Auditory Verbal Therapy – Elizabeth A. Rosenzweig

A Swing and a Miss

When your child suddenly spouts out a new word, sound, or sentence type, it’s a cause for celebration! How exciting — they’ve learned something new! And then… it disappears. You try to tell your spouse or friend or therapist about this new accomplishment and get your child to show off their new skill and… nothing.Continue reading “A Swing and a Miss”

Paint Chips and Auditory Discrimination

You never know how many shades of “white” there are until you want to paint a room. You head to the hardware store looking for white paint — normal, plain, white paint — and are confronted with dozens of options. Eggshell. Polar Bear. Frost. Antique White. Vibrant White. To the untrained eye, they look virtuallyContinue reading “Paint Chips and Auditory Discrimination”

Auditory Expectation

What does it mean to have an auditory expectation for children with hearing loss in therapy and in life? First of all, it means that I, the adult, have done my part in giving you the tools (auditory access and a good listening environment) to be successful. Once that has been established, an auditory expectationContinue reading “Auditory Expectation”

Get Comfortable Being Bad at This

I often think of my first-ever patient. We’ll call her Callista. I was a rising senior undergraduate taking on my first practicum assignment in my university’s training clinic. Sure, I’d had volunteer placements and part-time jobs working at auditory-oral preschools for children with hearing loss since middle school, but this was the first time IContinue reading “Get Comfortable Being Bad at This”

Just Floss One Tooth

Sometimes, tasks can be overwhelming and we let the perfect be the enemy of the good. I was having a conversation with a mentee the other day when she shared a wonderful insight with me: Just floss one tooth. We were talking about performing daily listening checks to ensure that hearing equipment is functioning well.Continue reading “Just Floss One Tooth”

Putting Out Fires (Or, “Why Some Families Don’t Seem to Care About Things that Professionals Think Are Important…”)

Sometimes I am working with a family, or speaking to a mentee who is working with a family, of a child who is exhibiting significant delays. Perhaps the child’s technology is poorly programmed, infrequently used, or both. Maybe the child’s educational and therapeutic situation leaves a lot to be desired. Whatever the cause(s), this childContinue reading “Putting Out Fires (Or, “Why Some Families Don’t Seem to Care About Things that Professionals Think Are Important…”)”

Give Me Five!

You may already know how I feel about flashcards (spoiler alert: I hate them), but there is something to be said for repeated practice as a way to cement new skills. So how do we help children with hearing loss improve their articulation in a way that allows them enough opportunities to practice without resortingContinue reading “Give Me Five!”

Fall 2020 Webinar Series

We may be socially distant, but we can still learn together. Join me for my Fall 2020 Webinar Series! 9/23/2020 8PM EST: Listen Up How can professionals help parents learn about their children’s hearing loss and the importance of all-waking-hours access to sound if listening and spoken language are the desired outcome? Learn how toContinue reading “Fall 2020 Webinar Series”

ToM Part 2: Best Books for Theory of Mind

In Part One of this series, I introduced the concept of Theory of Mind (ToM) and why children with hearing loss are at risk to struggle with this particular aspect of cognitive development. Now, let’s dive in to what we can do to help build ToM abilities in children who are deaf or hard ofContinue reading “ToM Part 2: Best Books for Theory of Mind”