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Complex learners, often referred to as Deaf Plus, can also benefit from LSL intervention. Progression of listening and speaking skills should take the same path, but may not progress as quickly as would a typical Deaf or hard of hearing child who does not have any additional disabilities.

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Effective LSL intervention sessions include the child wearing his/her working technology and parent coaching incorporated into daily routines and activities.

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Interventionists can assist educational teams in developing listening and spoken language IFSP Outcomes or IEP Goals to ensure that auditory and spoken language skill areas are programmed for within these legally binding documents.

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It is critical for LSL interventionists to conduct ongoing progress monitoring of students who are Deaf or hard of hearing to identify red flags and ensure these children are making expected progress alongside their typically hearing peers.

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Interventionists can join families in their routines or collaborate with them on creating fun activities that encourage listening and speaking skill development.

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When interventionists understand the hierarchy of auditory development, they can develop intervention plans that optimize child outcomes.

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Professionals working with children who are Deaf or hard of hearing must understand how hearing works and how to interpret audiograms to better help parents understand their child's hearing loss.

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The LSL Interventionist coaches and guides families to develop their child’s listening and spoken languages skills through the implementation of specific strategies and techniques.

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Incorporating literacy into LSL sessions and guiding parents to make reading connections in their child's daily life can help to grow the brain of their child who is Deaf or hard of hearing for continued learning and long term literacy success.

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Teaching children who are Deaf or hard of hearing to listen and talk during everyday moments in a family’s life or in routines as well as in what is naturally occurring around the house can provide rich listening and language opportunities.

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A diagnosis that a child is Deaf or hard of hearing can be unexpected news for hearing parents.  It is important to meet parents/caregivers where they are in their emotions. Avoiding judgement and truly listening to parents can go a long way towards building trust and genuine connections.

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Frequently Asked Questions About Hearing Loss and Education

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Frequently Asked Questions About Hearing Loss and Education

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Frequently Asked Questions About Hearing Loss and Education

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Here are some of the questions I hear most frequently regarding students with hearing loss and their education, from preschool to college graduation and beyond! Do students with hearing loss have to go to special schools? Nope! The Auditory Verbal philosophy advocates mainstreaming for students with hearing loss.

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LSL stands for Listening and Spoken Language. It offers a set of strategies and principles to teach babies and young children who are Deaf or hard of hearing spoken language through listening.

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Creating Listening & Language Learning Opportunities Every Day in Every Way 

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Creating Listening & Language Learning Opportunities Every Day in Every Way 

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Recognizing the importance of auditory perception development and using LSL strategies within meaningful language interventions are essential components of providing LSL services.

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Tips for Preparing for Your Infants Toddlers Individualized Family Service Plan (IFSP) Meeting

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LSL in play routines!

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JTC Preparing for Preschool Ideas and Advice for Parents of children with Hearing Loss

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JTC Preparing for Preschool Ideas and Advice for Parents of children with Hearing Loss

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Below are additional websites and resources for LSL interventionists to look through when seeking more in depth information.   Many of the resources in this LSL Padlet were found at these websites.

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The Auditory Skills Checklist© is an evaluation tool designed to assess and track a child’s auditory capabilities over time.

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The Auditory Skills Checklist© is an evaluation tool designed to assess and track a child’s auditory capabilities over time.

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This assessment can be found at: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://successforkidswithhearingloss.com/wp-content/uploads/2011/12/Auditory-Skills-Checklist-Cincinatti-Childrens-Hosp.pdf

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Including parents in LSL sessions is the key to successful outcomes. Parents are the constant in their child's life and invested partners in the provision of early intervention services.

“At the core of the provision of family-centered care lies the premise that practitioners believe that all families are capable and competent” Rush & Shelden, 2011, p. 25

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Podcast: Routines Based Intervention with Cari Ebert, MS, CCC-SLP

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Podcast: Routines Based Intervention with Cari Ebert, MS, CCC-SLP

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Cari and Jim discuss the importance of embedding strategies into everyday routines to support early child development.

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If you work in early intervention or are a parent who is receiving early intervention services for your toddler, you won't want to miss this episode! Cari and Jim discuss the importance of embedding strategies into everyday routines to support early child development.

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‎SLP Talk Show: Episode 23: Routines Based Intervention on Apple Podcasts

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If you work in early intervention or are a parent who is receiving early intervention services for your toddler, you won't want to miss this episode! Cari and Jim discuss the importance of embedding strategies into everyday routines to support early child development.

