Volta Voices November-December 2009 Magazine

ALEX ANDER GRAHAM BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING

VOICESVOICESV O L T A

W W W . A G B E L L . O R G • V O L 1 6 , I S S U E 6

November/December 2009

ALEX ANDER GRAHAM BELL ASSOCIATION FOR THE DEAF AND HARD OF HEARING

An A to Z Guide to a Career in Listening and Spoken Language

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NOVEMBER/DECEMBER 2009

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VOICESV O L T A

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Features16From A-Z: Getting Started in Listening and Spoken LanguageBy Susan Lenihan, Ph.D., CED

This article is a guide to the education and back-ground knowledge necessary for those consider-ing a career as a listening and spoken language specialist.

20 Identifying Qualities of Successful Graduate Students By Henry Teller, Ed.D., CED; Anne Sullivan, M.S., CED; and Christina Perigoe, Ph.D., CCC-SLP, LSLS Cert. AVT, CED

Using data gathered from programs across the country, the authors explain the personal charac-teristics to look for in graduate students pursuing a career in the field of hearing loss and spoken language.

22 Leveraging Professional Development Opportunities By Melody Felzien and Judy Harrison, M.A.

This article provides an overview of the continu-ing education opportunities available to all professionals in the field and how best to tailor them to your own professional development.

In Every Issue

A l e x A n d e r G r A h A m B e l l A S S O C I A t I O N f O R t h E D E A f A N D h A R D O f h E A R I N g

3417 volta place, nw, washington, dc 20007 • www.agbell.org

2 Want to Write for VV? 6 voices contributors 46 Directory of services 56 List of aDvertisers

26Take the Next Step: Seeking LSLS CertificationBy Donald Goldberg Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT; and Judy Harrison, M.A.

Going from professional to certified specialist, learn about the background and process of the AG Bell Academy’s listening and spoken lan-guage specialist certification program.

30Effective IEPs: Tips for Educational AdministratorsBy Christine Evans, M.S., CCC, SLP; Julia Harper, B.A., CED; and Debbie Pfeiffer, Ed.D., CED

The final article of a three-part series explores the role of the administrator in the Individualized Education Program (IEP) process.

32Auditory Access in Higher Education ClassroomsBy Cheryl Winston, M.Ed. and Stan Clawson

A review of how one university program utilized exist-ing technology to improve access to class discussion for students who are deaf or hard of hearing.

34 How to Prepare a Research Article for Publication By Kathryn Schmitz, Ph.D.

Learn how to prepare your work or research for peer review and publication.

DepartmentsVOICES FROm AG BELL3 | Why Choose a Career in Listening and Spoken Language?

36 | Tips for Parents: What Works at Home?

38 | Consejos para los padres: ¿Qué funciona en casa?

40 | Conversations With Alex Graham

42 | Psychosocial Potential Maximization: Attributes of Desire

IN THIS ISSuE4 | Professional Preparation and Development

8 | SOuNDBITES14 | AG Bell 2009 Symposium Wrap-Up

44 | Around the World

VERSIÓN EN ESPAÑOL

V O l T A

VOICESAdvocating Independence

through Listening and Talking— Adopted by the Alexander Graham Bell Association

for the Deaf and Hard of Hearing Board of Directors, November 8, 1998

AlexAnder GrAhAm BellASSOCIAtION fOR thE DEAf

AND hARD Of hEARINg

3417 Volta Place, NW, Washington, DC 20007www.agbell.org | voice 202.337.5220tty 202.337.5221 | fax 202.337.8314

Volta Voices Staff

Production and Editing ManagerMelody Felzien

Director of Communications and Public Affairs

Catherine Murphy

Manager of Advertising and Exhibit SalesGarrett W. Yates

Design and LayoutAlix Shutello and Jake Needham

EEI Communications

AG Bell Board of Directors

PresidentJohn R. “Jay” Wyant (MN)

President-ElectKathleen S. Treni (NJ)

Secretary-TreasurerChristine Anthony, M.B.A., M.E.M. (IL)

Immediate Past PresidentKaren Youdelman, Ed.D. (NY)

Executive DirectorAlexander T. Graham (VA)

Meredith K. Knueve, Esq. (OH)

Donald M. Goldberg, Ph.D. (OH)

Michael A. Novak, M.D. (IL)

Peter S. Steyger, Ph.D. (OR)

Volta Voices (ISSN 1074-8016) is published six times a year. Periodicals postage is paid at Washington, DC, and other additional offices. Copyright ©2009 by the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., NW, Washington, DC 20007. Postmaster: Send address changes to Volta Voices, Subscription Department, 3417 Volta Pl., NW, Washington, DC 20007, 202/337-5220 (voice) or 202/337-5221 (TTY).

Claims for undelivered issues must be made within 4 months of publication. Volta Voices is sent to all members of the association. Yearly individual membership dues are $50. Volta Voices comprises $30 of membership dues. Subscriptions for schools, libraries and institutions are $83 domestic and $108 international (postage included in both prices). Back issues, when available, are $7.50 plus shipping and handling.

Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing.

Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to the accuracy or validity of the advertisers’ offer.

PUBLICATIONS MAIL AGREEMENT NO. 40624074 Return Undeliverable Canadian Addresses to: P.O. Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6

V O l T A

VOICESLetters to the Editor

Let us know how we are doing. Write a Letter to the Editor, and you could see your comment in the next issue.

Media KitVisit www.agbell.org and select “About AG Bell”

for advertising information.

Want to Write for Volta Voices?Submissions to Volta Voices

Volta Voices welcomes submissions from both AG Bell members and non-members. The magazine is published six times annually. Its audience consists of individuals who are deaf or hard of hearing, parents of children who are deaf or hard of hearing and professionals in fields related to hearing loss (audiology, speech-language pathology, psychology, otology, social services, education).

Visit the Volta Voices page at www.agbell.org for submission guidelines and to submit content.

