The auditory-verbal-therapy for CWHI
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1. Auditory-verbal therapy (AVT) is an approach that uses techniques to promote optimal language acquisition through listening for children with hearing loss using hearing aids, cochlear implants, and other technology. It emphasizes speech and listening development. 2. AVT includes early identification of hearing loss, fitting of amplification devices, guidance for parents, and one-on-one therapy to help children learn to listen and communicate through spoken language. 3. The goals of AVT are to help children develop auditory skills like sound awareness and processing of language to facilitate natural communication development and inclusion in mainstream classrooms.
The auditory-verbal-therapy for CWHI
- 1. 1 Listening and learning Auditory-Verbal Therapy Presented by- Pargat Singh Sidhu [email protected] Coo-coordinator / lecturer Tapan Rehabilitation Society Karnal haryana
- 2. (Joanna Stith) “How will I communicate with my child?” “How will my child communicate?” “How will I find a program that will prepare my child academically and socially?” 2
- 3. Introduction • Auditory verbal therapy practice is the application of techniques, strategies, condition & procedures which promote optional acquisition of spoken language through listening , which becomes a major force in nature the development of the child personal, social, & academic life. • Children with appropriate hearing aid, cochlear implant & other sophisticated technology, most children benefit significant from AVT. • Maximum use of residual hearing. • AVT includes education, guidance, advocacy & family support. 3
- 4. • Hearing and active listening become an integral part of communication, recreation, socialization, education, and work. • AVT is an approach that emphasizes the use of residual hearing to help children learn to listen, process verbal language, and to speak. • The earliest possible identification of hearing loss with immediate fitting with amplification, as well as prompt intervention helps to reduce the extent of language delay commonly associated with hearing impairment. 4
- 5. • Auditory-verbal therapy is a method for teaching deaf children to listen and speak using their residual hearing in addition to the constant use of amplification devices such as hearing aids , FM devices, and cochlear implants. • Auditory-verbal therapy emphasizes speech and listening. • Children with hard of hearing need help to learn to detect and recognize sounds around them. They must be taught that listening is useful and necessary to verbally communicate 5
- 6. 6 Types of Hearing Loss Hearing loss can be described by the type of loss: Conductive H/L Sensorineural H/L Mixed H/L
- 7. 7 Reading an Audiogram Child will have had an audiogram that the therapist and audiologist will use constantly to best plan for child’s new technology and learning
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- 9. 9 The Difference Between Hearing and Listening The Australian Pocket Oxford Dictionary (1998) • Hearing: ‘to perceive with the ear’ • Listening: ‘to hear with attention’
- 10. 10 The Difference Between Hearing and Listening ‘Hearing is when a sound reaches your ears, listening is when it reaches your brain!’ Listening is not automatic It takes practice
- 11. Principal of auditory verbal therapy • To detect hearing impairment as early as possible through screening programs, ideally in the newborn nursery and throughout childhood. • To pursue prompt and aggressive audiological management and maintenance of appropriate aids (hearing aids, cochlear implants, etc.) • To guide, counsel, and support parents and caregivers as the primary models for spoken language development and to help them understand the impact of deafness and hearing impairment on the entire family 11
- 12. • To help children integrate listening into their development of communication and social skills. • To support children’s auditory-verbal development through one-to-one teaching. • To help children monitor their own voices and the voices of others in order to enhance the intelligibility of their own speech. • To use the developmental patterns of listening, language, speech, and cognition to stimulate natural communication. • To continuously assess and evaluate children’s development and, through diagnostic intervention, modify the program when needed. 12
- 13. • To provide support services to facilitate children’s educational and social inclusion in regular education classes 13
- 14. 14 What is Auditory-Verbal Therapy? • Immediate practical support for babies, children and their families to access their residual hearing in order to communicate for life. • Offers hope, encouragement, support, expertise, guidance and nurturing.
