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| Source: Unknown |
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Hearing Humor or Not?
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Adult Auditory Rehab: Stages of Listening with a Cochlear Implant
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| Source: www.cochlear.com |
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Never Say, “I’m Bored.”
Summer is Around the Corner
When our girls were young, the words, “I’m bored.” was prohibited in our home.
I was known to assign a chore to take care of the problem.
There is so much fun to be had and no room for boredom especially during the summer months. Be sure to set up lots of opportunities for listening, language, learning, reading, outdoors fun and more.
H E R E is a fun FREE Printable to get your summer started.
Post it on your fridge as a handy, inspirational reference!
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JUNE: Listening and Spoken Language Calendar
Click HERE to download your own printable calendar for the month of June with ideas for home or your Auditory Verbal Therapy.
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Ten Commandments Individuals With Hearing Loss Wish You Knew
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| http://www.inmygoodear.com/ten-commandments-the-hearing-impaired-wish-you-knew/ |
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Understanding Adult Auditory Rehabilitation: Stages of Development and Listening Sets
This information can be found with more detail at the Hearing Journey - Cochlear implant Forum
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 Closed Set: The easiest type of listening is in a closed set, where the contents of the set are present or clearly defined.
Bridge or Limited Set: A bridge or limited set is one in which the context or category is clearly established, but the specific items in the set are not clearly present or defined.
Open Set: In open set listening, there is no established content and possibilities are unlimited.
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Click HERE to learn about how every listening situation has a CONTENT factors
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Communication Strategies and Improving Understanding: Adult Auditory Rehabilitation
Free resource from Cochlear Americas
on
Communication Strategies and Improving Understanding
Click HERE to get your copy
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The Listening and Spoken Language Knowledge Center welcomes new families
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| http://www.listeningandspokenlanguage.org/Landing.aspx?id=549 |
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Adult With Hearing Loss - Associations and Organizations
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JULY : Listening and Spoken Language Calendar
Click H E R Eto download your own printable calendar for the month of July
with ideas for home or your Auditory Verbal Therapy.
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Auditory Rehab Resources For Audiologists
ASHA offers a range of fact sheets and patient handouts to assist audiologists with Auditory Rehabilitation
Many are offered in English and Spanish
- Downloadable patient education materials from ASHA’s Audiology Information Series
- Knowledge and Skills Required for the Practice of Audiologic/Aural Rehabilitation
- Overview of H.R. 2330: The Medicare Audiology Services Enhancement Act of 2013
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Global Foundation For Children With Hearing Loss in Vietnam
OUR MISSION IS SIMPLE ...
AND WE WANT THE
WHOLE WORLD TO HEAR IT.
AND WE WANT THE
WHOLE WORLD TO HEAR IT.
This July, I had the opportunity to travel on a humanitarian trip with the Global Foundation For Children With Hearing Loss in Vietnam led by Paige Stringer who was born hard-of-hearing, but was identified with hearing loss early in life and received auditory-verbal therapy. The Foundation is in collaboration with the Thuan An Center for Disabled Children and Ho Chi Minh City University and provides a training curricula covering topics in audiology, speech-language pathology, early intervention and auditory-verbal practice.
The mentoring and Auditory-Verbal Therapy was taxing with long days but I loved working with the children, their families, the therapists, and “technicians” (audiologists) and we seemed to be making a significant impact. Parents all around the world are the same -
wanting their children with hearing loss to listen and speak!
so be sure to check it out regularly.
The Global Foundation for Children With Hearing Loss aims to make a direct and lasting impact on the futures of thousands of deaf and hard of hearing children around the world by providing them with access to the technology, education, and resources they need to become contributing members of society.
The Global Foundation for Children With Hearing Loss aims to make a direct and lasting impact on the futures of thousands of deaf and hard of hearing children around the world by providing them with access to the technology, education, and resources they need to become contributing members of society.
The weekend site-seeing was amazing but after almost three weeks I’m glad to be home.
Lynn
Thuan An Center for Disabled Children in Vietnam
Some of the Professionals I mentored.
A few of the kids and parents in the auditory verbal program.
One of my favorite pictures of the floating market in Vietnam.
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AUGUST: Listening and Spoken Language Calendar
Click HERE to download your own printable calendar for the month of August with ideas for home or your Auditory Verbal Therapy.
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Audiology Info Series: Adult Aural Rehabilitation
ASHA provides the patient education resources to make available to patients.
Patient education is a combination of learning experiences that can improve outcomes and influence behavior changes.
- See more at: http://www.asha.org/aud/pei/#sthash.w5l2buV0.dpuf
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| http://www.asha.org/uploadedFiles/AIS-Adult-Audiologic-Aural-Rehabilitation.pdf |
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ACOUSTIC HIGHLIGHTING
Auditory Verbal Techniques
ACOUSTIC HIGHLIGHTING
“Motherese” (a form of acoustic highlighting) is speech used by parents/caregivers in talking with young children to help them in learning language. Its use is extended in communicating with a child who is hearing impaired to increase the audibility of language. As a child learns to listen, the aim is to progress toward a more normal, less highlighted mode of communication.