Subjects of Interest

n Technology – related to hearing loss, new technology, improvements to or problems with existing technology, or how people are using existing technology, accommodations.

n Education – related to public or private schools through post-secondary education, new approaches and teaching methods, legal implications and issues, etc.

n Advocacy – information on legislation, hearing health, special or mainstream education, and accessibility.

n Health – audiology issues relating to children or adults with hearing loss and/or their families and friends.

n Action – stories about people with hearing loss who use spoken language as their primary mode of communication; deafness need not be the focal point of the article.

editorial Guidelines

The periodicals department reserves the right to edit material to fit the style and tone of Volta Voices and the space available. Articles are selected on a space-available and relevancy basis; submission of materials is not a guarantee of use.

Transfer of Copyright

The revised copyright law, which went into effect in January 1978, provides that from the time a manuscript is written, statutory copyright is vested with the author(s). All authors whose articles have been accepted for publication in Volta Voices are requested to transfer copyright of their articles to AG Bell prior to publication. This copyright can be transferred only by written agreement. Without copyright ownership, the Alexander

Graham Bell Association for the Deaf and Hard of Hearing cannot issue or disseminate reprints, authorize copying by individuals and libraries, or authorize indexing and abstracting services to use material from the magazine.

Art Submission Guidelines

Volta Voices prefers digital images over original artwork. When submitting electronic files, please provide them in the following formats: TIF, EPS or JPG (no BMP or GIF images). Digital images must be at least 300 dpi (at size).

Submit Articles/Items to:Volta Voices Alexander Graham Bell Association for the Deaf and Hard of Hearing 3417 Volta Place, NW • Washington, DC 20007Email: [email protected] online at www.agbell.org

Want to Write for Volta Voices?

volta voices • noveMber/deceMber 2009 3

VOICES FROM AG BELL

This edition of Volta Voices highlights professional prepa-ration and development in the field of facilitating listen-

ing and spoken language for individu-als with hearing loss. It takes a special individual to choose to work with children with unique needs – someone who must have a true passion for the field. But why choose listening and spoken language over a host of other specializations?

We talk time and time again about how the landscape for children with hearing loss is changing dramati-cally thanks to early intervention and advanced hearing technology. It is rather appealing to have the oppor-tunity to be a frontline witness to history as well as a personal testament to the field’s evolution. But I’d like to touch on a different perspective for a moment – that is, the perspective of the professional rewards of choosing this profession versus the personal satisfaction. For this column, I’m going to highlight the material benefits of choosing a career in listening and spo-ken language.

First, job security. According to the U.S. Department of Labor, job prospects in listening and spoken language-related fields, such as speech-language pathology and special educa-tion, are projected to be “excellent” with an estimated 11 and 15 percent growth in those fields by 2016, respec-tively. This dramatic growth is due to increased demand for intervention services because of early identifica-tion, expanding educational access for students with disabilities, and higher survival rates of infants and children

from trauma or premature births. For listening and spoken language special-ists in particular, we expect growth in this field because of the dramatic increase in the number of families who choose a listening and spoken language outcome for a child with hearing loss – nearly 90 percent of all cases in some areas of the country.

Second, earning potential. In 2006, median annual earnings of special edu-cation teachers was around $46,000 per year with the top 10 percent mak-ing upwards of $78,000 per year, plus comprehensive benefits negotiated through teachers’ unions. For speech-language pathologists, the median annual earnings was almost $58,000 with the highest 10 percent making more than $90,000. We would expect these salaries to rise as the number of qualified professionals comes into greater and greater demand.

Finally, professional challenge and growth opportunities. The listening and spoken language field is constantly evolving. As we saw at the AG Bell 2009 Listening & Spoken Language Symposium, the need for professionals to understand how the brain “learns how to learn” and the role of hearing in cognitive development affords profes-sionals the opportunity for career-long growth and education. If I’ve learned one thing during my presidency at AG Bell, it is that the professionals in this field are not the type who prefer to sit and gather moss – their natural curiosity and high intellect demands constant learning and allows for open-ness to new ideas and approaches. The cutting-edge research and advance-ments in the field of deafness guaran-

tee that a professional will never be bored or feel stagnant doing the same thing year after year.

It is my hope that professionals who know of potential Listening and Spoken Language Specialists will share this edition of Volta Voices with them and encourage them to explore this field for the great personal satisfaction and rewards that come with helping a child who is deaf learn to listen, speak and thrive. However, there is nothing wrong with being motivated by the material rewards as well. I think I can speak for all individuals who are deaf and hard of hearing, and who learned to listen and talk, when I say it is pas-sionate and dedicated professionals just like you who deserve our thanks for helping make our accomplishments possible. There isn’t enough money or fame in the world to properly show our appreciation to each and every one of you who helped us on the way.

Sincerely,

Jay WyantPresident

Why Choose a Career in Listening and Spoken Language?

QUeSTIOnS? COmmenTS? COnCernS?

Write to us: Ag Bell 3417 Volta Place, NWWashington, DC20007

Or email us: [email protected]

4 volta voices • noveMber/deceMber 2009

EDITOR’S NOTE

I am very pleased to present this special issue of Volta Voices, focused entirely on professional preparation and development, as a

prelude to a special professional devel-opment monograph issue of The Volta Review, due to be published in summer 2010. My hope is that you will take this issue of Volta Voices and share it with all your colleagues, especially those who express an interest in helping chil-dren who are deaf and hard of hearing learn to listen, talk and thrive.

This issue starts off with “From A-Z: Getting Started in Listening and Spoken Language,” which offers a review of the courses, degree pro-grams and steps you need to take to begin your career in the field of hearing loss and spoken language. This comprehensive overview can help provide a strong base for any-one seeking a career in this field. “Identifying Qualities of Successful Graduate Students” reviews the characteristics and qualifications program directors from across the country view as vital to success in this field and contains helpful information to determine whether someone will be successful in their academic and professional pursuits.

