Sound Advice and Classroom Acoustics

Spring is the time of year that families are finalizing their child’s preschool plans for the Fall. I share the Sound Advice article and the Mural with parents and teachers alike as they consider a classroom's acoustics and plan for accommodations or modifications to meet the child that is deaf or hard of hearing needs.  

The Sound Advice article and Mural available for free download in The Listening Room. It was created by my friend and colleague David Sindrey, M.Cl.Sc, LSLS Cert. AVT. Phonak and Advanced Bionic’s, The Listening Room generously offers abundant free rehabilitation and educational resources.

Go to: https://thelisteningroom.com/

You need to create a free account. Then once in,

• Go To Lessons
• Search for Murals in the search bar
• Choose Interactive Murals
• Sound Advice is Exercise 3

 

First Day of School with "Harmony Hears A Hoot"

"Harmony Hears A Hoot" is a new book I received thanks to Island Wide Speech's founder and author Fara Augustover, M.A. CCC-SLP. I am excited to share this with my Little Listeners at the beginning of this school year. The story is about Harmony’s 1st day of school and is great for learning self-advocacy skills. The book highlights lessons such as: dealing with questions about devices from peers, FM systems, auditory, speech and language therapy, background noise, batteries, advocating, asking for repetitions, etc.!

"Harmony Hears A Hoot" follows a young owl who has a hearing loss. She already has a diagnosis, listening devices (e.g. hearing aids, cochlear implants, BaHa's, etc.), and now it's time to venture off to school. Children with hearing loss can learn with Harmony as she experiences meeting new people and the questions/situations that arise. This book offers a whimsical account that a children can relate to, and enjoy as they listen to the story and looks at the colorful illustrations, all while personally associating themselves with the main character, Harmony."

You can order a hardcover or ebook at www.harmonyhearsahoot.com or Amazon!

There is also a "Harmony Hears a Hoot" Activity Pack, Book Report Template and even an adorable handmade crocheted Harmony Doll.

I hope your Little Listener enjoys hearing about and learning with Harmony!

Listening and Learning with the Wheels On The Bus

http://thelisteningroom.com/

http://www.kizclub.com/storypatterns/wheels(C).pdf

Golidlocks and The Three Bears in Auditory-Verbal Therapy

How many Auditory-Verbal goals can you think to target when including the Goldilocks and the Three Bears in therapy?

Santa Spud Encourages Listening and Spoken Language Skills

Santa Spud was given to be by a family who knew Potato Head is a treasure for encouraging listening and spoken language skills. 

Their daughter was a preschooler at the time and today a Senior in High School. 

There are many articles on using Potato Head for listening and spoken language development.  Below are links:

How to use potato heads to encourage language skills by Expressly Speaking

The Many Faces of Mr. Potato Head  by Playingwithwords365

10 ways to Play with Potato Head by SpeechRoomNews

Early Board Game for Auditory Verbal Targets

Well chosen board games model and encourage interactive listening, spoken language and learning skills. When playing board games, child can learn valuable lessons such as listening to the other players, turn taking, asking and answering questions, staying on topic, strategic thinking, manners and being a good sport. 

Many educational board games target answering “WH” questions, categorization, color and letter recognition, counting skills, describing skills, grammar/syntax and increasing sentence length  and expanding vocabulary.

When playing board games you may want to highlight knowledge of basic concepts as they practice good listening skills, following directions, and responding appropriately. Below is one of my handouts from the good ole' days of Auditory-Verbal Therapy you may find helpful.

 This is one of my favorite Fall Themed Games for Home and  in Auditory Verbal Sessions.

http://www.educationalinsights.com/text/EI/downloads/guides/3405-SneakySnacky-Guide.pdf

Click HERE to go to this "SuperDuperInc. Handy Handout"

Teaching Mainstreamed Students with Hearing Loss Video for Parents, Teachers and Students, Zina Jawadi

                           Essential tips and techniques for teaching mainstreamed students with hearing loss (hard of hearing and deaf) in regular schools.

Researched, scripted, organized, and led by Zina Jawadi

                                                              

Suggestions Before School Starts For Parents of Children With Hearing Loss

Click on the topic links below.

First Steps for SLPs That Have A Child With A Hearing Loss On Their Caseload (Suggestions for the SLP and Hearing Itinerants)

Back to School Guide

Things Parents Need ToDo Before School Starts 

Tips For School

Tips For Teachers 

Hearing in the Classroom and Using FM Technology

Guide to Teacher In-services

Hearing Loss Demonstrations

Teacher and Staff In-Service Meetings

 It is important to get your child involved whenever possible. This can include having your student talk and present with you depending on their age, contribute slides to the PowerPoint, or create a media presentation  to introduce him/herself. 

