- Joined
- Sep 7, 2006
- Messages
- 45,078
- Reaction score
- 323
That's why I am asking you.
Early implantation
- Thread starter faire_jour
- Start date
That's why I am asking you.
faire_jour
New Member
- Joined
- Apr 26, 2008
- Messages
- 7,188
- Reaction score
- 3
I'm sure that is some people's goal. It is not my goal for my child. An implant doesn't have a goal, it is just a clump of metal.
- Joined
- Sep 7, 2006
- Messages
- 45,078
- Reaction score
- 323
faire_jour
New Member
- Joined
- Apr 26, 2008
- Messages
- 7,188
- Reaction score
- 3
I am sure it could be, but it is a choice for each individual family to make.
AV International says:
What is the Auditory-Verbal Approach?
Auditory-Verbal Therapy helps children who are deaf or hard of hearing to learn to use amplified residual hearing, or electrically stimulated hearing (through cochlear implants), to listen, process verbal language, and speak. It involves training children to develop spontaneous speech and process language in a natural way through auditory pathways. The goal of Auditory-Verbal Therapy is for children who are deaf or hard of hearing to grow up in typical learning and living environments and to become independent, participating citizens in mainstream society.
faire_jour
New Member
- Joined
- Apr 26, 2008
- Messages
- 7,188
- Reaction score
- 3
What are some of the best practices in Auditory-Verbal Therapy?
Early identification and treatment
The sooner children are identified as deaf or hard of hearing and begin Auditory-Verbal Therapy, the more effective the therapy can be. Recent research demonstrates that children born deaf or hard of hearing who are detected and enrolled in early intervention programs by the age of six months can develop language and speech equivalent to that of their normal hearing peers by 36-40 months of age. For this reason AVLI joins major professional associations (American Academy of Pediatrics, American Academy of Audiology, American Speech and Hearing Association, and the Joint Committee on Infant Hearing) and federal agencies (National Institute of Health, Centers for Disease Control, Bureaus of Maternal and Child Health) to advocate universal screening for hearing loss at birth. AVLI strives to develop and distribute cost-effective Auditory-Verbal Therapy training and education to Speech & Language Pathologists, Educators of the Deaf, and parents worldwide. Improved therapy results depend upon these resources being easily accessible to professionals, children, and their families.
Commitment and involvement of family members
Children receiving Auditory-Verbal Therapy require the full commitment of their parents and/or caregivers. The key to the Auditory-Verbal Approach is a parent's willingness to serve as the primary teacher and language model for his or her child by participating in weekly sessions with the child and the Auditory-Verbal Therapist. The parent also engages in daily at-home listening and language experiences with the child.
Regular monitoring of progress
A principal of the Auditory-Verbal Approach is that every session is diagnostic in nature. Auditory-Verbal Therapy includes an ongoing assessment process with modifications of the therapy plan occurring based upon individual needs. The therapist informally assesses the child's progress during weekly sessions, and children are monitored at least quarterly with formal, standardized tests to ensure optimal progress is occurring in a developmentally appropriate manner. Tests used to measure progress are standardized on the typical hearing population and assess all aspects of auditory-verbal communication skills, including:
Receptive language
Expressive language
Articulation
http://www.avli.org/
Early identification and treatment
The sooner children are identified as deaf or hard of hearing and begin Auditory-Verbal Therapy, the more effective the therapy can be. Recent research demonstrates that children born deaf or hard of hearing who are detected and enrolled in early intervention programs by the age of six months can develop language and speech equivalent to that of their normal hearing peers by 36-40 months of age. For this reason AVLI joins major professional associations (American Academy of Pediatrics, American Academy of Audiology, American Speech and Hearing Association, and the Joint Committee on Infant Hearing) and federal agencies (National Institute of Health, Centers for Disease Control, Bureaus of Maternal and Child Health) to advocate universal screening for hearing loss at birth. AVLI strives to develop and distribute cost-effective Auditory-Verbal Therapy training and education to Speech & Language Pathologists, Educators of the Deaf, and parents worldwide. Improved therapy results depend upon these resources being easily accessible to professionals, children, and their families.
Commitment and involvement of family members
Children receiving Auditory-Verbal Therapy require the full commitment of their parents and/or caregivers. The key to the Auditory-Verbal Approach is a parent's willingness to serve as the primary teacher and language model for his or her child by participating in weekly sessions with the child and the Auditory-Verbal Therapist. The parent also engages in daily at-home listening and language experiences with the child.