While education is an important first step, continuing education is equally important. “Leveraging Professional Development Opportunities” provides an overview of continuing education opportuni-ties and offers advice on what to expect from specific types of profes-sional development programming. “Take the Next Steps: Seeking LSLS Certification” reviews the process of becoming a certified Listening and Spoken Language Specialist, the high-est honor a professional in this field can attain.

As more and more individuals who have hearing loss are entering this field, their access needs remain of vital importance. “Auditory Access in Higher Education Classrooms” offers advice on how to adapt a college or university’s technological systems to improve participation of students with hearing loss in classroom discus-sions. In “How to Prepare a Research Paper for Publication,” Dr. Kathryn Schmitz, the senior associate editor of The Volta Review, provides an outline for anyone seeking to prepare their work for peer review and publication, particularly new professionals and clinicians. Finally, “Effective IEPs: Tips for Edvcational Administrators,” concludes a three-article series about the Individualized Education Program (IEP) with a discussion of the role that administrators play in developing the IEP.

This issue’s columns also offer inter-esting insights. In “Conversations,” AG Bell Executive Director Alex Graham interviews long-time AG Bell member Phyllis Feibelman, who contributes some thought-provoking discussion about where AG Bell has been his-

torically and where it is going. “Tips for Parents” provides advice on how parents can facilitate language development in the home. Dr. Paul Jacobs continues his series on maximizing the potential of individuals with hearing loss with a col-umn called “Attributes of Desire.” Don’t forget to check out the online discussion forum for his column at www.agbell.org. Finally, this iteration of “Around the World” introduces you to Kaylee Jensen, an 8-year-old who was diagnosed with auditory-neuropathy and has thrived communicating with spoken language.

Thank you for reading. As always, if you have a story idea or would like to submit an article for publication, please contact me at [email protected] with your comments and suggestions.

Best regards,

Melody Felzien Editor, Volta Voices

Professional Preparation and Development

AG Bell awards thousands of dollars in scholarships toexceptional undergraduateand graduate level studentswho have a bilateral hearingloss. Qualified applicantsmust be full-time students,have a moderate-to-profound hearing loss and must use spoken languageas their primary mode ofcommunication. Scholarshipsare awarded toward attendance in a mainstreamand accredited college or university.

To learn more about the program, visitwww.agbell.org.Information about eligibility criteria, deadlines and a down-loadable application will be available after December 15, 2009.

Motivated.

TEL 202.337.5220 • TTY 202.337.5221 • WWW.AGBELL.ORG

Independent.Eager to Learn.

George H. Nofer Scholarship for Law and Public Policy

This scholarship is for students entering post-graduate school for law,

public policy or public policy administration. Specific criteria include:

� Rising first-, second- and third-year students in an accredited

law school or graduate program in public policy or public

administration.

� Moderate-to-profound hearing loss diagnosed prior to acquiring

spoken language.

� Use spoken language as the primary mode of communication.


VOICES FROM AG BELL

Elizabeth Boschini, author of “AG Bell Listening & Spoken Language Symposium Wrap-Up,” has a bachelor’s degree in communication sciences and disor-ders from Texas Christian University. She is a graduate student at Fontbonne University studying speech-language pathology with an emphasis on listening and spoken language for children with hearing loss. Boschini has authored two children’s books featuring characters with cochlear implants, “Ellie’s Ears” and “Happy Birthday to My Ears.” She also writes for Cochlear Implant Online (www.cochlearimplantonline.com) and is co-founder and moderator of Deaf Village (www.deafvillage.com).

Dipika Chawla, author of “SoundBites,” is an editorial assis-tant at AG Bell. She is a senior in Georgetown University’s School of Foreign Service and is working toward a degree in international culture and politics with a focus on social sciences.

Stan Clawson, co-author of “Auditory Access in Higher Education Classrooms,” is the supervisor of campus video services and teaches video pro-duction at the University of Utah. As an individual with paralysis, Stan is involved with the Christopher and Dana Reeve Paralysis Foundation and is on the executive board of T.R.A.I.L.S. (Therapeutic Recreation and Independent Lifestyles), a pro-

gram that specializes in recreation and active living for individuals with paralysis.

Christine Evans, M.S., CCC-SLP, co-author of “Effective IEPs: Tips for Educational Administrators,” is a speech-language pathologist and owner of Evans Family Speech & Hearing, LLC, in Charlottesville and Richmond, Va. Her practice provides aural rehabilitation services, parent-to-parent support, outreach and school consultative ser-vices for individuals with hearing loss throughout Virginia. Evans has a mas-ter’s degree in speech-language pathol-ogy from Texas Christian University and is working toward her LSLS certifi-cation. She can be contacted at [email protected].

Alexander T. Graham, author of “Conversations,” is the executive director of AG Bell. He has a bachelor’s degree from Lynchburg College in Lynchburg, Va., and master’s degrees in organizational effectiveness and business adminis-tration from Marymount University in Arlington, Va. His late mother had a hearing loss as a result of a child-hood illness. He can be contacted at [email protected].

Donald Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT, co-author of “Take the Next Step: Seeking LSLS Certification,” is the current

president of the AG Bell Academy for Listening and Spoken Language and co-director of the Cleveland Clinic’s Head and Neck Institute’s Hearing Implant Program. Goldberg is an internationally recognized expert in the assessment of and (re)habilitation of children and adults who are deaf or hard of hearing who have unilateral or bilateral cochlear implants.

Julia P. Harper, B.A., CED, co-au-thor of “Effective IEPs: Tips for Educational Administrators,” is an itinerant teacher of the deaf and hard of hearing and coordinator of Goochland Instructional Support Teams for Goochland County Public Schools in Virginia. Harper was trained as an interpreter at the Rochester School for the Deaf and the National Technical Institute for the Deaf. Harper has taught students who are deaf and hard of hearing for more than 28 years. She can be contacted at [email protected].