Playing simulations is a great way for staff and other students to “experience” hearing loss. This link from Karen Anderson contains many resources including simulations of a variety of losses with hearing aids, cochlear implants, and with and without FM. The Unfair Spelling Test for elementary students and adults is interesting are everyone is always surprised at their results.

Student In-Service Meetings

Sometimes it is beneficial for your child to present their hearing loss and needs to his/her classmates. Such projects and presentations can easily be tied to self-advocacy objectives. These presentations can be supported by books or posters made by your family, PowerPoint presentations, or multi media presentations. Inclusion of simulations of hearing loss and model hearing aids and cochlear implants enhance this experience for the other students. 

Important People at School 

Find out who is on your child's team! Be sure you introduce yourself not only to the classroom teacher, but also to the receptionists, administrators, “specials” teachers, cafeteria staff, librarian, school nurse, IT department and anyone else you meet in the hallways!   The more people your child and you know now, the easier it will be when you inevitably need their help later in the year.

Audiological

• Be sure you have recent audiogram, speech perception testing and CI programming 

•  Know who the managing audiologist as well as the FM audiologists are and have their contact information available (for some students this is the same person, for others FM is managed by a separate audiologist).

• Ensure that there are listening and equipment checks scheduled and all amplification is working properly. Identify the person at each school who will be trained to perform listening checks. Set a date for that training!
• Identify where the FM will be stored at each school and who will be responsible for charging it. This is often the student’s job but for young children or students with additional needs, an adult may have to oversee this task.

Share Your Contact Information

Be sure everyone at the school knows how to get in touch with you in case problems arise. Find out how they prefer to be contacted. . Relationships matter and first impressions go a long way, so keep it positive and emphasize the collaborative aspects and mutual benefits of this new relationship

.

Set Up A System For Home School Communication:

This can be informal and as simple as identifying whether people prefer to communicate over email or by phone. Some younger students may also have a communication notebook for staff and parents to write in. Especially in the first few weeks, be sure sure you are included in the relevant communication with staff and check in with them regularly. This helps alleviate stress as parents you are in the loop and know what is happening at school.

Written by a Pre-School Teacher – It says it all!

My oldest daughter shared this email with me from her mother-in-law. I don't have a reference but know it speaks truth. It's about childhood alone not looking at our children as a set of ears, cochlear implants or hearing aids rather as the beautiful gift from God we received - our child.

"I was on a parenting bulletin board recently and read a post by a mother who was worried that her 4 1/2 year old did not know enough. “What should a 4 year old know?” she asked.

Most of the answers left me not only saddened but also pretty soundly annoyed. One mom posted a laundry list of all of the things her son knew. Counting to 100, planets, how to write his first and last name, and on and on. Others chimed in with how much more their children already knew, some who were only three. A few posted URL’s to lists of what each age should know. The fewest yet said that each child develops at his own pace and not to worry.

It bothered me greatly to see these mothers responding to a worried mom by adding to her concern, with lists of all the things their children could do that hers couldn’t. We are such a competitive culture that even our preschoolers have become trophies and bragging rights. Childhood shouldn’t be a race.

So here, I offer my list of what a 4 year old should know.

She should know that she is loved wholly and unconditionally, all of the time.

He should know that he is safe and he should know how to keep himself safe in public, with others, and in varied situations.

He should know that he can trust his instincts about people and that he never has to do something that doesn’t feel right, no matter who is asking. He should know his personal rights and that his family will back them up.

She should know how to laugh, act silly, be goofy and use her imagination. She should know that it is always okay to paint the sky orange and give cats 6 legs.

He should know his own interests and be encouraged to follow them. If he could care less about learning his numbers, his parents should realize he will learn them accidentally soon enough and let him immerse himself instead in rocket ships, drawing, dinosaurs or playing in the mud.

She should know that the world is magical and that so is she. She should know that she’s wonderful, brilliant, creative, compassionate and marvelous.

She should know that it’s just as worthy to spend the day outside making daisy chains, mud pies and fairy houses as it is to practice phonics. Scratch that– way more worthy.

But more important, here’s what parents need to know.

That every child learns to walk, talk, read and do algebra at his own pace and that it will have no bearing on how well he walks, talks, reads or does algebra.

