The Cochlear Implant Is 10% Hardware And 90% Software

A cochlear implant is a small, electronic device that can help provide a sense of sound to a person who is profoundly deaf or severely hard of hearing. The implant is surgically placed under the skin behind the ear. A cochlear implant does not restore or create normal hearing. Instead, it can give a deaf person a useful auditory understanding of the environment and help him or her to understand speech. Since 1990, thousands of children and adults have received cochlear implants. Cochlear implants were designed for persons with severe to profound hearing losses that obtain little benefit from hearing aids.

Cochlear implants are the only medical technology able to functionally restore one of the five senses. Unlike hearing aids, which amplify sound, cochlear implants are electronic devices that bypass the damaged part of your inner ear so that you can hear your best.

Here is a clear video that briefly demonstrates hearing, hearing loss and how a CI functions.

 “It’s been said that the cochlear implant is 10% hardware and 90% software. And the software is what you do with the device and involves the family and the Auditory Verbal program that emphasizes listening and speaking skills. Cochlear implants are tools, not miracles. But the results can be miraculous with the right software in place.

The journey starts with knowledge steps whether you are an adult with hearing loss or helping your child be successful with learning to listen and use spoken language.

 See more at: http://listeningandspokenlanguage.org/

Time or Money? A Christmas and Year Long Reminder

I saw this posted this morning @Time-Warp Wife and it made me think of Auditory Verbal families.

I would say…

If you want your child to learn through listening and speaking, spend twice as much time with them and half as much money.

Source: @Time-Warp Wife

Some of the most successful children I've had experience  with in Auditory Verbal Therapy often aren't the ones who have the most toys, the latest video games, the most clothes or are in every activity, sport, running here and there rather the ones who loved ones spend time with in extended conversations, listening to stories and just doing life.

Pass-around Transmitter for Students with Hearing Loss.

Handout is available upon request.

As and AVT and an audiologist, I often recommend a Pass-around Transmitter for students with Hearing Loss. 

For example, one system is the DynaMic Premium handheld pass around transmitter which can be used with the Phonak inspiro and in a MultiTalker Network

Here are the steps to initiate the process for your child with your school.

 Step 1. Initiate a request - We are requesting that our child use the DynaMic Premium handheld pass-around transmitter for use with his current Phonak inspiro. The addition of a pass-around DynaMic would give him access to more easily hear the other students in the class in order to join in the classroom discussions.  

The DynaMic expands the functionality of a FM by allowing our child to hear and therefore understand any speaker that picks up the mic.

Step 2. Share a video clip of my friend Jane R. Madell, PhD CCC A/SLP, LSLS, Cert AVT and the Pediatric Audiology Project, entitled Hearing in the Classroom where she explains and demonstrates the importance of FM technology including the pass-around mic.  

HERE is the link as you may find it interesting and helpful in your request.

Step 3. Ask for approval for trial of a DynaMic in order provide the CHILD” auditory access to the other students during group instruction. As needed, share a recommendation from your child's AVT and/ audiologist and classroom teacher. 

Publications: 

http://www.phonak.com/content/dam/phonak/b2b/C_M_tools/FM/DynaMic-Leaflet.pdf

http://www.phonak.com/content/dam/phonak/b2b/C_M_tools/FM/Transmitters/inspiro-DynaMic-User-Guide.pdf

DynaMic User Guide http://www.phonak.com/content/dam/phonak/b2b/C_M_tools/FM/Transmitters/inspiro-DynaMic-User-Guide.pdf

(The current price of the DynaMic is around $450.00.)