Judy Harrison, M.A., co-author of “Leveraging Professional Development Opportunities” and “Take the Next Step: Seeking LSLS Certification,” is the director of programs at AG Bell. She is an expe-rienced teacher of students who are deaf and an early interventionist specializing in cochlear implants. She currently represents AG Bell on the Joint Committee on Infant Hearing and is the president of the Council on Education of the Deaf. She can be contacted at [email protected].

VOICES cONTriBuTOrs


Paul Gordon Jacobs, Ph.D., author of “Psychosocial Potential Maximization: Attributes of Desire,” works for the Institute of Social Participation at La Trobe University in Australia. Profoundly deaf since age 5, Dr. Jacobs is the author of “Neither-Nor: A Young Australian’s Experience with Deafness” (available from Gallaudet University Press). Please visit Dr. Jacobs’ blog at www.agbell.org.

Susan Lenihan, Ph.D., CED, author of “From A-Z; Getting Started in Listening and Spoken Language,” is professor and director of deaf education at Fontbonne University. Dr. Lenihan has an undergraduate degree in deaf educa-tion, a master’s degree in education with an emphasis in learning disabilities and educational diagnosis, and a doctoral degree in curriculum and instruction. She is currently the co-director of an Office of Special Education Programs–funded project preparing speech-language pathologists to serve children using cochlear implants in inclusive education programs. Dr. Lenihan can be contacted at [email protected].

Christina Perigoe, Ph.D., CCC-SLP, LSLS Cert. AVT, CED, co-author of “Identifying Qualities of Successful Graduate Students,” is coordinator of the early oral interven-tion graduate program in speech and hearing sciences at the University of Southern Mississippi. She is a certified teacher, teacher of students who are deaf, speech-language pathologist and auditory-verbal therapist. She can be contacted at [email protected].

Debbie Pfeiffer, Ed.D., CED, co-author of “Effective IEPs: Tips for Educational Administrators,” has worked with children and adults who are deaf or hard of hearing for 29 years as a teacher, interpreter, case manager, speech-language pathologist and administrator. Dr. Pfeiffer has a bachelor’s degree in speech pathology and audiology from Syracuse University, a master’s degree in education of the deaf from Gallaudet University and a doctorate in education administration and policy studies from George Washington University. She currently provides training, technical assistance and policy guidance in the area of deafness and deaf-blindness.

Joey Lynn Resciniti, author of “Tips for Parents,” is a stay-at-home mom and part-time freelance writer. Since discover-ing her daughter Julia’s hearing loss, Joey has completed the John Tracy Clinic’s distance learn-ing parent education class and attended various workshops for parents of children with hearing loss. She can be contacted at [email protected].

Kathryn Schmitz, Ph.D., author of “How to Prepare a Research Article for Publication,” is associate profes-sor and interim chairperson of the department of liberal studies at the National Technical Institute for the Deaf/Rochester Institute of Technology. She is a two-time Elsie Bell Grosvenor scholarship recipient, former John Tracy Clinic student, current AG Bell deaf and hard of hearing shared interest group member and the senior associate editor of The Volta Review. She holds a

bachelor’s degree in English from Duke University and a doctorate in English education from the State University of New York at Buffalo. Anne Sullivan M.S., CED, co-author of “Identifying Qualities of Successful Graduate Students,” is the executive director of Magnolia Speech School in Jackson, Miss. She is an adjunct instructor in the department of speech and hearing sciences at the University of Southern Mississippi and currently serves as the president of OPTION Schools, Inc. She can be contacted at [email protected].

Henry Teller, Ed.D., CED, co-au-thor of “Identifying Qualities of Successful Graduate Students,” is profes-sor and director of the education of the deaf programs at the University of Southern Mississippi. He can be reached at [email protected].

Cheryl Winston, M.Ed., co-author of “Auditory Access in Higher Education Classrooms,” is a clinical instruc-tor with the University of Utah Department of Special Education. She is a former president of the Utah Chapter of AG Bell and currently serves as education liaison on the AG Bell Board of Directors. Winston holds a bachelor’s degree in communication disorders from Queens College in New York and a master’s degree in special education from the University of Utah. She can be reached at [email protected].


lee Woodruff named Keynote Speaker for AG Bell 2010 Biennial Convention

AG Bell has named best-selling author and contributing editor to ABC’s “Good Morning America,” Lee Woodruff, as its keynote speaker for the AG Bell 2010 Biennial Convention, June 25–28, at the Hilton Orlando Bonnet Creek in Orlando, Fla.

Lee Woodruff is the co-author of the best-selling book, “In an Instant,” an account of her family’s journey to recovery after her husband, ABC news anchor Bob Woodruff, suffered a traumatic brain injury caused by a roadside bomb while covering the war in Iraq. The Woodruffs are parents to four children, including Nora, who has severe hearing loss and listens and talks. Woodruff recently released her second book, “Perfectly Imperfect—A Life in Progress,” a sensitive and often humorous account of navigating life’s rougher pavement, imperfections, trials and triumphs.

“Mrs. Woodruff’s experiences as a mother of a child with hearing loss enable her to relate with all our members,” said AG Bell President John R. “Jay” Wyant. “Her experiences overcoming the challenges related to her husband’s critical injury add impact to her message. Lee Woodruff has a remarkable gift to take the chal-lenges of her life and share her experi-ences with others in a thoughtful and humorous way to remind us that we are each unique and to persevere no matter what the circumstance.”

Woodruff will speak at the convention on Saturday, June 26, 2010. A book-signing will follow in the convention Exhibition

Hall. Please visit www.agbell.org for more information about the AG Bell 2010 Biennial Convention.

Oticon Foundation Funds AG Bell’s Parent Advocacy Training ProgramOn October 1, 2009, AG Bell announced that it has been awarded a 3-year, $150,000 grant from the Oticon Foundation (William Demants og Hustra Ida Emilies Fond) to support the revision, strengthening and expansion of AG Bell’s acclaimed Parent Advocacy Training (PAT) program. PAT equips families with the skills to advocate effectively for a

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Join friends, colleagues, advocates and families in Orlando, Fla., June 25–28, 2010, for the AG Bell 2010 Biennial Convention. Advance your knowledge and skills, learn about the latest products and services, and expand your network of people committed to listening and spoken language for all children with hearing loss. For updated information, visit http://nc.agbell.org/netcommunity/2010Convention.


child with hearing loss who commu-nicates through listening and spoken language.

