A Balanced Plate

 

Nutritionists advise diners to think about building a “balanced plate” of proteins, carbohydrates, fruits, and vegetables for every meal.  Eating too much of one thing isn’t good for your health!  An Auditory Verbal session can be imagined in the same way.  Too much focus on one type of goal or activity doesn’t help children achieve the well-rounded communicative competence that we want them to have.  So, how do you build a balanced plate in an AV session?

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Choose Your Highlighter

Acoustic highlighting is a key strategy in Auditory Verbal Therapy.  By changing the way that we present verbal information (for example, adding emphasis, repetition, or intonation), we can help children tune in to specific aspects of the signal, such as a new word or missed speech sound.  There are many different ways to acoustically highlight, but don’t fall into the trap of thinking they’re all equally good in every situation.  Just as you carefully choose colors to fill in a coloring page, be careful to choose the right highlighter for the job.   Learning that acoustic highlighting exists is just step one.  Here are some thoughts on how to take your highlighting skills to the next level!

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Considering Alternative Means of Expressive Communication

While learning to listen and speak is possible for many children who have hearing loss, there are some children who, for reasons of additional disabilities or other complicating conditions, can learn to listen with technology but may struggle to produce spoken language.  What choices should parents and professionals consider when deciding how to best help these children?  Below, I’ll discuss two case studies of children in this situation and some factors to consider when planning intervention.

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Learning to Listen Sounds

The cow says “moo,” the sheep says “baa,” and pretty soon the entire therapy room is sounding like a barnyard… but what are these Learning to Listen Sounds all about and why are week p-p-p-ing for the boat and woof-woof-woof-ing for the dog to help children learn to listen and talk?

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Auditory Verbal Strategies Survey

I am conducting a survey to investigate the strategies that professionals (and pre-professional students) use to facilitate listening and spoken language skill growth in children who are deaf or hard of hearing.  Please consider participating in this study to further the knowledge in our field!  CLICK HERE TO PARTICIPATE.strategies-survey-marketing

It’s All About Listening/ It’s Not All About Listening

In Auditory Verbal Therapy, we want children to learn to listen all the time, but we don’t want them to focus just on listening.  We focus on audition, but we don’t focus only on audition.  Listening is an important factor, but it’s not the only factor.  So which is it — is AVT all about listening, or not? 

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Music, Art, Theatre, and Dance Lessons for Children with Hearing Loss

There are many benefits of music, theater, art, and dance education for all.  Arts education is linked to improved focus and behavior, academic achievement, higher SAT scores, and a host of other benefits.  The positive cognitive, creative, physical, social effects are undeniable.  But what about arts education for children with hearing loss? 

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GENERAL SESSION – KEYNOTE SPEAKER

David Sousa, Ed.D.

David Sousa shared insights from the field of educational neuroscience, which combines psychology, neuroscience, and pedagogy to study the interaction between mind, brain, and education.  With technology influencing nearly every aspect of our lives, how has this changed the way children relate and learn? Continue reading

Complex and Challenging Cases: WEBINAR RECORDING

See below for a recording of my May 2016 presentation for Cochlear and the Royal Institute for Deaf and Blind Children/Renwick Centre “Complex and Challenging Cases” [CC]

 

Aim for the Middle

It is so exciting to read about people with hearing loss in the news accomplishing great things.  Academic award winners, artists, actors, athletes — their stories raise public awareness about hearing loss and dispel stereotypes about people who are deaf or hard of hearing.  Conversely, there are those people with hearing loss who struggle mightily — never achieving age-appropriate language abilities, falling behind in school, or failing to find employment.  With such a broad spectrum of outcomes for people with hearing loss, how do we make sense of it all?

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