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WEBINAR:  Integrating LSL Strategies for Daily Living 

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WEBINAR:  Integrating LSL Strategies for Daily Living 

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How Hearing Works: 3 Minute Video Demonstration

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How Hearing Works: 3 Minute Video Demonstration

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Video about Hearing and How it Works | MED-EL

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Ensuring the Child's Devices are Working: How to Complete a Device Check 

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Ensuring the Child's Devices are Working: How to Complete a Device Check 

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Auditory Verbal Strategies to Build Listening and Spoken Language Skills Part II

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Professionals can provide essential guidance in helping parents and caregivers support and troubleshoot their children's hearing technology.

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This scale can be found at: https://www.cochlear.com/us/en/professionals/resources-and-training/professional-education/school-resource-center/rehabilitation-resources/integrated-scales-development

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What Hearing Loss Sounds Like: Boys Town Video 

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What Hearing Loss Sounds Like: Boys Town Video 

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WYCHAP: Wyoming Children's Hearing Aid Program: Hearing Aid Funding for Wyoming Children ages 0-18. 

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WYCHAP: Wyoming Children's Hearing Aid Program: Hearing Aid Funding for Wyoming Children ages 0-18. 

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The WYCHAP is a fund that was established in 2012 by the Wyoming Legislature. The goal of WYCHAP is to provide timely access to hearing aids (fit using best practice recommendations) for children, ages birth through the end of their high school career, identified with hearing loss who are either not insured or under-insured.

The funds are limited, distributed on a first-come first-serve basis, and availability of funding is dependent upon future legislative action. Please review "Factors to Consider Before Applying for WYCHAP Funding" on page 9 with the audiologist before filling out the application.

The application can be found at the bottom of this page in either English or Spanish.

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WYCHAP Program | Wyoming Hands and Voices

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The WYCHAP is a fund that was established in 2012 by the Wyoming Legislature. The goal of WYCHAP is to provide timely access to hearing aids (fit using best practice recommendations) for children, ages birth through the end of their high school career, identified with hearing loss who are either not insured or under-insured.

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Hands and Voices: A non-profit, parent-driven organization dedicated to supporting families of children who are deaf or hard of hearing.

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Hands and Voices: A non-profit, parent-driven organization dedicated to supporting families of children who are deaf or hard of hearing.

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Hands & Voices - Supporting families with D/HH children

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Hands & Voices is a parent driven, non-profit organization dedicated to providing unbiased support to families with children who are deaf or hard of hearing

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Quick Guide to Hearing Devices: Hearing Aids, Cochlear Implants, Bone Anchored Hearing Systems, and Remote Microphones.

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Quick Guide to Hearing Devices: Hearing Aids, Cochlear Implants, Bone Anchored Hearing Systems, and Remote Microphones.

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With today's technology, babies as young as a few weeks old can get the devices needed for their hearing loss. Your pediatric audiologist will recommend what makes sense for your child based on their level of hearing loss and unique needs.

There's different types of hearing technology available to help children who are deaf or hard of hearing - hearing aids for children, cochlear implants, bone-anchored hearing systems, and remote microphone technology. Every hearing device needs routine care and maintenance. You'll need to understand how to use batteries, cables, and other parts of your baby's hearing devices. Your LSL professional team will help teach you about care and maintenance.

For device-specific care, manufacturers often have many informational resources, like troubleshooting guides, instructional videos, and customer service departments that can answer questions about equipment. There are also ways you can maximize your child's technology to achieve the best possible LSL outcomes.

Hearing Aids

Typically, the first devices for babies with hearing loss will be hearing aids, which can even be fit on newborns. They amplify the sounds, making them louder, and are customized for your baby. For many infants and young children, hearing aids can provide the brain access they need to hear all of the sounds of speech, which leads to listening and spoken language skills, reading, school success, and more.

Children's hearing aids are typically recommended for a sensorineural hearing loss and in some cases a conductive hearing loss in order to deliver auditory information to your child's brain. Even for those with severe to profound hearing loss, hearing aids still offer access to some sounds of speech. If your audiology team informs you that hearing aids may not be enough for your baby, it's important to continue using them leading up to cochlear implantation.

Hearing Aid Earmolds

An important part of hearing aids are the earmolds, which send the sound from the devices into your baby's ear. They're connected to tubing that rests the hearing aid over their ears. Earmolds are designed to fit your baby's unique ear shape and it's critical that they fit well.

The process of having earmolds made is painless and easy. Here's how it works:

The audiologist uses a soft substance to make an impression of your baby's ear. This impression is sent to a special lab to be made into an earmold. Some audiologists may be able to make the earmold right in their office.

