A child with hearing loss may visit the audiologist once every few months, or, for an older child, only for a yearly check up. In contrast, these same children often see their therapists much, much more frequently (an average Auditory Verbal Therapy family receives one hour of therapy each week). How can therapists (and teachers) partner with audiologists to make the child’s audiological information relevant each and every day, not just during periodic audiology appointments? We know hearing is the key to developing spoken language, so how do we make this information understandable and valuable to families each day?
Are you a parent considering Auditory Verbal Therapy for your child? Are you a professional considering pursing Listening and Spoken Language Specialist certification? Are you a speech-language pathologist with deaf children on your caseload? Are you a teacher of the deaf looking to brush up on your spoken language strategies? This webinar is for YOU!
How can you choose one book and one set of toys a week and make them work for ALL of your patients? How can professionals working with groups of children make one lesson effective for children at various levels? How can parents choose toys that will help their children grow speech and language skills for years to come? Join me as we answer all of these questions and more in an exciting webinar — One Lesson, Five Levels: Adapting Materials for a Variety of Learners.
Many of today’s children with hearing loss are growing up in homes and communities where they are exposed to multiple spoken languages. This presentation will address the issues involved in helping these children communicate effectively in diverse linguistic environments: foundations of bilingual language acquisition, common challenges, engaging families from minority languages and cultures, and how monolingual therapists can work effectively with families who speak another language.
Think of your brain as a library. Every experience you’ve had, everything you’ve learned, read, seen, heard, tasted, felt, every good and bad memory, all stored on shelves for your reference. When you encounter something new, you can go back to your library for help understanding it and use things you know from the past to help you make sense of this new information.
“Say please.” “What’s the magic word?” “Tell Joshua you’re sorry.” Most parents of toddlers and preschoolers have said these phrases more times than they can count. Manners are an important part of social functioning, and everyone wants to raise a well-behaved child, but are we defeating the purpose when we insist that our early talkers use these words?
Join me for a webinar sponsored by Cochlear and the Royal Institute for Deaf and Blind Children – Renwick Centre entitled “Beyond Books: Bringing Literacy to Life in Therapy and At Home” at 8PM Eastern Standard Time on Tuesday November 24th, 2015. The course is free and you can attend online from home, wherever you live. Attendees can earn one unit of continuing education (1CE) from the AG Bell Academy for Listening and Spoken Language. REGISTER HERE.
How can we make the words we say easier for our children with hearing loss to hear, understand, and use themselves? One technique you can pull out of your toolkit is Acoustic Highlighting. What is it and why does it work? How and when do you do it? Get your highlighters ready, let’s learn!
Long ago, many children with hearing loss received “speech therapy” well into their teen years and beyond. Thanks to newborn hearing screening, early intervention, and great hearing technology, the world is changing! Now, we find ourselves asking, “When is a child with hearing loss ready to graduate from auditory-verbal therapy?” More correctly, because therapy is a family affair, we should really ask, “When is a family ready to graduate from AVT?”
Accomplished language users know that there are multiple ways to communicate the same message. You could say, “I’m hungry” or I could say, “I’m starving/ famished/ peckish” You could bluntly accuse someone of overreacting or gently prod them with, “Hey! Don’t have a cow!” You could ask a question directly, “Can you please turn on the air conditioning?” or as an indirect request, “It’s kind of hot in here, don’t you think?” You may not be able to do the splits, but if you can say one thing in many different ways, you have an even more valuable skill: linguistic flexibility.