For more information, contact Amy Lalios. Auditory-Verbal Therapy is available at HEAR Wisconsin or as part of our teletherapy program, ConnectHEAR. During therapy sessions, the parent, child and therapist engage in activities that teach the child to use sound meaningfully while wearing his or her hearing aid or cochlear implant. For more information about Speech-Language Therapy, contact us at TherapyĪuditory-Verbal Therapy is a parent-centered approach that focuses on listening as the primary input for learning language. Parents actively participate in the session for coaching and guidance of home carry-over activities. These sessions focus on increasing auditory, speech and language skills based on individualized goals for the child. ![]() ![]() Parents are reunited with their child after the closing activity and “bye-bye song” with hugs and giggles at the doorway.Īs a component of both Communication Groups, children who are receiving speech-language therapy are pulled out to receive individual one-half hour sessions by a Speech-Language Pathologist. Parents are given a monthly hand-out that includes theme related ideas for vocabulary, books, songs and language activities for home usage, daily routines and other settings. Parents take turns bringing healthy snacks to group. Parents are welcome to observe through our one-way window, as well as interact with other parents in the observation room. To ensure a positive experience for all, prior to enrollment, parents work with staff members to create an individualized separation-from-parent plan. We know that for some children, separating from parents may be an unfamiliar or challenging experience. Parents and caregivers participate in the opening activity with their child and usually separate from their child afterward to observe the rest of class from our Parent Observation Room. In addition, a HEAR Wisconsin Teacher of the Deaf and Hard of Hearing with Kindermusik background provides music activities monthly. Staff-supervised university graduate students majoring in Speech-Language Pathology or d/Deaf Education, regularly participate to complete their academic requirements. Teaching assistants who are d/Deaf or hard of hearing themselves provide positive role models. Staff has knowledge and familiarity with the wide variety of amplification and technology options our children may be using including hearing aids, bone-conduction hearing aids (BAHAs) and cochlear implants. Toddler Groups are staffed by Speech-Language Pathologists, Auditory Verbal Therapists and Teacher’s Assistants who have credentials and/or expertise in a specific communication mode. Staff demonstrates and models developmentally appropriate interactions that are consistent with evidenced-based learning practices designed specifically for the unique needs of children with hearing loss. A variety of learning activities related to the theme may include songs, finger-plays, books, storytelling, table time and sensory activities. Monthly themes related to the child’s daily routines and experiences offer opportunities to expand a child’s language foundation. Structured and non-structured activities are based on current best practices regarding educating children who have hearing loss. Parents are expected to learn and use sign language throughout their daily lives and routines in all settings.Īctivities are designed to encourage the children to use and develop their listening, language, speech, pre-academic, literacy and social skills, using the communication mode the parents have chosen for them. Children are expected to use sign language and speech/vocalization skills in the group and at home. Staff proficient in sign language and highlighting non-verbal communication behaviors, as well as facilitating auditory and speech/vocalization skills, encourage children to develop communication to their fullest capacity. The focus of this group is teaching simultaneous communication (conceptually accurate sign language and speech). Parents are expected to use and promote listening and spoken language throughout their daily lives and routines in all settings. Children are expected to learn to listen and to use their spoken communication skills in group and at home. ![]() Staff experienced with using a variety of listening and spoken language techniques, including some auditory-verbal strategies, encourage children to develop all aspects of spoken language skills to their fullest capacity. ![]() The focus of this group is teaching listening and spoken language as a primary communication mode. Listening and Spoken Language Communication Group
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