AG Bell Adopts New Strategic Plan

 Reprinted on December 2013.  Source: http://www.listeningandspokenlanguage.org/document.aspx?id=2185

Advancing Listening and Spoken Language for Individuals Who Are Deaf and Hard of Hearing 

Think about a world where …

• Infants and young children who are deaf and hard of hearing receive timely diagnosis, access to appropriate technology and qualified services.
• Families raising children who are deaf and hard of hearing receive all of the information, education and support needed to make confident, well-informed decisions throughout their child's educational and life transitions.
• Teens with hearing loss receive peer support and learn to be self-advocates as they transition to adulthood.
• Adults who are deaf and hard of hearing conduct professional and personal lives free of barriers and discrimination.
• The professionals supporting these adults and families are knowledgeable and effective and the Listening and Spoken Language Specialist (LSLS®) certification is the standard of care for all services provided.
• The public understands that people with hearing loss can listen and talk.

This describes AG Bell's envisioned future for the listening and spoken language community that AG Bell serves. In August 2013, the AG Bell board of directors took a bold step toward this envisioned future by adopting a strategic plan that refines the mission of the organization and establishes a set of core values and strategic objectives to guide the way the organization provides services to children and adults with hearing loss, their families and the professionals that support them.

AG Bell has redefined its core purpose and mission to "advance listening and spoken language for individuals who are deaf and hard of hearing." This mission captures the fundamentally unique identity of the association within the marketplace as well as the unique identity of the children and adults it represents. This revised mission focuses attention on the increasing need to advocate for the needs and rights of families who have chosen a listening and spoken language outcome.

"Thanks to feedback and input from our members, AG Bell is embracing a meaningful change to our mission. We have moved beyond simply seeking independence for those who are deaf and hard of hearing. AG Bell now commits to advancing listening and spoken language for individuals who are deaf and hard of hearing. We are engaged in advocating for the needs and rights of families who have chosen this outcome."

-- Donald M. Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT
President

Core Values

The Board of Directors also has identified a set of timeless guiding principles that characterize the association and form the foundation on which staff and members carry out their work. The following core values represent the AG Bell Association:

Empowering and Respectful. Demonstrated by empowering families to make informed choices, respecting all choices, valuing the contributions of those who are deaf and hard of hearing and advancing leaders who are reflective of the communities we serve.

Forward-Thinking and Innovative. Demonstrated by appreciating AG Bell's heritage while actively anticipating and adapting to the changing environment, promoting access to technology and valuing visionary leadership.

Inclusive and Supportive. Demonstrated by members and supporters dedicated to listening and spoken language and devoted to promoting a supportive, inclusive environment for all who are deaf and hard of hearing. 

Dependable and Knowledgeable. Demonstrated by an earned reputation for providing evidence-based, reliable, and accurate information about listening and spoken language.

Serving Our Community

To chart the course toward our envisioned future, the AG Bell board of directors has adopted the following key goals for serving members and the public and will undertake a number of major initiatives over the next several years to achieve these goals. The following are key audiences and priorities:

Families and Children   

Families will be provided with a wide array of resources that support them in raising independent and successful children. Children who are deaf and hard of hearing will have timely access to appropriate interventions to achieve their full potential.

Objectives for Families and Children 

Increase:

• Access to services through legislation and regulatory activities
• Access to timely, complete outreach to families with children who are deaf and hard of hearing
• Opportunities for socialization and peer support for youth as they transition to adulthood
• Adoption of the Listening and Spoken Language Specialist(LSLS^®) credential and access to certified professionals

Adults Who Are Deaf and Hard of Hearing 

Adults who are deaf and hard of hearing will connect and build a community enabling them to work together to advance equal access.

Objectives for Adults Who Are Deaf and Hard of Hearing 

Increase:

• Adults' participation in AG Bell supported vehicles for connection
• Recruitment and retention efforts for teens and adults
• Awareness of consumer technology that benefits individuals whoare deaf and hard of hearing

Professionals 

Professionals will be provided with professional development,credentialing opportunities, awareness and support in the theory and application of listening and spoken language for individuals who are deaf and hard of hearing.

