Principles of auditory verbal practice - Dimity Dornan


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Principles of auditory verbal practice - Dimity Dornan

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