PAT was developed by parents and attorneys to help participants gain a general understanding of federal special education law and use that knowledge when advocating for their child. As in the past, PAT will help parents work collab-oratively with the public early interven-tion and K–12 school systems to ensure the best outcome for their child. The expansion of the program will include online individual learning and the ability to facilitate discussions at the local level through AG Bell Chapters. Stay tuned to AG Bell Update for further information.

U.S. house Approves Bill That Would reduce exposure to noise in ClassroomsOn September 22, 2009, the U.S. House of Representatives passed H.R. 3221, the Student Aid and Fiscal Responsibility Act of 2009. The legislation seeks to boost Pell Grant scholarships, keep interest rates on federal loans affordable, and create a more reliable and effective financial aid system. It also provides funding for school construction, moderniza-tion and renovation projects, and includes a provision aimed at reducing classroom noise and improving the acoustical environment. The bill now

goes to the Senate for further consid-eration. Subscribe to AG Bell Update at www.agbell.org/DesktopDefault.aspx?p=Newsletter to follow this story as it develops.

AG Bell Academy Announces new Board membersOn September 1, 2009, the AG Bell Academy for Listening and Spoken Language announced the appoint-ment of president-elect Cheryl L. Dickson, M.Ed., LSLS Cert. AVT,

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SOUND BITESfor the 2010–2012 term. Dickson, a resident of New South Wales, Australia, and the first professional in Southeast Asia to be certified as an auditory-verbal therapist, runs a private prac-tice in listening and spoken language therapy in Sydney. The Academy also announced the appointment of Ellen Estes, M.S., LSLS Cert. AVEd, and the reappointment of Lyn Robertson, Ph.D., to the AG Bell Academy Board of Directors for the 2009–2011 term. Visit www.agbellacademy.org/news.htm for more information.

U.S. Court of Appeals for the Second Circuit rules in hospital Interpreting Case As previously reported in AG Bell Update and Volta Voices, last year AG Bell teamed with other advocacy groups in filing an amicus brief in the U.S. Court of Appeals, Second Circuit, in the case of Loeffler v. Staten Island University Hospital. The case involved a plaintiff who was deaf who requested, but was denied, an interpreter during treatment at a hospital with the reasoning that the patient’s young son could serve as a qualified interpreter. On October 6, 2009, the Second Circuit Court of Appeals held that a hospital’s failure to provide sign language interpreters amounted to “deliberate indifference” and can result in an award of monetary damages. The Court agreed with many of the argu-ments advanced in the amicus brief. And while the issue has been decided favorably in several trial courts in the past, the Loeffler decision probably represents the first time such a ruling has been rendered at the Court of Appeals level. AG Bell Public Affairs Council Chair John Stanton noted, “My hope is this decision will go a long way toward convincing hospitals to start taking patient interpretation obliga-tions seriously.” Visit www.agbell.org to access a link to the complete ruling.

helen Keller Statue Unveiled at U.S. Capitol On October 7, 2009, a long-awaited statue of Helen Keller was unveiled in a congressional tribute at the U.S. Capitol. The statue will be on permanent display in the U.S. Capitol Visitors Center. Remarks were made by both House and Senate leadership, the governor of Alabama, and the president and CEO of the American Foundation for the Blind. AG Bell was represented by Executive Director Alexander T. Graham, Director of Communications and Public Affairs Catherine Murphy, and Production and Editing Manager Melody Felzien, as well as numerous AG Bell members.

Helen Keller and Dr. Alexander Graham Bell had a very long and close friendship. She dedicated a chapter to him in her autobiography “Midstream” (Crowell Publishing Company, 1929) titled “My Oldest Friend,” as she had met Bell even before she knew Anne Sullivan. She was a frequent guest at the Bell family homes in both Washington, D.C., and Beinn Bhreagh, Nova Scotia, Canada. In 1893, Keller dug the first shovel at the groundbreaking of what is today AG Bell’s national headquarters, The Volta Bureau. Of Dr. Bell, Keller recounted, “When I was a little girl, just learning to talk, my teacher [Anne Sullivan] and I used to go with him to conventions to further the teaching of speech to the deaf...I am indeed rich in memories of Dr. Bell.”

deafness research Foundation Announces 2009–2010 Grant recipientsThe Deafness Research Foundation (DRF) has awarded 17 research grants of up to $25,000 and one Centurion Clinical Research Award of $50,000 to outstanding young scientists investigating new avenues of hearing and balance science. The grants will support research in the areas of fundamental auditory research, hearing and balance restoration, hearing loss, vestibular and balance disorders, tinnitus and hyperacusis. Since 1958, DRF has awarded more than $24 million in research grants, which have led to important techno-logical advancements in the field of hearing improvement and restora-tion. The grant recipients, who come from all over the country, are spear-heading a wide variety of innovations that could dramatically improve the quality of life for the deaf and hard of hearing. Visit www.drf.org for more information.

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The new statue depicts Helen Keller as a girl at a water pump at the moment she first understands the word “water.”

