A program emphasizing auditory skills. Teaches a
child to develop listening skills through one-on-one therapy
that focuses attention on use of remaining hearing (with the
aid of amplification). Since this method strives to make the
most of a child's listening abilities, no manual communication
is used and the child is discouraged from relying on visual cues,
including speech reading. The main goal of this unisensory approach
is to develop speech, primarily through the use of aided hearing
alone, and communication skills necessary for integration into
the hearing community.
PRIMARY GOALS
To develop speech, primarily through the use of aided hearing alone, and communication
skills necessary for integration into the hearing community.
LANGUAGE DEVELOPMENT (receptive)
Child learns to speak through the early, consistent and successful use of a
personal amplification system (hearing aids, cochlear implant, FM system).
EXPRESSIVE LANGUAGE
Spoken and written English.
HEARING
Early, consistent and successful use of amplification (hearing aids, cochlear
implant, FM system) is critical to this approach.
FAMILY RESPONSIBILTY
Since the family is primarily responsible for the child’s language development,
parents are expected to incorporate on-going training into the child’s
daily routine and play activities. They must provide a language-rich environment,
make hearing a meaningful part of all the child’s experiences and ensure
full-time use of amplification.
PARENT TRAINING
Parents need to be highly involved with child’s teacher and/or therapists
(speech, auditory-verbal, etc.) in order to learn training methods and carry
them over to the home environment.
Mother is conversing with 2-yr-old Daniel who was identified through Newborn Hearing Screening and diagnosed with a moderate to severe hearing loss. He has worn bilateral hearing aids since he was seven weeks old. Mother has placed herself behind her son (in close proximity to his hearing aid) and is expanding his language without providing any visual speech cues while looking through a book.
Daniel: Whe dat one? Mother: Where is that one? You want to find it? Let’s find it! Daniel: Whe butfly? Mother: Where’s the butterfly? Okay… let’s find the butterfly. Mother: There’s the butterfly! Daniel:: Da! Da! Mother: Giraffe! Mother: Do you want to put the butterfly on the butterfly? Daniel: Yeah
