This is a common question (more like agonized wail) I hear from parents, both in person and online. You go through the entire process of CI candidacy and surgery, and then… the child doesn’t want to (or just plain won’t) wear the cochlear implant processor. Where do we go from here!?!
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!
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.
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?
Whether you love singing or wouldn’t be caught dead singing in the shower, singing is a terrific way to help your child with hearing loss learn important listening and spoken language skills. You don’t have to be an award-winning singer to build your child’s brain through music.
You may have heard rumblings about some legislation popping up in various states around the US regarding language acquisition for children who are deaf or hard of hearing. What are these bills all about and how could they affect your family?
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…”
In 1975, psychologist Carol Dweck and her team conducted an experiment with a group of low-performing elementary school aged math students. The students were given a very difficult math assignment. These students had a poor self-concept about their ability to succeed in math and a history of bad grades. The students were given a very difficult math assignment and divided into two groups. When they did poorly, the children in Group One were told that they could do better with more effort, that they had the ability to improve their skills, and were given lessons in persistence and problem solving. Group Two was not given this feedback or training. Despite both groups starting out as equally poor performers, the children in Group One actually improved their math abilities over time, while the children in Group Two continued to fall apart on the assignments and did not progress. What made the difference?
I often receive questions from parents, especially around the holidays, for suggestions of toys that will help their children grow listening, speech, and language skills… and have fun! This week’s tip helps you zero in on what kinds of toys promote language, and which you can walk right by in the toys store because they actually hurt your child’s language progress. Read on!