Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
Educational Audiology: Auditory-Verbal Therapy and Cued Speech
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Educational Audiology: Auditory-Verbal Therapy and Cued Speech

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  • http://www.familysupportconnection.org/html/aural.htmThe difference seems to be philosophically based– will the child benefit more from being mainstreamed and taught to compete with his normal-hearing peers, or will he benefit more from special education? Natural vs. artifical
  • It is the opposite of manual communication/ASL culture
  • http://nc.agbell.org/netcommunity/academy/AVT Application is 42 pages
  • *Teach = Guide and coach through engaging parents into A-V therapy.**Parents = grandparents, relatives, guardians, caregivers, etc…
  • http://www.youtube.com/watch?v=mFUUegLsF_wDx: Bilateral profound hearing loss at 18 months of age and immediately fit with hearing aids. Etiology is congenital/unknown.1st CI: 2 years, 2 months2nd CI: 8 years, 1 monthCurrently attends mainstream middle school
  • Cued speechers are vocal about why they use cued speech.
  • It was developed in 1966.50-60The primary goal of cued speech is literacy
  • Ruberl, A. (Producer). (2008). What is cued speech? [Video]. Available from http://www.cuedspeech.org/
  • Goldberg, D. M., & Flexer, C. (2001). Auditory-verbal graduates: Outcome survey of clinical efficacy. Journal of the American Academy of Audiology, 12, 406-414.
  • Important to note that these results are similar to those from 1993.
  • Dornan, D., Hickson, L. Murdoch, B., &Houston, T. (2009). Longitudinal study of speech perception, speech, and language for children with hearing loss in an auditory-verbal therapy program. Volta Review, 109(2/3), 61-85.
  • Colin, S., Magnan, A., Ecalle, J., & Leybaert, J. (2007). Relation between Deaf children’s phonological skills in kindergarten and word recognition performance in first grade. Journal of Child Psychology and Psychiatry, 48 (2), 139-146.
  • Epi= on, at ,besides, afterMeta= from, among, with, afterEpi-phonological skills in kindergarten and first grade predicted meta-phonological skills in Hearing children.Only epi-phonological skills in first grade predicted meta-phonological skills in Deaf children.Written word recognition score predicted by the epi-phonological skills in kindergarten for both groups
  • Leybaert, J., & Charlier, B. (1996). Visual speech in the head: The effect of cued-speech on rhyming, remembering, and spelling. Journal of Deaf Studies and Deaf Education, 1(4), 234-248.Inner speech= internal phonological processes
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