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new Cooperative Agreement: Program to enhance the health and development of Infants and Children The American Academy of Pediatrics Division of Children with Special Needs announced a new five-year coopera-tive agreement with the Centers for Disease Control and Prevention called the Program to Enhance the Health and Development of Infants and Children. PEHDIC will support children with disabilities by linking the physician community at the national, state and local levels to activities including health promotion and disease prevention for newborns and infants, early hearing detection and intervention, prevention of secondary conditions in children with

Wherever Your Roots...St. Joseph Institute Helps you Grow!Each year more than 200 children from around the country and around the world turn to St. Joseph Institute for the Deaf for a remarkable range of services including: • Auditory-Oral Education • Cochlear Implant Rehabilitation • On-site Adult & Pediatric Audiology Clinic* • PK-8 Academic Programs • Mainstream Consultancy Service • Comprehensive Diagnostic Evaluations* • Summer Programming* • Early Intervention Parent/Infant Programs *Additional service available at the St. Louis Campus

For over 170 years St. Joseph Institute has led the way internationally with innovative programs for the deaf and hard of hearing. For more information please contact one of our four campuses:

ST. LOUIS CAMPUS • 636-532-3211 (VOICE/TDD) KANSAS CITY CAMPUS • 913-383-3535 INDIANAPOLIS CAMPUS • 317-471-8560

www.sjid.org

On September 24–26, 2009, the Florida Chapter of AG Bell helped plan and participated in the Florida Summit on Childhood Deafness held in St. Augustine, Fla. The summit was attended by more than 360 audiologists, speech language pathologists and early intervention providers, who partici-pated in an inclusive forum for the exchange of information, closer collabo-rations and opportunities for building shared support systems for Florida’s children with hearing loss and their families.

On August 22, 2009, the nevada Chapter of AG Bell drew a record crowd of 200 AG Bell members to thank Representative Dina Titus (D-NV) for co-sponsoring the federal Hearing Aid Tax Credit (H.R. 1646), which would provide a $500 tax credit per device for children and people over age 55 with hearing loss. Rep. Titus, who also voted in favor of the Early Hearing Detection and Intervention Act (H.R. 1246) earlier this year, acknowledged the sometimes insurmountable cost of hearing aids for families, especially in the current economic climate, and pledged continuing support for the Hearing Aid Tax Credit as it moves through Congress and for private and group health insurance mandates to cover hearing aids for children.

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disabilities, health promotion for chil-dren with disabilities and transition to adult life. In the first year, PEHDIC will focus on early hearing detection and intervention, fetal alcohol spectrum disorders, birth defects (specifically congenital heart defects), newborn screening and flu recommendations for children with special health care needs. To learn more about PEHDIC, visit www.medicalhomeinfo.org/about/PEHDIC.html.

AG Bell Financial Aid and Scholarship Programs experience dramatic Increase in ApplicationsIn July 2009, AG Bell distributed approximately $175,000 in financial aid and scholarships to support children,

teens and young adults who are deaf or hard of hearing who listen and talk, with some programs seeing up to a 52 percent increase in submissions. “Applications significantly increased this year, likely due to economic condi-tions,” said Wendy Will, AG Bell youth and family programs manager. The AG Bell College Scholarship Program gave awards totaling $80,000 to 20 college-bound students. The AG Bell School Age Financial Aid Program, benefiting students with hearing loss who listen and talk in private or public mainstream settings, awarded a total of $69,750 to 78 children, while the AG Bell Arts & Sciences Awards Program awarded $25,000 to 25 children who participate in specific programs focused on an art or science. For more information

about all of AG Bell’s Financial Aid and Scholarship Awards, visit www.agbell.org.

new Site Serves as master Guide for hearing Aid PatientsA new Web site managed by audiolo-gists and hearing health care special-ists, www.AdviceOnHearingAids.com, provides comprehensive information on all major brands of hearing aids to help consumers decide which device will best suit their needs. The site features a comprehensive rating system and reviews of different brands of hearing aids. A hearing aid forum and news section and an expert advice page allow patients and professionals to interact and discuss

Two new SIGs Available!

AG Bell is pleased to offer two new Shared Interest Groups, available to all current AG Bell members:

CI Users – The purpose of this SIG is to share common experiences of cochlear implant (CI) users and assist those seeking information about how to navigate the process of receiving an implant and those learning to interpret their environment. This SIG is led by a dynamic and successful CI user who received her implant at age 30.

lSlS Students and new Professionals – The purpose of this SIG is to unite graduate students and new practicing professionals in the field of listening and spoken language. Participants can make connections, network, share experiences and best practices, assist others in preparing for the Listening and Spoken Language Specialist exams and finding mentors, and encourage the next generation of professionals in listening and spoken language fields. This SIG brings together graduate students and new profes-sionals in speech-language pathology, deaf education, audiology and related fields. The goal is to support the next generation of professionals and create strong advocates for every child with hearing loss to listen and talk!

To participate in these SIGs, please log in to Virtual Voices at www.agbell.org. Once logged in, look for the “My SIGs” link to access both groups.

As AG Bell launches its SIG effort, it is putting out a “call for leaders” to encourage volunteer leadership participation in our online networking commu-nity. AG Bell’s volunteers are the heart and soul of the AG Bell community. Visit http://nc.agbell.org/netcommunity/aboutsigs to learn more or to suggest a new SIG for the AG Bell community. Still have questions? Please contact Elizabeth Reed-Martinez, AG Bell director of association relations and administration, at [email protected].

shArED iNTErEsT GrOups

AG Bell and the AG Bell Academy welcome Jennifer “Jenn” Smith as their new manager of certification and professional programs. Smith will manage the AG Bell Academy’s professional certification programs for Listening and Spoken Language Specialists and AG Bell’s educational program development. Prior to joining AG Bell, Smith, who has a B.A. in psychology from the University of South Florida, worked for the 250,000-member Society for Human Resource Management managing certification prepara-tion and professional development programs. She can be reached at [email protected].

pEOpLE iN ThE NEWs

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concerns as varied as basic care of hearing aids, the difference between digital and analog models, and symp-toms of hearing loss. The site does not sell or endorse any product, but rather serves as an educational resource for practitioners and patients. Visit www.adviceonhearingaids.com to learn more.

researchers make new Advances in Genetics and hearing lossIn the August 21, 2009, issue of PLoS Genetics, researchers at Kansas State University and the University of Iowa announced the discovery of a deafness-causing mutation in the claudin-9 gene in mice that has led to the identification of a new protein that protects sensory cells in the ear. The team of researchers is now screening people with hearing loss to identify the claudin-9 mutation in humans.