After attaching the new earmold to the device, the audiologist will create settings or programs on the hearing aids that are specific to your baby's hearing loss.

Your baby grows rapidly in their first year of life, and their ears do too. It's not unusual for new impressions to be taken and earmolds fitted six or more times in the first year.

The quality and fit of the earmolds are critical for your baby's brain to access the best sound through the hearing aids.

Hearing Aid Care

When your baby is fitted with hearing aids, your pediatric audiologist will provide a hearing aid orientation (HAO). This demonstration will give you information about the parts and pieces of your child's hearing aids, how they work, and how to use and care for them.

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With today's technology, babies as young as a few weeks old can get the devices needed for their hearing loss. Your pediatric audiologist will recommend what makes sense for your child based on their level of hearing loss and unique needs.

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Music can foster creativity, enhance academic instruction, and create a learning environment in which children thrive.  Music contains complex acoustic signals and are essential components of the auditory perception development of children who are Deaf or hard of hearing.

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Books with Lots of Learning to Listen Sounds

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Books with Lots of Learning to Listen Sounds

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Books with Lots of Learning to Listen Sounds

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The Learning to Listen Sounds are one of the first things a parent learns when introduced to Auditory-Verbal Therapy. Therapists with a caseload of many new listeners repeat these sounds dozens of times a day. While a box full of Learning to Listen Sound toys is great, pairing these sounds and toys with a literacy...

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Start with the Brain and Connect the Dots

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7 Minute Video with a 7 Year Old: Parent/Child Interactions 

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7 Minute Video with a 7 Year Old: Parent/Child Interactions 

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“What if I was to tell you that a game of peek-a-boo could change the world?” asks seven-year-old Molly Wright, one of the youngest-ever TED speakers. Breaking down the research-backed ways parents and caregivers can support children’s healthy brain development, Wright highlights the benefits of play on lifelong learning, behavior and well-being, sharing effective strategies to help all kids thrive by the age of five. She’s joined onstage by one-year-old Ari and his dad, Amarjot, who help illustrate her big ideas about brain science. (This TED Talk was produced in collaboration with Minderoo Foundation as an educational tool for parents and caregivers around the world and is supported by UNICEF.)

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WEBINAR: Promoting Parent Connections and Friendships 

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WEBINAR: Promoting Parent Connections and Friendships 

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Parent and professional resources to support spoken language development for children who are deaf or hard of hearing.

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 WEBINAR: Understanding Hearing Loss and Audiogram Results 

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 WEBINAR: Understanding Hearing Loss and Audiogram Results 

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Parent and professional resources to support spoken language development for children who are deaf or hard of hearing.

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Sound Foundation for Babies: Guidance in developing baby's spoken language through listening.

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Sound Foundation for Babies: Guidance in developing baby's spoken language through listening.

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These comprehensive resources provides parents of children with hearing loss, guidance in developing their child's spoken language through listening.

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Sound Foundations for Toddlers: 24 to 36 months of age, who receive their cochlear implant around 12 months of age.  (from Cochlear) 

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Sound Foundations for Toddlers: 24 to 36 months of age, who receive their cochlear implant around 12 months of age.  (from Cochlear) 

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Using the PAW Approach in LSL Sessions. Preview-Activity-Wrap-up 

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Using the PAW Approach in LSL Sessions. Preview-Activity-Wrap-up 

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Therapists (hopefully!) spend a lot of time carefully planning goals and activities for each Auditory Verbal Therapy session, but professional planning is not enough. Parent coaching is the heart of AVT. It is not enough for you, the professional, to know what's going on. Parents deserve this information, too! Below, I'll detail a strategy I came up with called "PAW" that can help you structure your sessions for maximum engagement.

PAW stands for PREVIEW - ACTIVITY - WRAP UP. So often in therapy, we professionals launch right into an activity with the goals in our heads without making them audible to parents (the preview) and transition from one activity to the next without any analysis of how the child did and how we might carry over this activity until the next session (the wrap-up). This becomes especially clear to me when I am watching mentees' videos (teachers of the deaf, speech-language pathologists, and audiologists who are in the Listening and Spoken Language Specialist candidacy process send videos of their practice to a mentor for coaching). I always think that if I, who do this for a living, am unclear about the purpose of an activity, what's a parent, who is new to this, to think?

So I challenge you to think about PAW for every activity you plan in the session.

What does this look like in a therapy session?

