to involve the classmates at the start of the school year to help them understand your child's technology, learn how to interact with your child, and talk about how your child is the same as other kids, but with a little extra technology to help them hear. You may also want to assign another child as your child's "hearing buddy" to help keep your child on task and share notes, if they are old enough.
Remember, while you want to address your child's individual needs, you also want to place your child in the "least restrictive environment" to serve their needs. Set appropriate, but high expectations. Children with cochlear implants should follow the same learning process as other children.
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First Steps for SLPs That Have A Child With A Hearing Loss On Their Caseload
Thanks for all your emails and requests.________________
So, You Have A Child With A Hearing Loss On Your Caseload
First Steps for Speech Language Pathologists
The terms deaf or hard of hearing cover a wide range of conditions and all affect a child’s listening ability and interfere with their language, social and educational development. The number of children in neighborhood preschools and auditory-oral private schools is ever increasing. Many of these students will need support from SLPs to succeed in mainstream classrooms.
Starting Points
First, below are facts to stimulate your thinking in order to begin by asking the right questions.
Points to Ponder
• 95% of parents of children with hearing loss are hearing themselves
• The trend is that hearing parents are choosing spoken language options such as Auditory-Verbal Therapy for their children with hearing loss
• Auditory based intervention does not use any visual communication systems
• Children with all degrees of hearing loss can learn spoken language through hearing
• Early diagnosis, aggressive audiological management, contemporary hearing technology is essential
• Audiograms no longer predict outcomes
• Hearing loss is not about the ears? – It’s about the brain! We hear with the brain –the ears are just the way in. (www.Carol Flexer.com)
• Children can have sensori-neural, unilateral, fluctuating, and conductive hearing losses. They wear hearing aids, cochlear and baha implants and/or FM systems.
What is Auditory-Verbal Therapy?
According to The Alexander Graham Academy for Listening and Spoken Language, “Auditory-Verbal Therapy facilitates optimal acquisition of spoken language through listening by newborns, infants, toddlers, and young children who are deaf or hard of hearing. Auditory-Verbal Therapy promotes early diagnosis, one-on-one therapy, and state-of-the-art audiologic management and technology. Parents and caregivers actively participate in therapy. Through guidance, coaching, and demonstration, parents become the primary facilitators of their child’s spoken language development. Ultimately, parents and caregivers gain confidence that their child can have access to a full range of academic, social, and occupational choices. Auditory-Verbal Therapy must be conducted in adherence to the Principles LSLS of Auditory-Verbal Therapy” (AG Bell Academy, 2012).
Who are Listening and Spoken Language Specialists?
The AG Bell Academy governs the certification of Certified Auditory-Verbal Therapists (LSLSCert. AVT) and the LSLS Certified Auditory-Verbal Educators (LSLS Cert. AVEd).The LSLS certification is awarded to qualified professionals who have met rigorous academic, professional, post-graduate education and mentoring requirements, and have passed a certification exam. Typically, LSLS certified practitioners are licensed audiologists, speech-language pathologists, or educators of the deaf who have the required background, training and experience in listening and spoken language theory and practice with children with hearing loss and their families.
What Do I Need to Know?
Helen Keller once said, “Blindness separates people from things; deafness separates people from people...” Without prior experience it is difficult to appreciate the impact hearing has on basic human interaction and daily communication.
If you have the opportunity to see a child who has graduated from AVT or an auditory-oral preschool first and foremost take advantage of theparents’ knowledge. Depend on the audiologist, the AVT’s and the hearing itinerant‘s expertise. In the reference section, there are links to simulations of hearing loss and listening with technology that is insightful. Become familiar with variables that effect hearing such as the impact of noise, distance, room acoustics and equipment malfunctions and ways to manage them. Learn about the child’s listening and learning abilities, social needs, and the IEP accommodations.
Classrooms are auditory – verbal environments where LISTENING serves as the basis for learning. Read this brief children’s story below. Do you recognize it?
You can read the passage but endings are missing and the words are not distinct. It takes time and energy to figure
out the story. This visual simulation is similar to the listening ability of a child with well-fit hearing aids. The small
font size represents that sound is perceived more quietly than it is for typically hearing
children. The child may ‘hear’ but not understand what was said because
pieces are missing. Do you know the story?
Hearing aids and/or cochlear implants do not restore normal hearing. Students who use hearing aids may not be able to hear all of the sounds of speech even when it is quiet and the speaker is close by. A hearing loss is invisible and therefore it is easy to forget the effort required to attend, learn and participate. Children with language delays or additional learning issues make this even more challenging.
Strategies to Facilitate Listening and Spoken Language
There are many specific and purposeful auditory strategies and techniques used to teach a child who is deaf or hard of hearing to learn spoken language through listening. Here are three of the most basic and effective.
Hearing First!
or
You Will Lose the Opportunity for Listening.
Talk about pictures, objects and events before you show them.
This will focus the child on listening and reduce visual dependence.
After you show the materials, repeat and rephrase the message.
This provides repetition and allows the child to “connect” the
auditory and visual information.
Sit beside the student close to the child’s better ear.
Listening Sandwich
Present information through hearing.
Add VISUAL cues, as necessary
Then, SAY IT again to promote listening. “Put it back into hearing.”
Wait Time
Pausing and Waiting!
Allow time for the child to process and attach meaning to what was heard.
Don’t rescue too soon!
In summary, I have included numerous references, important videos, printable handouts and a wealth of resource materials. This will enable you to further investigate opportunities for supporting children with hearing loss and their families.
“I am deaf and I can listen, hear and talk!”
So, you want to learn more?
This first step is to view the TED Talks video, Establishing a Sound Foundation for Children who are Deaf or Hard of Hearing. Dr. Karl R. White explains the differences in raising children with hearing loss today versus 35 years ago and the key factors for successful language development.
Next, watch a series of short videos of my friend and mentor, Carol Flexer, PhD, CCC-A, LSLS Cert. AVT, as she teaches on auditory brain development, acoustic accessibility, the listening environment, signal to noise ratio and more in her engaging videos. Be sure to scroll down to see Carol!
Read a post from the ASHAsphere blog entitled, “Auditory-Verbal Therapy: Supporting Listening and Spoken Language in Young Children with Hearing Loss & Their Families” Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT.
Investigate the Listening and Spoken Language Knowledge Center a vast site for children and adults with hearing loss, their families and the professionals who support them.
Spend some time at Success For Kids With Hearing Loss where Karen L. Anderson PhD, an audiologist has a wealth of resources including printable handouts regarding the relationship of types and ranges of hearing loss and the impact on listening and learning, social needs, and the potential school accommodations and therapy needs. Be sure to investigate Learning With a HL - Things For the Teacher To Know and Understand
So if you’re ready to dig in, order your own copy of 101 FAQs about Auditory-Verbal Practice. It is an excellent resource edited by Warren Estabrooks, the President and CEO of WE Listen International. The book takes the reader on a journey through current theory, practice, and evidence-based outcomes. It offers knowledge, guidance, encouragement and hope for future generations of children who are deaf or hard of hearing, their families and professionals.
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SEPTEMBER: Listening and Spoken Language Calendar
Click HERE to download your own printable copy of the
Listening and Spoken Language Calendar for September. 
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