The September 3, 2009, online issue of the American Journal of Human Genetics published the findings of a team at the Scripps Research Institute that linked a previously uncharacterized gene called Loxhd1 to deafness, identified first in mice and then confirmed in humans. Mutations in Loxhd1 lead to degra-dation of hair cells in the inner ear and disruption of the process that enables hearing. This is the third hearing-related gene discovered by the team, and team leader Ulrich Mueller is optimistic about its pros-pects for providing “more information on the genetic underpinnings of this condition.”

new eChO Building Opens in Central IllinoisOn August 12, 2009, a $6.25 million Expanding Children’s Hearing Opportunities (ECHO) building, whose new 15,500-square-foot facilities will house the Pediatric Hearing Center

and the Carle Auditory Oral School Carle Foundation Hospital, opened at the University of Illinois College of Medicine at Urbana-Champaign. ECHO, noted for its cochlear implant program, was founded by AG Bell Board of Directors member Michael Novak, M.D., in 1987. The Pediatric Hearing Center is an outpatient services center where children are tested for hearing loss and provided with hearing aids or cochlear implants. The primary goal of the Pediatric Hearing Center is to help children with hearing loss develop their communi-cation skills to their fullest potential while involving parents in the assess-ment and decision-making process. The Carle Auditory School teaches children with hearing loss to develop listening and spoken language and also serves as a primary teaching site for University of Illinois at Urbana-Champaign, Illinois State University and Eastern Illinois University students of audiology, speech pathology and deaf education. For more information about ECHO, visit www.carle.org/Services/additional-services/echo/index.aspx.

United healthcare Announces Coverage of Bilateral Cochlear ImplantsIn July 2009, at the urging of AG Bell and other consumer groups that advocate for individuals with hearing loss, United Healthcare reviewed clinical evidence supporting the use of cochlear implants and changed its policy to cover bilateral implantation for children and for adults with postlingual hearing loss. Research has shown that bilateral cochlear implants can have a profoundly positive impact on the quality of life for individuals who are deaf and hard of hearing. The additional coverage was implemented in August 2009. Visit www.uhc.com for more information.

TeChnOlOGY WATCh

FdA Approves Cochlear nucleus 5 SystemCochlear Americas has announced Food and Drug Administration approval of the Nucleus 5 System, Cochlear’s newest technology in cochlear implan-tation for children and adults with severe to profound hearing loss. The Nucleus 5 System is designed to provide access to sound for individuals who are deaf and hard of hearing and deliver the best listening options for phone use, communication in noisy environments and music enjoyment. This system features a small, water-resistant sound processor, thin titanium cochlear implant, two-way remote assistant, Smart Sound 2 technology and AutoPhone capability. The new implant is also significantly smaller than previous models to provide a more natural fit for users. To learn more about the Nucleus 5 System, visit www.cochlearamericas.com.

new Internet-Based Captioned Telephone developed by Ultratec, Inc.At the New Mexico Conference on Aging, August 25–27, 2009, the new Captioned Telephone (CapTel 800i) was introduced by Hamilton CapTel, a service of Hamilton Relay (www.hamiltonrelay.com). The CapTel 800i uses existing phone service (analog or digital) for the voice portion of the call and a high-speed Internet connection to provide easy-to-read captions of the conversation. Captions are generated through a captioning center, where a specially trained operator uses advanced voice recog-nition technology to create nearly instantaneous captions. For those without a high-speed Internet connec-tion, a landline version is also available through Hamilton Relay. Visit www.captel.com for more information.


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From July 23 to 25, 2009, AG Bell hosted 300 teachers of the deaf, speech language patholo-

gists, Listening and Spoken Language Specialists, audiologists, researchers and clinicians from across the United States as well as from nine other countries for its 2009 Listening & Spoken Language Symposium in St. Louis, Mo. The sympo-sium’s focus, Executive Function (EF), is one of the most discussed topics in psychology today. Also called executive control, EF encompasses a broad spec-trum of psychological processes defined as, “Higher-order, regu-latory, goal-directed cognition or behavior.”

EF skills include regulation, inhibition, organization and prioritization of thoughts and actions. They are the “building blocks” for higher order tasks, such as language and auditory processing — crucial skills for children with hearing loss who are learning to listen and speak. EF processes are thought to occur in the prefrontal cortex of the brain, an area that grows and develops well into the second decade of a person’s life. This long-growth trajectory represents both promise and peril for professionals in the listening and spoken language field. With a longer time of maturation, the prefrontal cortex has a prolonged period of vulnerability to neurological insult, but this long growth period also offers the possi-bility for change with proper intervention.

Understanding EF can help listening and spoken language professionals gain insight into the cognitive development of children with hearing loss and provide new avenues for targeting the growth and development of listening and spoken language skills. The goal of the symposium

was to facilitate this understanding while identifying real-life applications.

Speaker PresentationsIn Friday’s keynote session, Dr. Kimberly Andrews Espy, associate vice chancellor for research and professor of psychology at University of Nebraska-Lincoln, presented her research on the development of executive control in preschool children. Dr. Espy summa-rized EF as, “How we learn to learn,” and noted that preschoolers develop EF skills, such as organization, attention, inhibition and working memory, long before they learn to read or do algebra. These skills lay the foundation for learning throughout the child’s life.

Dr. Espy hypothesized that the assess-ments given to children, such as language, intelligence and cognitive batteries, test both content as well as EF skills. She and her team designed elegant mathematical models to draw out the different compo-nents of many different tests to reach conclusions about the EF of preschoolers. Drawing from the subjects’ scores on these tests, Dr. Espy and her team were able to discern the EF skills targeted by each assessment and determine the rela-tionships, if any, that exist between factors in these preschoolers’ environments, their abilities and their development of EF skills. Some relationships Dr. Espy highlighted include the following:

Although the term “executive func- ytion” encompasses a variety of skills, the development of these skills appears to be bound together in preschoolers, developing in concert rather than at different rates.