P: Today we're going to have a tea party. I want to see what Rachel does if we ask her to hand out the things using directions with two details, like "I want the red plate." We'll give a bit of emphasis to the two details to make it easier for her to hear. This is called acoustic highlighting.

Therapist tells not only what we will do (tea party), but also the goal (In professional jargon, we'd say this is "auditory-only directions with two critical elements, adjective + noun") with an example (So important! You cannot assume that the parent will understand the goal, even if you say it in lay terms) and shares the strategy that will be used with its name and an example.

A: Have a tea party

Enough said. Have fun!

W: What did you notice about Rachel's listening in that activity? You know, today I saw Rachel was able to follow those directions with two parts if we gave her one repetition. This week, I think we could help her make progress by giving the same kind of direction but saying it only once. What kinds of things at home have two details like that that you could ask her about... ?

At this point, the therapist works to make what's in her head audible for the parents and collaborates with them to share observations, plan future goals, and brainstorm ways to help the child learn this new skill.

So after I came up with PAW, it took me a while, but eventually I felt quite comfortable with it and was giving myself a virtual pat on the back. Then I realized... I was only halfway there! While I had assumed that parents deserved a preview and wrap-up sandwiching each activity... kids do, too! Yes, you will have to change the wording, but don't you think that children, like all of us, do better when we know what to expect and what is expected of us? Taking the scenario above, a "child-size" version of PAW might sound like this:

P: Today we're going to have a tea party. Rachel, Dad and I are going to ask you for the things we'll need, like the red plate or the blue cup. You get to be the hostess!

A: Let's play!

W: Rachel, today I saw that you gave Dad and me what we asked for and only needed us to say it one or two times. Your brain is really growing! This week, we're going to work on saying it just once. I bet you can do it! What kinds of directions can you follow at home?

Give PAW a try and let me know how it goes!

Posted in Tags: Elizabeth Rosenzweig MS CCC-SLP LSLS Cert. AVT Auditory Verbal Therapy, AV Strategies, Parents, Professionals, Therapy Tips

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The PAW Strategy for Structuring Your Session

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Therapists (hopefully!) spend a lot of time carefully planning goals and activities for each Auditory Verbal Therapy session, but professional planning is not enough. Parent coaching is the heart of AVT. It is not enough for you, the professional, to know what's going on. Parents deserve this information, too!

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How is Auditory Verbal Therapy, or Listening and Spoken Language, Different than Speech Therapy?

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How is Auditory Verbal Therapy, or Listening and Spoken Language, Different than Speech Therapy?

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Mighty Voice Speech and Language Therapy

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I will be the first to admit it-the first time I heard the term "auditory verbal therapy" and saw a definition, I thought "Hmm, but how is that different than good speech and language therapy?" Maybe you've had the same thought. As I've been working on my certification, I've been thinking a lot about this question, and want to share some of my thoughts on it with you.

First, a Note on Terminology

Okay, so first...auditory verbal or listening and spoken language...why are there so many terms? I wasn't sure myself, so I asked over in the Hearing First professional community (there's a parent community over there too, go check it out!) Beth Walker Wooten answered with this:

Auditory-Verbal Practice is the approach that results in Listening and Spoken Language outcomes. For parents as the end consumer making decisions for their child regarding their desired outcome, Listening and Spoken Language (LSL) is easily understood and more clearly communicates with parents about the outcomes possible today.

There's also this article that clarifies some of the history of the terms and how they've evolved over time. For the purposes of this blog, I mostly use listening and spoken language since I think it's easier to understand.

So, What's the Difference?

Okay, so here's what I've figured out as far as the difference between speech therapy and auditory verbal therapy. When you see a speech language pathologist, they are often working with children on language and speech sounds.

Speech sounds are the articulation or enunciation part-how you say each sound, whether you have a lisp or not, whether or not you can say your R or L sounds. Language is what you do with those sounds-do you know how to put words together into phrases and sentences. When you do put words together, can you put the right endings on the words, or are you using the right words at all? Can you understand the difference between similar sentences like "My mom took the dog for a walk" and "My dog took my mom for a walk."

A child in traditional speech therapy might work on some listening activities, like listening to themselves to see if their speech sounds are correct, or telling the difference between a "good R" sound and a "not so great R" sound. Or maybe they listen to understand the patterns and word order to understand sentences.

But, for the most part, basic hearing and listening skills are already in place when you go to speech therapy. All SLPs have education in graduate school in audiology and aural rehabilitation, but in typical speech and language therapy the hearing and listening systems are intact and usually (not always) don't need a whole lot of focus. We don't typically have to teach children to listen and hear, it just happens automatically when everything works correctly.

