AUDITORY VERBAL THERAPY

  • The Auditory-Verbal Method develops spoken language and language comprehension of children with hearing loss through listening. This method
  •   Requires the use of amplification during all waking hours
  •   Encourages the development of speech and language through listening with their hearing aids or cochlear implants
  •   Strongly encourages maximum parental participation at every step
  •   Mainstreams into regular schools from the beginning or as soon as possible.
  • Goals and objectives focus on natural, typical developmental patterns for listening, speech, language & cognition. There are Guiding Principles that govern the process of learning listening and spoken language. The ultimate goal for families who choose the Auditory-Verbal method is confidence that the child with hearing loss will have access to a full range of academic, social and occupational choices.

  • An Auditory-Verbal Program requires adherence to all 10 of the following guidelines

  • Guiding Principles of Auditory-Verbal Therapy:
  •  Promote early diagnosis of hearing loss in new born, infants, toddlers and young children, followed by immediate audiological management and auditory-verbal therapy.
  •  Recommend immediate assessment and use of appropriate, state-of-the-art hearing technology to obtain maximum benefits of auditory stimulation.
  •  Guide and coach parents* to help their child use hearing as the primary sensory modality in developing listening and spoken language.
  •  Guide and coach parents to become the primary facilitators of their child's listening and spoken language development through active consistent participation in individualized auditory-verbal therapy.
  •  Guide and coach parents to create environments that support listening for the acquisition of spoken language throughout the child's daily activities.
  •  Guide and coach parents to help their child integrate listening and spoken language into all aspects of the child's life.
  •  Guide and coach parents to use natural developmental patterns of audition, speech, language, cognition and communication.
  •  Guide and coach parents to help their child self-monitor spoken language through listening.
  •  Administer ongoing formal and informal diagnostic assessments to develop individualized auditory-verbal treatment plans, to monitor progress and to evaluate the effectiveness of the plans for the child and family.
  •  Promote education in regular schools with peers who have typical hearing and with appropriate services from early childhood onwards.

  • The term "parents" also includes grandparents, relatives, guardians and any caregivers who interact with the child.

  • SPEECH AND LANGUAGE DISORDERS

  • Speech is how we say sounds and words. People with speech problems may:

  •   Not say sounds clearly
  •   Have a hoarse or raspy voice
  •   Repeat sounds or pause when speaking, called stuttering

  • Language is the words we use to share ideas and get what we want. A person with a language disorder may have problems:

  •   Understanding
  •   Talking
  •   Reading
  •   Writing
  • Children and adults can have speech and language disorders. Speech-language pathologists, or SLPs, can help.

  • ADULT SPEECH AND LANGUAGE

  • There are many reasons why you might have a speech or language problem. Some problems start in childhood. Others happen after an illness or injury.

  • Speech Disorders
  •  Apraxia
  •  Dysarthria
  •  Stuttering
  •  Voice

  • Language Disorders
  •  Aphasia

  • Medical Conditions
  •  Dementia
  •  Laryngeal Cancer
  •  Oral Cancer
  •  Right Hemisphere Brain Injury
  •  Traumatic Brain Injury

  • CHILD SPEECH AND LANGUAGE

  • Most children develop speech and language skills within a specific age range. A child who takes longer to learn a skill may have a problem.

  • Speech Disorders
  •  Childhood Apraxia of Speech
  •  Dysarthria
  •  OrofacialMyofunctional Disorders
  •  Speech Sound Disorders
  •  Stuttering
  •  Voice

  • Language Disorders
  •  Preschool Language Disorders
  •  Learning Disabilities (Reading, Spelling, and Writing)
  •  Selective Mutism
  •  Early Detection
  •  Early Identification of Speech, Language, and Hearing Disorders

  • Medical and Developmental Conditions
  •   Attention Deficit/Hyperactivity Disorder
  •   Autism (Autism Spectrum Disorders)
  •   Cleft Lip and Palate
  •   Right Hemisphere Brain Injury
  •   Traumatic Brain Injury

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