Regular monitoring of progress
A principal of the Auditory-Verbal Approach is that every session is diagnostic in nature. Auditory-Verbal Therapy includes an ongoing assessment process with modifications of the therapy plan occurring based upon individual needs. The therapist informally assesses the child's progress during weekly sessions, and children are monitored at least quarterly with formal, standardized tests to ensure optimal progress is occurring in a developmentally appropriate manner. Tests used to measure progress are standardized on the typical hearing population and assess all aspects of auditory-verbal communication skills, including:
Receptive language
Expressive language
Articulation
http://www.avli.org/
faire_jour
New Member
- Joined
- Apr 26, 2008
- Messages
- 7,188
- Reaction score
- 3
Auditory-Verbal
The auditory-verbal approach is a philosophy where the child is taught
spoken language auditorily. The auditory-verbal approach differs from auditory training in that auditory-verbal is a way of life; in contrast, auditory-training is often a supplement to other cues such as lipreading (Pollack, Goldberg, & Caleffe-Schenck, 1997). The success of the auditory-verbal approach is dependent upon early diagnosis of hearing loss as well as early intervention (Auditory-Verbal International, 1991). Early diagnosis and intervention of hearing loss is crucial because the critical language and speech learning years take place during infancy and the preschool years (Pollack et al., 1997, p. 189). The child is fitted with hearing aids or a cochlear implant and is enrolled in individualized auditory-verbal therapy (Estabrooks, 1994a).
Auditory-verbal therapy is a family-centered approach, where the parents are active partners in the teaching process (Flexer & Richards, 1998). Additionally, the auditory-verbal therapist provides guidance to the parents, teaching them how to utilize and integrate the principles of auditory-verbal therapy into their lives (Estabrooks, 1994). There are nine principles of auditory-verbal practice which are integrated into the lives of auditory-verbal families. The principles are as follows: early detection, identification, and management of hearing loss; appropriate amplification; a parent partnership with the auditory-verbal therapist; total integration of listening into the child’s personality; one-on-one therapy; acoustic feedback; the following of an auditory hierarchy; teaching which is continually diagnostic; and the implementation of mainstreaming as appropriate (Auditory-Verbal International, 1991).
The auditory-verbal approach is diagnostic; that is, each therapy session evaluates the progress of the parents and the child (Estabrooks, 1994a). Since the goal of auditory-verbal therapy is that the children “grow up in typical listening and learning environments that enable them to become independent, participating, and contributing citizens in mainstream society” (Goldberg, 1996, pp. 290-291), the auditory-verbal approach “integrates listening into the child’s total personality” (Auditory-Verbal International, 1991, p. 15). Since the auditory-verbal approach stresses that the child grow up to be a part of mainstream society, the child is typically mainstreamed in his or her local school (Estabrooks, 1996).
The child is “stimulated with sound all the time” (Pollack et al., 1997, p. 143). In order for the child to focus on the auditory sense, the auditory-verbal therapist and parents often make use of a hand cue. The parent or therapist will briefly cover his or her mouth while speaking; this signals that the child needs to listen (Estabrooks, 1994b; Natural Communication, Inc., 1998). An additional aspect of auditory-verbal therapy is that normal patterns of development are followed (Natural Communication, Inc., 1998). The children can develop fluent spoken language skills and have a good grasp of the rules that guide spoken communication and language (Robertson & Flexer, 1993).
The focus on audition is not without reason. Stewart, Pollack, and Downs (1964) stated that “no amount of lipreading or kinesthetic training can develop normal skills of vocal usage; these must be heard to be reproduced” (p. 153). An additional benefit of this focus on audition is that children who follow the auditory-verbal approach have “normal inflection patterns and a pleasing voice in contrast to the ‘deaf’ voice quality usually associated with severe hearing impairments” (Pollack et al., 1997, p. 63). Documentation has shown that 95% of children with hearing loss have residual or remaining hearing (Rhoades, 1982). If this hearing is not utilized during the critical language learning years, the ability to comprehend auditory information deteriorates because of physiological factors such as the deterioration of auditory pathways (Goldberg, 1993).
The goal of all of the communication approaches is to give children with hearing loss the skills and abilities to communicate with their peers. This, however, is not the only goal -- these individuals, as adults, must become contributing members of society. That is, they must find employment and actively participate in their communities.
