What is Auditory-Verbal Practice? Auditory-Verbal Practice is the use of current hearing technology with strategies and hearing techniques that provide an holistic habilitation program – the goal is for listening to become part of the hearing impaired child’s personality and enable integration into the world of sound. It is described in this way because hearing loss encompasses much more than the impact on speech and language development. We live in a world of continuous sound and this sound is an ongoing source of information about the world – not being able to access this impacts on our sense of inclusion and well being – both emotional well being and physical safety.
LSLS AVT vs LSLS AVEd – there are now 2 designations In November 2007, the AG Bell Academy for Listening and Spoken Language announced a new Listening and Spoken Language Specialist (LSLS) professional program – which includes both the designations of Certified Auditory-Verbal Therapists and Certified Auditory-Verbal Educators. As a consequence of increasing access to Early Intervention and improved hearing technology there has been an increased demand for LSLSs. Thus there is a need to increase the availability of specialised professionals. The same exam is given to both groups but official designation will differ depending on the educational experience and the work environment of the individual. The Academy developed the new designation of LSLS Cert AVEd after a job analysis study showed that the core tasks, skills and knowledge used by listening and spoken language professionals have more similarities than differences. All listening and spoken language specialists aim to develop spoken language through maximising listening. LSLS Cert AVT focuses on guiding parents to be the primary listening and language stimulators, provides intervention in a one-on-one setting and promotes mainstream education placement. LSLS Cert AvEd - focuses on teaching various sized instructional groups in classroom settings to prepare children with hearing loss to enter mainstream education and support them there – can also be individual sessions.
The foundation of the Auditory-Verbal approach is aggressive audiological management. Children must have useful access to sound all their waking hours and parents need to advocate for this type of management but also be willing to participate. This participation will include many appointments to the audiologist and/or ENT and a willingness to learn how to check and troubleshoot the child’s hearing technology. The AG Bell Academy has a recommended protocol for the audiological management of children with hearing loss and the website address is noted on this slide.
In an A-V approach, the professional must possess and apply in-depth knowledge of speech acoustics
It is often useful to think in terms of a sport team when considering the Auditory-Verbal Therapy relationship. Positioning – parent and therapist beside or behind child, and therapist sitting beside better ear. The Player is the child The Coach is the A-V therapist The Trainer is the parent
Provide focused and individualised instruction to the child through lesson plans and classroom activities, while maximising listening and spoken language
Guide and coach parents to become effective facilitators of their child’s listening and spoken language development in all aspects of the child’s life Turn off noisy fans and air conditioners Turn off radio and tv A quiet room with carpets and curtains
Importance of parent partnerships Develop appropriate behaviour Record and discuss progress Understand long and short term goals Review Ask specific questions about outcomes since last session Introduce a Goal/Acitivity Model behaviours you want the PARENT to learn S tate the goal to the parent Be brief Use “lay language” Refer to the source of the goal Tell why this goal is important Strategies Talk about the strategies you and the parent will use to achieve the goal
No signing –use audition to promote spoken langauge Child sits beside AVT or in best listening position in class for A-V Ed Aggressive audiological management to ensure best auditory access at all times Meet with the parents weekly—this appoach relies on teamwork and the parent is the most important member of the team Integrated/inclusive setting when age-appropriate to do so
Research Outcomes Research undertaken in collaboration with UQ proves that our children with hearing loss can listen, speak and read at the same rate as a child with normal hearing
The brain is the major organ of hearing … The ears are only the way in. (Cole & Flexer, 2007)
Boothroyd (1997), Chermak & Musiek (1997), Musiek & Berge (1998): When babies are born, their brains are already pre-wired to learn language through listening. Stimulation of the brain influences the organisation of auditory brain pathways so they are etched permanently.
Lessons are individualised sessions with a high degree of parent participation. In an A-V session parents work with the Auditory-Verbal Therapist to observe techniques, actively participate in the session, and then practice the techniques in the clinic before returning home. AIM: auditory-verbal therapy used as an early intervention method, the parents (not teachers) are the primary facilitators – children go to school with established listening skills and as a result excellent speech. Skills are the results of the parent having been practically trained and educated to be the facilitator of their listening and spoken language.