Objectives for Professionals

Increase:

• Rate of growth of LSLS certified professionals
• Professional membership
• Awareness of LSLS certification
• Opportunities for professional development

The Public

The general public will know that people who are deaf and hard of hearing can listen and use spoken language.

Strategy as a Starting Point 

"Strategy is not the consequence of planning, but the opposite: its starting point."

-- Henry Mintzberg, academic and author
on business and management

Rather than the traditional approach of establishing a strategic plan that has a beginning and ending date, AG Bell is embracing a new approach for strategy. The association will have an ongoing process for planning strategically. Through this process, the association will increase its value to those it serves by continually reviewing the plan to provide a road map for strategic direction in navigating a changing environment.

Member-Centric Focus 

The insight of AG Bell members is a valued part of the strategic planning process. Members provided input into the plan by describing the landscape in which the association exists and identifying key issues of concern. A strategic planning survey generated a strong response rate with more than 1,300 responses.Among all participants – parents, adults and professionals – the top issues of concern were: access to quality education and educational advocacy, the cost of hearing technology, and access to early intervention and qualified professionals. Participants also valued the connection to a community that AG Bell offers.

The strategic plan will continue to evolve to reflect the priorities of the association over time. AG Bell member input is a valued part of this process and your comments and feedback are welcomed.

- See more at: http://www.listeningandspokenlanguage.org/document.aspx?id=2185#sthash.gapwYHu2.dpuf

DECEMBER: Listening and Spoken Language Calendar

Does this December calendar spark some ideas for time at home with your child

 or in Auditory Verbal therapy sessions?

Click HERE to download your own printable copy.

H O L I D A Y S - Listening and Spoken Language Tips

H O L I D A Y S - Listening and Spoken Language Tips
 for Families of Children That Are deaf/Hard of Hearing

Source

Holidays are about listening to joyous music, lively conversations and spending time with family and friends.  Encourage your child to be the Holiday Host and greet visitors and take their coats. This will boost your child’s confidence while giving him a chance to talk face to face in a quiet setting.  Role-play upcoming holiday situations and practice good listening strategies. Create a secret a signal so your child can notify you when he is having a difficult time hearing. Keep the holiday music off or at a low volume, as your child is likely not the only one bothered by clatter and background music.

Organize an email and send it your family and friends before you gather for the holidays. Write a quick update about your child’s listening and spoken language progress and his hearing technology. Dealing with this before the holidays will allow you to spend time celebrating rather than answering questions of well meaning friends and family.

Large family dinners are noisy so plan accordingly.  One suggestion is ensuring your child knows the topic of the conversation. Consider using “conversation starter cards” around the table which are always fun. Also, have someone special seated next to your child who can repeat a joke or summarize a story if your child mishears.

Include your child in the holiday preparations and focus on vocabulary that is often specific to the season. What is mistletoe? A menorah? The Nutcracker? A manger? Spend time reading holiday stories, cooking traditional foods and learning the words to holiday songs.  You child can create decorations to hang around your home and tell guests about them when they visit.

Devices. Keep your child’s FM charged and ready to use. Role-play so your child is comfortable asking others to wear the FM and can explain how it helps him hear.  At the dining table place the FM mic in the middle or concealed in the centerpiece. If you attend a holiday performance or a faith-based service,contact the venue to request extra amplification such as a microphone, a hearing loop and captions. Another important device is your camera. Take photos to include in your child’s Listening and Spoken Language Experience Book.

Arrange seating with your child’s hearing in mind. Encourage your child to choose a good seat for hearing at dinner and for the gift exchange. Is there a seat away from the bustling kitchen, or the room when the teenagers are playing video games? When opening gifts, suggest sitting in a circle so your child can both listen and watch.

Your traditions are an important way to expand your child’s listening and spoken language skills. If gift giving is your tradition, choose presents that will provide hours of creative play and stimulate conversation. Most of your child’s memories will be about people, not presents.