Examples of acoustic highlighting are as follows:
MORE AUDIBLE (for a beginning child) | PROGRESSING TO | LESS HIGHLIGHTING (for a child who is listening well) |
No background noise | Increased background noise | |
6” from hearing aid or cochlear implant | Increased distance from hearing aid or cochlear implant | |
Slightly slower rate | Normal rate | |
Increased pitch variation (sing what you say) | Normal rhythm | |
Clearer enunciation (use of “clear” speech) | Less clear and/or unfamiliar voice | |
Increased repetition | No repetition | |
Greater acoustic contrast (vowel variation, rhythm contrast, number of syllables) | Less varied (minimal pairs, same syllables, similar rhythm) | |
Simpler language with shorter phrases | Complex sentences | |
Emphasis on key words | No emphasis on key words | |
Emphasis on unaccentuated words (prepositions, articles, verb tenses, pronouns) | No emphasis | |
Word position in sentence: End of sentence | Middle of sentence | Beginning of sentence |
Closed set | Open set |
However, having reached the goal of less highlighting it must be remembered that there are many acoustic environments where acoustic highlighting may continue to be necessary as it is with those who have normal hearing.
Judith I. Simser, O.Ont., B.Ed., Cert. AVT
Consultant in Childhood Hearing Impairment
Children’s Hospital of Eastern Ontario
Ottawa, Ontario, Canada
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Tips For School from www.cochlear.com
This article is available HERE from the http://www.cochlear.com/ website.
(adapted)
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 Verbal Therapist(s)
- Speech Language Pathologists
- Educational Audiologist
- Someone from cochlear implant center/clinic
- School Principal/Administrator
- Tutor, aid, school nurse, others
- Parents + child + classmates
- Interpreter, notetaker (depending on age and needs of your 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 hearing aid and 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 the child 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.
Parent and teacher resources
For additional resources on assisting your child and their cochlear implants at school, visit the HOPEwebsite.
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Knowledge and Skills Required for the Practice of Audiologic/Aural Rehabilitation
Official statement of the American Speech-Language-
Hearing Association (ASHA).
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Inquire About Eligibility and Benefits for Auditory Rehabilitation
Steps to Inquire About Eligibility and Benefits
Call the member services number on the back of your insurance card
to inquire about eligibility and benefits for auditory rehabilitation.
Below are the CPT or procedure codes.
RE: THERAPY TYPE: Auditory (re)habilitation, Auditory-Verbal Therapy
CPT CODE: 92630 auditory rehab, prelingual hearing loss
CPT CODE: 92633 auditory rehab, postlingual hearing loss
RE: THERAPY TYPE: Auditory Processing Disorder
CPT CODE: 92626 Auditory Rehabilitation, 1st hour
Each plan is different and services may be subject to a deductible, coinsurance, or copayment. Clients with Health Maintenance Organization (HMO) plans are responsible for getting a referral from the primary care physician prior to receiving services. Lynn A. Wood is not responsible for denials on insurance claims, and clients are responsible to pay for services rendered.
Questions to Ask When Inquiring About Eligibility
1. What are my outpatient benefits for auditory rehabilitation?
2. Do I have a deductible?
3. What is my co-pay or co-insurance percentage?
4. How many visits do I get per calendar year?
5. Do I need a referral or authorization prior to my visits? How often?
6. Is my plan’s coverage of outpatient auditory rehabilitation based upon medical necessity? If so, what diagnoses are covered under “medical necessity”?
7. What is the effective date of my coverage?
8. Is Lynn A. Wood, M.A. CCC/A LSLS Cert. AVT in your provider network?
NPI #: 1295853919
Listening and Spoken Language Specialist, Certified Auditory-Verbal
Therapist #70712318
9. If not, who is an in network provider that is a Certified Auditory Verbal Therapist and a Licensed Rehabilitative Audiologist within 30 miles from my home?
10.If they do not have a provider in in network, request reimbursement at the in network rate.
Some insurance plans do not cover therapy services unless they are considered to be "medically necessary." Contact your insurance company to inquire about medical necessity guidelines that may apply to your plan
If services are denied, you have a right to appeal the health insurance company for speech-therapy coverage. The American Speech-Language-Hearing Association (ASHA) has published a document on medical review guidelines that can be used as part of the appeals process.
http://www.asha.org/uploadedFiles/practice/reimbursement/coding/AuralRehabforAudandSLP.pdfhttp://www.asha.org/uploadedFiles/practice/reimbursement/coding/AuralRehabforAudandSLP.pdf
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Insurance Guide for Parents by Tiffani Hill-Patterson
Take the time to read this comprehensive article by Tiffani Hill-Patterson
Reprinted at: http://www.listeningandspokenlanguage.org
Source: Volta Voices, May/June 2011
Source:www.realitycheck.net
sports, music, and raising a daughter with hearing loss.
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Tips For Parents Getting Started With Spoken Language Development
HEREis free information
from the
Rehabilitation Resources From Cochlear
Suggestions to help parents begin the journey of spoken language through listening.
It covers topics such as:
- How children learn spoken language through listening
- Setting realistic expectations
- Suggestions for listening games and activities at home
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