Eating an Elephant
There’s an old joke that goes…
Q: How do you eat an elephant?
A: One bite at a time!
Here’s to the Moms!
HERE’S TO THE MOMS
Here’s to the Moms who may not have “signed up” to parent a deaf or hard of hearing child, but do so anyway with grace and love.
Resource Files
One of the most crucial aspects of a listening and spoken language intervention with children who are deaf or hard of hearing is PARENT TRAINING. Parents must be empowered to be their child’s primary teacher and language facilitator. Professionals help parents along this journey by modeling skills and techniques, providing information, and guiding and coaching parents to implement listening and language strategies all day, every day in the course of normal activities in the family’s life.
Principles of Auditory Verbal Therapy
I’d like to share a little bit about the Principles of Auditory-Verbal Therapy. These 10 guidelines are the standards for Listening and Spoken Language Specialists Certified Auditory-Verbal Therapists the world over. The following are the principles (in bold) and my reflections on what they mean to me (in italics). Please note that my reflections are just that — my reflections — and are by no means the definitive “answer” for what AVT is all about, or even ALL of my thoughts about AVT… just a short little “blurb” to put these principles into everyday language to help give you a better idea of what AVT really means!
Cochlear Celebration 2009: Session Notes
RAISING A CHILD WITH HEARING LOSS (Sherilyn M. Adler, Ph.D.)
Dr. Sherilyn M. Adler, a developmental psychologist, psychotherapist, and mother of a teenager who is a CI recipient, gave an excellent presentation on the joys and challenges of parenting children with hearing loss. Drawing from her experience as both a psychologist and a parent, she provided information from both professional and personal points of view. I learned an incredible amount, so here’s my attempt to break it down into manageable pieces for you all to use:
Picture This: Possessive Pronouns Activity
Today, in therapy, I made an experience book for my six-year-old student. We’re working on possessive pronouns, so I made a bunch of pages with pictures of various people (just random people from a clip art) and various objects. We then matched the objects to the person by color. For example, I printed a picture of a little boy in a green shirt. We wrote “His favorite color is green. It’s his ______” (frog, celery, tree, leaf, etc.). Unbenknownst to him, however, I snuck in pictures of myself (so he could practice saying “your”) and my junior clinician (assigned to observe all of our sessions) (so he could practice saying “her”). I also put in a blank page where he could paste a picture of himself to practice saying “my“.
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The Knock Knock Box
What is this? Only one of the greatest therapy tools ever! It’s a “Knock Knock Box”! One of the axioms of AVT is “Hear it before you see it.” In other words, have the child focus on audition (hearing) first, before giving them a visual cue. That’s where the Knock Knock Box comes in. You can use a Knock Knock Box in many different ways.
Print Skills, Writing, and Spelling
A continuation of my notes from a presentation by Kathryn Wilson, MS, CCC-SLP, LSLS Cert. AVT on January 22-23, 2009 at Cook Children’s Medical Center in Fort Worth, Texas, entitled “Unlocking the Doors to Academic Success for Children with Hearing Loss! The Keys: Reading Aloud, Phonemic Awareness, Oral Narration”.
Unlocking the Doors to Academic Success for Children With Hearing Loss
Unlocking the Doors to Academic Success for Children with Hearing Loss! The Keys: Reading Aloud, Phonemic Awareness, and Oral Narration
Today I attended an excellent seminar given by Kathryn Wilson, M.S., CCC-SLP, LSLS Cert. AVT on how parents and professionals can use phonological awareness skills to give children with hearing loss the best chance of becoming successful masters of language in both its oral and written forms.
Continue reading “Unlocking the Doors to Academic Success for Children With Hearing Loss”
Elizabeth A. Rosenzweig 