Listening and Spoken Language

When you have an SLP who is focusing on auditory verbal or listening and spoken language with students who are deaf or hard of hearing, that whole hearing and listening system isn't working. You have to specifically focus on it and address it. As Dr. Carol Flexer says, the ears are the doorway to the brain for sound, and hearing occurs in the brain, and kids with hearing loss have a problem with that doorway.

Their technology (hearing aid, cochlear implant, FM system, etc.) becomes that doorway for their auditory system. But, because as Dr. Flexer says this technology isn't a perfect replica, we need to give them enriched input. And, we need to explicitly teach skills that other children probably developed naturally without anyone teaching them.

This is where a listening and spoken language specialist, auditory verbal therapist, or really good speech language pathologist come in. And yes, there are "regular" SLPs who understand and can do the auditory work needed with our kiddos with hearing loss, but parents can't and shouldn't assume every SLP has these skills.

Therapists with listening and spoken language training understand the auditory system in depth, and what it takes to make listening and spoken language a probable outcome. Here are just a few of the things these specialists understand and help children learn:

How to detect sound (know that sound is happening somewhere around them)

How to discriminate sound (know that a sound with a high pitch is different than a sound with a low pitch)

How to identify sound (understand that the sound they're hearing goes with mom because it's her voice, or the sound they're hearing goes with their toy car because it's the sound of the horn beeping)

How to comprehend sound (understand what sounds are, what they mean, and understand speech and language)

Listening and spoken language specialists also understand how the auditory system and these listening skills, along with technology use and the environment, etc., influence a child's language and speech skills. They also coach families, and help families understand these processes so that they can carryover learning at home.

It's Speech Therapy....PLUS

So I've started to think about and describe listening and spoken language, or auditory verbal therapy as a sort of "Speech Therapy Plus." It's everything that a good speech language pathologist knows and does in regular speech therapy, plus all of the hearing/listening/auditory brain development stuff.

Do You Really Need a Specialist?

But do you really need a listening and spoken language specialist, or auditory verbal therapist? Well, yes, and maybe no...if you have a child with a hearing loss and want them to learn to listen and talk, you need someone with specialized skills and experience.

One of the easiest ways to ensure your therapist has that is to look for the LSLS, Cert. AVT (Listening and Spoken Language Specialist, Certified Auditory Verbal Therapist) designation, or someone working toward that (like I am). When you work with someone who is certified, you know that at a minimum they have:

The same degree and certification as any other SLP

Had at least 80 additional hours of continuing education in listening and spoken language

Worked with a mentor for 3-5 years to improve their therapy with auditory verbal techniques

Completed at least 900 hours of therapy with children who have hearing loss

Had the recommendations of families and and professionals they've worked with in therapy

Passed a national exam

Like I mentioned before, that are some excellent SLPs who have the knowledge and skills to provide great services to children with hearing loss, but don't have the certification. In that case, it's really up to parents to investigate. You'll have to ask what kind of continuing education your therapist has done, what they know about auditory development and technology, what kind of mentoring and training they've had in using auditory verbal techniques.

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How is Auditory Verbal Therapy, or Listening and Spoken Language, Different than Speech Therapy?

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I will be the first to admit it-the first time I heard the term "auditory verbal therapy" and saw a definition, I thought "Hmm, but how is that different than good speech and language therapy?" Maybe you've had the same thought.

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Reading Aloud is a Valuable for Listening and Language Development

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Reading Aloud is a Valuable for Listening and Language Development

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One of the most important things you can do to prepare your child to read and learn is to read aloud with them.

Read to them early and often. No baby is too young to hear you read aloud to them. Just 15 minutes a day can make a big difference.

When you read to your baby, they may hear a good story but really, they're learning language. This helps their brain grow and gets them ready for listening, talking, reading, and learning. It also develops their thinking skills, understanding, curiosity, creativity, and more.

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One of the most important things you can do to prepare your child to read and learn is to read aloud with them. Read to them early and often. No baby is too young to hear you read aloud to them. Just 15 minutes a day can make a big difference.

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Free Toolkit Offers Essential Information on Communication Development and Tips to Help Build Babies' Brains Through Daily Reading

Haga clic aquí para ver este comunicado de prensa

(October 2, 2017 - Rockville, MD and Alden, MI) Communicating With Baby: Tips and Milestones From Birth to Age 5, a series of seven handouts that detail communication skills that parents should expect to see in their child by age and tips for how to support children's development, has been released today by the American Speech-Language-Hearing Association ( ASHA) and Read Aloud 15 MINUTES.

