Auditory Verbal Therapy – Page 20 – Elizabeth A. Rosenzweig

Play It By Ear Seminar: Day One

SETTING THE STAGE TO MAXIMIZE AUDITORY POTENTIAL: AGRESSIVE AUDIOLOGICAL MANAGEMENT AND USE OF HEARING TECHNOLOGY Jace Wolfe, Ph.D., CCC-A (Hearts for Hearing) The Joint Committee on Infant Hearing published its latest position statement on October 1, 2007. Some of the most significant changes are:

Chronological Age vs. Hearing Age

CHRONOLOGICAL AGE: How old a child actually is. Time since the child was born. HEARING AGE: Time since the child has been receiving auditory input through appropriate amplification. Time since the child received hearing aids and/or cochlear implants.

Why I Don’t Worry About Vocal Quality

This may sound shocking, coming from an Auditory Verbal Therapist, but I don’t lose sleep at night over whether a child’s speech sounds “deaf” or not. Yup. You read it correctly. Why???

Hearing Loss and Additional Disabilities

Did you know that an estimated 30-40% of children who are deaf or hard of hearing are not “just deaf” but have other associated challenges? I like to call these children “deaf+” or “deaf plus” — children who, in addition to hearing loss, have other conditions, disabilities, or complicating factors.

AG Bell 2008: Monday Concurrent Sessions

EMPOWERING FAMILIES OF CHILDREN WITH COCHLEAR IMPLANTS AND OF LOW SES Mary Ellen Nevins, Ed.D. (Children’s Hospital of Philadelphia), Renate Schultz, B.A. (University of Chicago), and Dana Suskind, M.D. (University of Chicago)

AG Bell 2008: Saturday Concurrent Sessions

Oh my goodness, where to begin? Convention has been AMAZING and I am learning great new things and meeting great new people every minute of every day! There are TONS of things to write about, but here’s a quick summary of the things I learned and did on Saturday:

Reading Aloud and Other Everyday Reading Activities

“Readers are leaders and leaders are readers.” One of the most important things you can do for your child, deaf or not, is READ, READ, READ. Read to them, read with them, encourage them to read to themselves and to you. Set a good example by reading a lot yourself, and show them everyday situationsContinue reading “Reading Aloud and Other Everyday Reading Activities”

Grammatical Morphemes

Morphemes are the smallest parts of language that carry meaning. Some are “free”, like “cat” or “walk”… those aren’t too hard to learn. It’s “bound” morphemes, those tiny qualifiers like “-ing” or “-s” that can be added on to free morphemes that cause all the trouble! Bound morphemes are tricky, but they also play a BIGContinue reading “Grammatical Morphemes”