That the single biggest predictor of high academic achievement and high ACT scores is reading to children. Not flash cards, not workbooks, not fancy preschools, not blinking toys or computers, but mom or dad taking the time every day or night (or both!) to sit and read them wonderful books.

That being the smartest or most accomplished kid in class has never had any bearing on being the happiest. We are so caught up in trying to give our children “advantages” that we’re giving them lives as multi-tasked and stressful as ours.

One of the biggest advantages we can give our children is a simple, carefree childhood.

That our children deserve to be surrounded by books, nature, art supplies and the freedom to explore them. Most of us could get rid of 90% of our children’s toys and they wouldn’t be missed, but some things are important– building toys like lego and blocks, creative toys like all types of art materials (good stuff), musical instruments (real ones and multicultural ones), dress up clothes and books, books, books. (Incidentally, much of this can be picked up quite cheaply at thrift shops.) They need to have the freedom to explore with these things too– to play with scoops of dried beans in the high chair (supervised, of course), to knead bread and make messes, to use paint and play dough and glitter at the kitchen table while we make supper even though it gets everywhere, to have a spot in the yard where it’s absolutely fine to dig up all the grass and make a mud pit.

That our children need more of us. We have become so good at saying that we need to take care of ourselves that some of us have used it as an excuse to have the rest of the world take care of our kids. Yes, we all need undisturbed baths, time with friends, sanity breaks and an occasional life outside of parenthood. But we live in a time when parenting magazines recommend trying to commit to 10 minutes a day with each child and scheduling one Saturday a month as family day. That’s not okay!

Our children don’t need Nintendos, computers, after school activities, ballet lessons, play groups and soccer practice nearly as much as they need US. They need fathers who sit and listen to their days, mothers who join in and make crafts with them, parents who take the time to read them stories and act like idiots with them. They need us to take walks with them and not mind the .1 MPH pace of a toddler on a spring night. They deserve to help us make supper even though it takes twice as long and makes it twice as much work. They deserve to know that they’re a priority for us and that we truly love to be with them."

Patty Young

WMS Teacher

First Steps for SLPs That Have A Child With A Hearing Loss On Their Caseload

This blogpost was originally posted in February but is back by popular demand.

 Thanks for all your emails and requests.

________________

So, You Have A Child With A Hearing Loss On Your Caseload

First Steps for Speech Language Pathologists

      

The terms deaf or hard of hearing cover a wide range of conditions and all affect a child’s listening ability and interfere with their language, social and educational development. The number of children in neighborhood preschools and auditory-oral private schools is ever increasing. Many of these students will need support from SLPs to succeed in mainstream classrooms. 

Starting Points 

First, below are facts to stimulate your thinking in order to begin by asking the right questions.

Points to Ponder

• 95% of parents of children with hearing loss are hearing themselves

• The trend is that hearing parents are choosing spoken language options such as Auditory-Verbal Therapy for their children with hearing loss

• Auditory based intervention does not use any visual communication systems

• Children with all degrees of hearing loss can learn spoken language through hearing

• Early diagnosis, aggressive audiological management, contemporary hearing technology is essential

• Audiograms no longer predict outcomes

• Hearing loss is not about the ears? – It’s about the brain! We hear with the brain –the ears are just the way in. (www.Carol Flexer.com)

• Children can have sensori-neural, unilateral, fluctuating, and conductive hearing losses. They wear hearing aids, cochlear and baha implants and/or FM systems.

What is Auditory-Verbal Therapy?

Source

According to The Alexander Graham Academy for Listening and Spoken Language,  “Auditory-Verbal Therapy facilitates optimal acquisition of spoken language through listening by newborns, infants, toddlers, and young children who are deaf or hard of hearing. Auditory-Verbal Therapy promotes early diagnosis, one-on-one therapy, and state-of-the-art audiologic management and technology. Parents and caregivers actively participate in therapy. Through guidance, coaching, and demonstration, parents become the primary facilitators of their child’s spoken language development. Ultimately, parents and caregivers gain confidence that their child can have access to a full range of academic, social, and occupational choices. Auditory-Verbal Therapy must be conducted in adherence to the Principles LSLS of Auditory-Verbal Therapy” (AG Bell Academy, 2012).

Who are Listening and Spoken Language Specialists?

