When I coach other professionals, I tell them to work smarter, not harder! I like to pick just one book and make it work for ALL of the children I see in a week. My schedule is filled with listeners of all different ages, developmental levels, and needs, but with some creative thinking, you can take a classic story like Goldilocks and the Three Bears and find a gold mine of goals inside. Here are THIRTY ways to make the Three Bears work for (nearly) everyone on your caseload.
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?
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!
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?
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.
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?
Imagine you and your child have been given tickets to a performance of the greatest magic show on earth. The tricks are astounding, the special effects magnificent, and you’re sure to be dazzled. How would you choose to experience this once-in-a-lifetime opportunity?
I hear (and see — on social media) this phrase all the time. Parents who choose amplification and listening and spoken language for their children are reminded by not-so-kind strangers, “She’ll always be deaf, you know…”
Did you know that babies practice talking long before they say their first words. This week’s tip, BABBLE MATTERS, is about the importance of baby’s coos and goos. As it turns out, goo goo ga ga isn’t just adorable, it’s the foundation for later language success.
Join me for the 2016 AV Challenge! Each week for the next four weeks, I’ll be posting a research-based tip that parents and caregivers can use to help their children with hearing loss develop listening and spoken language skills.