An approach emphasizing spoken language development through listening.
Child develops spoken language through one-on-one therapy and use of residual hearing with optimal amplification.
Strives to make the most of a child’s ability to learn through listening; therefore, the child does not rely on visual cues.
PRIMARY GOALS
To develop spoken language through listening by following the stages and sequence of typical development.
To develop the skills necessary for successful mainstreaming in school and integration into the hearing community.
To promote a positive self-image through natural family and social interactions using spoken language.
LANGUAGE DEVELOPMENT (receptive)
The child develops understanding of spoken language through early and consistent intervention that emphasizes learning through listening in a developmentally appropriate sequence.
Optimal listening opportunities require the use of appropriate hearing technology.
EXPRESSIVE LANGUAGE
Spoken and written English.
HEARING
Early, consistent and appropriate use of hearing technology (hearing aids, cochlear implant(s), FM system) is critical to this approach.
Requires ongoing auditory management.
FAMILY/PRIMARY CAREGIVER RESPONSIBILTIES & GUIDANCE
Parents are expected to actively participate as partners in sessions with therapist(s) in order to learn strategies and techniques that promote the auditory learning of goals.
Families need to carry over the goals established in therapy into the child’s daily routines and play activities.
Parents learn to create an optimal “listening” learning environment.
more info | related links
A.G. Bell Association
Equal Voice for Deaf Children (EVDC)
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Communication Options Chart
QuickView :: Auditory-Verbal
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