Available in English and Spanish, the handouts cover these age ranges:

"From Day 1, babies are learning from the world around them-primarily through listening to their parents talk, read, sing, and otherwise interact with them," said Bob Robbins, Executive Director, Read Aloud 15 MINUTES. "With this online toolkit, we want to provide parents with advice and easy activities that help them support their babies' growth during their most rapid period of brain development-their first few years of life. The most powerful things a parent can do to set a child up for success require no money-only time and attention. We want parents to understand how daily reading and verbal exchange start the lifetime path to learning and academic success."

"This toolkit offers parents vital information on what they should expect their children to be able to do by age in the areas of talking, hearing, and understanding," said Gail J. Richard, PhD, CCC-SLP, 2017 ASHA President. "Some parents may question whether their child's communication development is on track. The detailed lists of milestones included here can help either set parents' minds at ease or empower them to seek an evaluation if they see that their child is lagging behind on certain skills. Any communication delay or disorder is most effectively treated when addressed early, and some can be prevented altogether. This information gives parents the tools they need to monitor their child's communication development with confidence."

Certified audiologists and speech-language pathologists, pediatricians, early childhood educators, librarians, and any other professionals who interact with young children are also welcome to use this free resource-either electronically or in print.

Anyone with concerns about a child's communication abilities should seek an evaluation from a certified audiologist or speech-language pathologist. More information, and a searchable database of these professionals, is available at https://IdentifytheSigns.org. More information about the benefits of reading aloud to children daily can be found at www.readaloud.org.

About the American Speech-Language-Hearing Association (ASHA)
ASHA is the national professional, scientific, and credentialing association for 191,500 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. Audiologists specialize in preventing and assessing hearing and balance disorders as well as providing audiologic treatment, including hearing aids. Speech-language pathologists identify, assess, and treat speech and language problems, including swallowing disorders. www.asha.org

About Read Aloud
Read Aloud 15 MINUTES is a non-profit organization that is working to make reading aloud every day for at least 15 minutes the new standard in child care. When every child is read aloud to for 15 minutes every day from birth, more children will be ready to learn when they enter kindergarten; more children will have the literacy skills needed to succeed in school; and more children will be prepared for a productive and meaningful life after school. For more information, visit: www.readaloud.org.

Free toolkit for parents from @ASHAweb & @ReadAloud_org offers essential info on kids' development Tweet

Media Contacts

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ASHA and Read Aloud 15 MINUTES Announce New Go-To Resource for Parents of Young Children

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Haga clic aquí para ver este comunicado de prensa (October 2, 2017 - Rockville, MD and Alden, MI) Communicating With Baby: Tips and Milestones From Birth to Age 5, a series of seven handouts that detail communication skills that parents should expect to see in their child by age and tips for how to support children's development, has been released today by the American Speech-Language-Hearing Association ( ASHA) and Read Aloud 15 MINUTES.

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 WEBINAR: Beyond Books: Bringing Literacy to Life in Therapy and at Home: Webinar Recording 

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 WEBINAR: Beyond Books: Bringing Literacy to Life in Therapy and at Home: Webinar Recording 

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Beyond Books: Bringing Literacy to Life in Therapy and at Home: WEBINAR RECORDING

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Posted in Tags: Elizabeth Rosenzweig MS CCC-SLP LSLS Cert. AVT Auditory Verbal Therapy, Children, Cochlear, Infants, Literacy, Parents, Professionals, Speaking and Presentations, Toddlers, Webinar See below for a recording of my November 2015 presentation for Cochlear and the Royal Institute for Deaf and Blind Children/Renwick Centre "Beyond Books: Bringing Literacy to Life in Therapy and at Home."

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WEBINAR: Promoting Language and Literacy Through Daily Routines and Activities 

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WEBINAR: Promoting Language and Literacy Through Daily Routines and Activities 

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Parent and professional resources to support spoken language development for children who are deaf or hard of hearing.

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Auditory Verbal Therapy (AVT/LSL) vs Traditional Speech Therapy 

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Auditory Verbal Therapy (AVT/LSL) vs Traditional Speech Therapy 

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Auditory Verbal Therapy vs. Speech Therapy | CCHAT Sacramento

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Auditory Verbal Therapy and Speech Therapy are 2 types of early intervention programs designed to help children better communicate with the world around them.