Source

The AG Bell Academy governs the certification of Certified Auditory-Verbal Therapists (LSLSCert. AVT) and the LSLS Certified Auditory-Verbal Educators (LSLS Cert. AVEd).The LSLS certification is awarded to qualified professionals who have met rigorous academic, professional, post-graduate education and mentoring requirements, and have passed a certification exam. Typically, LSLS certified practitioners are licensed audiologists, speech-language pathologists, or educators of the deaf who have the required background, training and experience in listening and spoken language theory and practice with children with hearing loss and their families.

What Do I Need to Know?

Helen Keller once said, “Blindness separates people from things; deafness separates people from people...” Without prior experience it is difficult to appreciate the impact hearing has on basic human interaction and daily communication.

Source

If you have the opportunity to see a child who has graduated from AVT or an auditory-oral preschool first and foremost take advantage of theparents’ knowledge. Depend on the audiologist, the AVT’s and the hearing itinerant‘s expertise. In the reference section, there are links to simulations of hearing loss and listening with technology that is insightful. Become familiar with variables that effect hearing such as the impact of noise, distance, room acoustics and equipment malfunctions and ways to manage them. Learn about the child’s listening and learning abilities, social needs, and the IEP accommodations.

Classrooms are auditory – verbal environments where LISTENING serves as the basis for learning. Read this brief children’s story below. Do you recognize it?

Source

You can read the passage but endings are missing and the words are not distinct. It takes time and energy to figure
out the story. This visual simulation is similar to the listening ability of a child with well-fit hearing aids. The small 
font size represents that sound is perceived more quietly than it is for typically hearing
 children. The child may ‘hear’ but not understand what was said because
 pieces are missing. Do you know the story?

Hearing aids and/or cochlear implants do not restore normal hearing. Students who use hearing aids may not be able to hear all of the sounds of speech even when it is quiet and the speaker is close by. A hearing loss is invisible and therefore it is easy to forget the effort required to attend, learn and participate. Children with language delays or additional learning issues make this even more challenging.

Strategies to Facilitate Listening and Spoken Language

Source

There are many specific and purposeful auditory strategies and techniques used to teach a child who is deaf or hard of hearing to learn spoken language through listening. Here are three of the most basic and effective. 

Hearing First!

or

You Will Lose the Opportunity for Listening.

Talk about pictures, objects and events before you show them.

This will focus the child on listening and reduce visual dependence.

After you show the materials, repeat and rephrase the message.

This provides repetition and allows the child to “connect” the

auditory and visual information.

Source

Sit beside the student close to the child’s better ear.

Listening Sandwich

Source

Present information through hearing.

 Add VISUAL cues, as necessary

Then, SAY IT again to promote listening. “Put it back into hearing.”

Wait Time

Source

Pausing and Waiting! 

Allow time for the child to process and attach meaning to what was heard.

Don’t rescue too soon!

In summary, I have included numerous references, important videos, printable handouts and a wealth of resource materials. This will enable you to further investigate opportunities for supporting children with hearing loss and their families.

“I am deaf and I can listen, hear and talk!”

Source

So, you want to learn more?

This first step is to view the TED Talks video, Establishing a Sound Foundation for Children who are Deaf or Hard of Hearing. Dr. Karl R. White explains the differences in raising children with hearing loss today versus 35 years ago and the key factors for successful language development.

Next, watch a series of short videos of my friend and mentor, Carol Flexer, PhD, CCC-A, LSLS Cert. AVT, as she teaches on auditory brain development, acoustic accessibility, the listening environment, signal to noise ratio and more in her engaging videos. Be sure to scroll down to see Carol!

Read a post from the ASHAsphere blog entitled, “Auditory-Verbal Therapy: Supporting Listening and Spoken Language in Young Children with Hearing Loss & Their Families” Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT.

Investigate the Listening and Spoken Language Knowledge Center a vast site for children and adults with hearing loss, their families and the professionals who support them.

Spend some time at Success For Kids With Hearing Loss where Karen L. Anderson PhD, an audiologist has a wealth of resources including printable handouts regarding the relationship of types and ranges of hearing loss and the impact on listening and learning, social needs, and the potential school accommodations and therapy needs. Be sure to investigate Learning With a HL - Things For the Teacher To Know and Understand

So if you’re ready to dig in, order your own copy of  101 FAQs about Auditory-Verbal Practice. It is an excellent resource edited by Warren Estabrooks, the President and CEO of WE Listen International. The book takes the reader on a journey through current theory, practice, and evidence-based outcomes. It offers knowledge, guidance, encouragement and hope for future generations of children who are deaf or hard of hearing, their families and professionals.