The auditory-verbal approach is a philosophy where the child is taught
spoken language auditorily. The auditory-verbal approach differs from auditory training in that auditory-verbal is a way of life; in contrast, auditory-training is often a supplement to other cues such as lipreading (Pollack, Goldberg, & Caleffe-Schenck, 1997). The success of the auditory-verbal approach is dependent upon early diagnosis of hearing loss as well as early intervention (Auditory-Verbal International, 1991). Early diagnosis and intervention of hearing loss is crucial because the critical language and speech learning years take place during infancy and the preschool years (Pollack et al., 1997, p. 189). The child is fitted with hearing aids or a cochlear implant and is enrolled in individualized auditory-verbal therapy (Estabrooks, 1994a).
Auditory-verbal therapy is a family-centered approach, where the parents are active partners in the teaching process (Flexer & Richards, 1998). Additionally, the auditory-verbal therapist provides guidance to the parents, teaching them how to utilize and integrate the principles of auditory-verbal therapy into their lives (Estabrooks, 1994). There are nine principles of auditory-verbal practice which are integrated into the lives of auditory-verbal families. The principles are as follows: early detection, identification, and management of hearing loss; appropriate amplification; a parent partnership with the auditory-verbal therapist; total integration of listening into the child’s personality; one-on-one therapy; acoustic feedback; the following of an auditory hierarchy; teaching which is continually diagnostic; and the implementation of mainstreaming as appropriate (Auditory-Verbal International, 1991).
The auditory-verbal approach is diagnostic; that is, each therapy session evaluates the progress of the parents and the child (Estabrooks, 1994a). Since the goal of auditory-verbal therapy is that the children “grow up in typical listening and learning environments that enable them to become independent, participating, and contributing citizens in mainstream society” (Goldberg, 1996, pp. 290-291), the auditory-verbal approach “integrates listening into the child’s total personality” (Auditory-Verbal International, 1991, p. 15). Since the auditory-verbal approach stresses that the child grow up to be a part of mainstream society, the child is typically mainstreamed in his or her local school (Estabrooks, 1996).
The child is “stimulated with sound all the time” (Pollack et al., 1997, p. 143). In order for the child to focus on the auditory sense, the auditory-verbal therapist and parents often make use of a hand cue. The parent or therapist will briefly cover his or her mouth while speaking; this signals that the child needs to listen (Estabrooks, 1994b; Natural Communication, Inc., 1998). An additional aspect of auditory-verbal therapy is that normal patterns of development are followed (Natural Communication, Inc., 1998). The children can develop fluent spoken language skills and have a good grasp of the rules that guide spoken communication and language (Robertson & Flexer, 1993).
The focus on audition is not without reason. Stewart, Pollack, and Downs (1964) stated that “no amount of lipreading or kinesthetic training can develop normal skills of vocal usage; these must be heard to be reproduced” (p. 153). An additional benefit of this focus on audition is that children who follow the auditory-verbal approach have “normal inflection patterns and a pleasing voice in contrast to the ‘deaf’ voice quality usually associated with severe hearing impairments” (Pollack et al., 1997, p. 63). Documentation has shown that 95% of children with hearing loss have residual or remaining hearing (Rhoades, 1982). If this hearing is not utilized during the critical language learning years, the ability to comprehend auditory information deteriorates because of physiological factors such as the deterioration of auditory pathways (Goldberg, 1993).
The goal of all of the communication approaches is to give children with hearing loss the skills and abilities to communicate with their peers. This, however, is not the only goal -- these individuals, as adults, must become contributing members of society. That is, they must find employment and actively participate in their communities.
Hear Again
New Member
- Joined
- Jan 21, 2005
- Messages
- 20,114
- Reaction score
- 5
Note that I said most children do not need intensive AVT. I didn't say all children.
Does that help clarify?
Rick, Agreed. The perfect conditions all come together.
However, there are PROFOUND kids out there who learned to hear and speak with HAs....including one superstar in the 60's that could speak a whole bunch of different languages. They used that kid as "proof" that all kids could hear and talk.
It really is a combonation of things.......It's not nessarily the result of any one thing. However, most of the kids who hear and talk, still have significent speech issues. However they aren't as bad.
Most hoh kids don't need very intensive speech issues, but it's a fact that many of them still demonstrate significent speech issues and lower verbal IQ.
faire_jour
New Member
- Joined
- Apr 26, 2008
- Messages
- 7,188
- Reaction score
- 3
I always thought that profound kids who were stars were still lipreading. I never heard people say that the kids could hear (like they can with a ci).
Hear Again
New Member
- Joined
- Jan 21, 2005
- Messages
- 20,114
- Reaction score
- 5
Same here. If children with profound loss could hear as well as DD claims they can, they wouldn't be considered profoundly deaf.