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Principles of auditory verbal practice - Dimity Dornan
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Principles of auditory verbal practice - Dimity Dornan

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  • 1. Principles of Auditory-Verbal Practice Adapted from Pollack, 1985
  • 2. Principle 1
    • EARLY detection and identification of infants, toddlers and children who are deaf or hard of hearing.
    • In an A-V approach
      • Children may begin therapy as infants
  • 3. Principle 2
    • Aggressive audiological management
      • In an A-V approach :
      • Pursuit of best amplification
      • Parents must be willing to make more trips to the audiologist
      • AVI Protocol for Audiological and Hearing Aid Evaluation
  • 4. Principle 3
    • Appropriate amplification technology to achieve maximum benefits of learning through listening
      • Hearing Aids
      • Cochlear Implants
      • FM Systems
    • In an A-V approach
      • Therapist must possess and apply in-depth knowledge of speech acoustics
  • 5. Principle 4
    • Favorable auditory learning environments for the acquisition of spoken language including individualized therapy
    • In an A-V approach
      • All therapy is one-to-one
      • Sessions are usually one time weekly for 1 hr. to 1 hr. 30 minutes.
      • Best conditions for verbal learning are provided
  • 6. Principle 5
    • Integrating listening into the child’s entire being so listening becomes a way of life
    • In an A-V approach
      • Residual hearing is emphasized rather than visual cues
      • Emphasis on auditory learning vs. auditory training
      • Use of hearing for language acquisition is unique to AVT
  • 7. Principle 6
    • Ongoing assessment, evaluation and prognosis of the development of audition, speech, language and cognition which are integral to the Auditory-Verbal experience
    • In an A-V approach
      • All therapy is DIAGNOSTIC
      • An average or better than average rate of progress is expected
  • 8. Principle 7
    • Integration and mainstreaming of the children who are deaf or hard of hearing into regular education classes to the fullest extent possible with appropriate support services
    • In an A-V approach
      • Mainstream education is a critical component
      • Parents and AVT work in partnership to secure appropriate services and placement
      • Similar expectations are established for children who are deaf/hh and those with normal hearing
  • 9. Principles 8 & 9
    • Active participation of parents in order to improve spoken communication between the child and family members
    • Affirmation of parents as primary models in helping the child learn to listen to his or her own voice, the voice of others, and the sounds of the environment
    • In an A-V approach
      • Parents actively participate in ALL sessions
      • The parent is the primary student during tx sessions
      • The parent is the primary teacher in day-to-day life
  • 10. Principle 10
    • Integration of speech, language, audition and cognition in response to the psychological, social and educational needs of the child and family
    • In an A-V approach
      • The normal developmental sequence is followed
      • Child’s hearing age serves as the baseline vs. chronological age