Simplify. Ask your child what traditions he feels are most important. You may be surprised by his reply. Consider skipping old traditions that have lost appeal or that your family has outgrown. Time spent together rather than on activities will be most remembered. Keep a Joy Journal to jot down moments of triumphs, laughter, inspiration and the “hearing” miracles you enjoy over the holidays.

Lynn's article was posted at: http://speechroomnews.blogspot.com/2013/11/holidays-listening-spoken-language-tips.html

Effects of Hearing Loss on Development

Click HERE to read this important article published by the 

and reprinted below:

"It is well recognized that hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing loss or auditory processing problems continue to be an underidentified and underserved population.

The earlier hearing loss occurs in a child's life, the more serious the effects on the child's development. Similarly, the earlier the problem is identified and intervention begun, the less serious the ultimate impact.

There are four major ways in which hearing loss affects children--

1. It causes delay in the development of receptive and expressive communication skills (speech and language).
2. The language deficit causes learning problems that result in reduced academic achievement.
3. Communication difficulties often lead to social isolation and poor self-concept.
4. It may have an impact on vocational choices.

Specific Effects

Vocabulary

• Vocabulary develops more slowly in children who have hearing loss.
• Children with hearing loss learn concrete words like cat, jump, five, and red more easily than abstract words like before, after, equal to, and jealous. They also have difficulty with function words like the, an, are, and a.
• The gap between the vocabulary of children with normal hearing and those with hearing loss widens with age. Children with hearing loss do not catch up without intervention.
• Children with hearing loss have difficulty understanding words with multiple meanings. For example, the word bank can mean the edge of a stream or a place where we put money.

Sentence Structure

• Children with hearing loss comprehend and produce shorter and simpler sentences than children with normal hearing.
• Children with hearing loss often have difficulty understanding and writing complex sentences, such as those with relative clauses ("The teacher whom I have for math was sick today.") or passive voice ("The ball was thrown by Mary.")
• Children with hearing loss often cannot hear word endings such as -s or -ed. This leads to misunderstandings and misuse of verb tense, pluralization, nonagreement of subject and verb, and possessives.

Speaking

• Children with hearing loss often cannot hear quiet speech sounds such as "s," "sh," "f," "t," and "k" and therefore do not include them in their speech. Thus, speech may be difficult to understand.
• Children with hearing loss may not hear their own voices when they speak. They may speak too loudly or not loud enough. They may have a speaking pitch that is too high. They may sound like they are mumbling because of poor stress, poor inflection, or poor rate of speaking.

Academic Achievement

• Children with hearing loss have difficulty with all areas of academic achievement, especially reading and mathematical concepts.
• Children with mild to moderate hearing losses, on average, achieve one to four grade levels lower than their peers with normal hearing, unless appropriate management occurs.
• Children with severe to profound hearing loss usually achieve skills no higher than the third- or fourth-grade level, unless appropriate educational intervention occurs early.
• The gap in academic achievement between children with normal hearing and those with hearing loss usually widens as they progress through school.
• The level of achievement is related to parental involvement and the quantity, quality, and timing of the support services children receive.

Social Functioning

• Children with severe to profound hearing losses often report feeling isolated, without friends, and unhappy in school, particularly when their socialization with other children with hearing loss is limited.
• These social problems appear to be more frequent in children with a mild or moderate hearing losses than in those with a severe to profound loss.

What You Can Do

Recent research indicates that children identified with a hearing loss who begin services early may be able to develop language (spoken and/or signed) on a par with their hearing peers. If a hearing loss is detected in your child, early family-centered intervention is recommended to promote language (speech and/or signed depending on family choices) and cognitive development. An audiologist, as part of an interdisciplinary team of professionals, will evaluate your child and suggest the most appropriate audiologic intervention program.

To find an audiologist in your area, contact the American Speech-Language-Hearing Association (ASHA) by calling 800-638-8255 or use the  Find a Professional service on ASHA's Web site (www.asha.org)."