- 15. 15 What is Auditory-Verbal Therapy? • Individualised and family-centred • Teaches natural spoken language and listening following natural child development models using evidence based research • Allows the full range of educational, social and vocational choices for child
- 16. 16 Practical Implications • Immediate fitting of hearing aids or cochlear implant • weekly sessions with the therapist designed to be fun and practical • Carry-over activities in the home based on family and child’s needs
- 17. 17 • Entering into a partnership with the therapist and audiological team • Being child’s advocate • Learning to stimulate speech, language and communication, plan strategies and make informed decisions
- 18. 18 What is Auditory-Verbal Therapy? ‘Patience’ with the team and child ‘Access’ to the new technology and how to use it ‘Relevance’ engaging activities to stimulate learning ‘Success’ to integrate this process into family ‘Time’ to learn ‘Nurturing’for child ‘Expectations’ that are high and realistic PARENTS NEED
- 19. 19 The AVT Framework • Young children can use technology assisted hearing to learn to listen, process verbal language and to speak. • These same children can enter mainstream schools and be independent citizens in mainstream society. • Child needs highly enhanced auditory and language input to reach potential.
- 20. 20 The AVT Framework • Parents acquire training and knowledge during therapy sessions that are easily transferred to home • Therapy sessions are always diagnostic and proactive • Listening and auditory understanding is promoted as part of your child’s day-to-day experience without the use of lip-reading or signing.
- 21. 21 The AVT Framework • All therapy goals are part of normal developmental goals leading to mainstream schooling • The ‘structure’ is highly flexible relying on documented therapist and parent evaluations, goal planning and links to established developmental norms
- 22. 22 Developing Listening and Auditory Function 1. Auditory awareness and perception 2. Auditory attention and inhibition 3. Distance hearing 4. Localization 5. Discrimination 6. Auditory feedback and monitoring 7. Auditory memory store 8. Auditory memory span and sequencing 9. Auditory processing 10. Auditory understanding
- 23. 23 Developing Listening and Auditory Function Activities and games that stimulate children auditory development happen all the time At: feeding cuddling playing reading nappy changing bathing
- 24. 24 What can Impact on Child Development? Your child is developing in four overlapping areas: Physical Development Thinking skills Social and Emotional Development Communication Skills
- 25. 25 What can Impact on Child Development? Child’s hearing impairment can impact on all four areas of natural child development unless listening and communicating becomes part of their personality.
- 26. 26 Basic AVT Techniques Activities will involve: games songs toys fun activities that are easily replicated at home
- 27. 27 The Parent’s Role Champion Role model Team player Partner Advocate Facilitator PAREN T
- 28. 28 The Parent’s Role PARENTS can: be actively involved be patient Join support groups be motivated Provide a rich listening environment Stimulate hearing, listening and talking be kind to yourselves Delight in child’s growth Love and nurture
- 29. 29 Factor of AVT Degree of (HI) Cause of (HI) Effective amplification Device Audiological Management Family’s Participation Emotional state of the family Therapist Skills Child Health Child’s Intelligence
- 30. 30 Vygotsky (1995) “One must keep in mind that any child with a disability is first of all a child…. From a psychological and pedagogical point of view, one must treat the child with a disability in the same way as a normal one.”
- 31. References • Definition of avt downloaded from http://en.wikipedia.org/wiki/Auditory-verbal_therapy on 16.09.2013 • http://www.annals.edu.sg/pdf/34VolNo4200505/V34N4p30 7.pdf • http://www.irishdeafkids.ie/2013/auditory-verbal-therapy- belfast/ • http://speakingofkids.blogspot.in/2012/08/auditory-verbal- therapy-series.html • Principal of a.v.t. downloaded from http://www.listeningforlife.com/AVTprogram.html • http://www.hearandsaycentre.com.au/principles-AVT.html 31 http://www.hearing.com.au/ViewPage.action?siteNodeId=38&languageId==1&contentId=-1
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