Girls returned higher scores on EF ymeasures and were more able to draw on these skills to help them function in everyday environments.Children from families with large, strong ysocial networks have higher EF skills.Premature babies, even “low-risk” yinfants who do not stay long in neonatal intensive care units, have approxi-mately 20 percent greater likelihood of experiencing EF dysfunction later in childhood.

Dr. Espy and her team hypothesize that EF skills have a genetic or biological component, but the exact gene or mecha-nism for EF is not yet known. In the panel discussion following Dr. Espy’s speech, other professionals in the field of EF added their insights to Dr. Espy’s research. Panel members emphasized the continual, ongoing nature of EF development in preschoolers and school-age children and noted that, although EF skills are thought to originate in the frontal lobe, the sections of the brain do not exist in isolation; injury or dysfunction in other parts of the brain may affect EF as well.

Dr. David Pisoni, chancellors’ professor of psychology and cognitive science

AG Bell 2009 listening & Spoken language Symposium Wrap-UpBy Elizabeth Boschini

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and director of the Speech Research Laboratory at Indiana University, gave Saturday’s keynote address. His presenta-tion, “Speech and Language Outcomes in Children Following Cochlear Implantation,” shared researching findings on outcomes of childhood cochlear implant recipients, and presented new avenues for interven-tion to develop EF skills in children using cochlear implants. Dr. Pisoni summa-rized key findings on cochlear implants, namely that the differences in speech and language outcomes among pediatric recipients of cochlear implant are strongly correlated with age of implantation and with early speech and language experi-ences and interventions. Despite these well-researched correlations, it remains difficult to predict the specific speech and language outcomes for individual children who are deaf and hard of hearing.

Dr. Pisoni and his colleagues hypothesize that some of the variance in outcomes may be related to the child’s EF skills. They also theorize that improving EF using computer-based programs could result in better outcomes among pediatric cochlear implant recipients.

Providing real-life ApplicationsAfter each day’s keynote session, a variety of individual workshops were offered to symposium attendees. Professionals with diverse backgrounds and research interests from the fields of psychology, audiology, speech-language pathology, education and more reviewed the latest findings on EF and hearing loss. Many presenters discussed the Behavior Rating Inventory of Executive Function, or BRIEF, an assessment that rates EF skills such as

inhibition, ability to shift tasks, emotional control, initiation, working memory, ability to plan and organize, ability to organize materials and ability to monitor one’s own behavior — all crucial skills for executive control. Other presenters gave hints and tips for helping children and adults who are deaf and hard of hearing improve their EF skills and, in turn, improve their success with listening and spoken language.

Overall, AG Bell’s 2009 Listening & Spoken Language Symposium provided a valuable forum for the latest research on EF as it relates to listening and spoken language for people with hearing loss, as well as a fantastic opportunity for AG Bell members and other professionals to socialize, network and exchange best practices to increase our abilities to benefit the children with hearing loss and families we serve.

D I R E C T O R Y O F S E R V I C E S

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Northern Voices, 1660 West County Road B,

■ MississippiDuBard School for Language Disorders,

University of Michigan Cochlear Implant Program,

■ MinnesotaNortheast Metro #916 Auditory / Oral Program, 701 West County Road “B”, Roseville,

SoundWorks for Children,

■ MichiganMonroe County Program for Hearing Impaired Children,

Redford Union Oral Program for Children with Hearing Impairments,


Choosing a career is one of life’s most important decisions. Most people want to participate in meaningful and rewarding

work, and becoming a professional work-ing with children with hearing loss meets a critical need in our society. If this is your career choice, it is important that you choose a program that will help you develop the knowledge and skills needed to be effective in the lives of the children you will serve. Often, this path will lead to becoming a certified listening and spoken language specialist (LSLS).

The requirements for becoming a certified auditory-verbal educator or therapist LSLS are defined clearly by the AG Bell Academy at www.agbellacademy.org, but the path one takes while on this professional development journey certainly varies.

Choosing the right degrees and Programs

For high school students and college undergraduate students who are interested in careers that help children with hearing loss develop listening and spoken

language (LSL) a number of steps can pro-vide a strong start on the path to becoming an LSLS. Use the following questions to help you determine which path to pursue in becoming a successful LSLS.

1. What professional discipline – teacher of the deaf, speech-language pathologist, audiologist – most inter-ests you and which universities offer this discipline?

While the professional goals of these careers may overlap and each professional is important in the process of children developing LSL, the daily experiences on the job and the education requirements for each discipline are different. Most teachers of the deaf work in schools, either as classroom teachers or as itinerant teachers. Speech-language pathologists usually work one on one or with small groups of children, providing therapy focused on speech, language and listening. Audiologists focus on evaluating and treat-ing hearing loss. All of these professions may offer services in early intervention to infants, toddlers and their families.

To determine the right path for you, you may want to spend some time shadow-

ing these professionals to see what their day-to-day activities are like. You should also view the “Make a Difference” video at www.oraldeafed.org for an overview of some of the professional roles available in deaf education. Another option is to look for a program that offers a collaborative, interdisciplinary education model in which professionals from two or three of these disciplines take classes and work together in practicum settings. This collaborative model increases the interaction among professionals and provides excellent expe-riences for the developing professional.

Some states require a master’s degree for certification as a teacher of students who are deaf, but most states offer initial certi-fication to individuals who have completed an undergraduate program in deaf educa-tion. To be licensed as a speech-language pathologist requires a master’s degree and to work as an audiologist requires a doctorate (AuD). The master’s degree for speech-language pathology requires two to three years of graduate study and the AuD requires a 4-year program of study, includ-ing one year of internship.

The requirements to be a certified teacher of the deaf are determined by each

By Susan Lenihan, Ph.D., CED “A journey of a thousand miles begins with a single step” — Lao Tzu

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from a to Z: Getting started in

By Susan Lenihan, Ph.D., CED “A journey of a thousand miles begins with a single step”

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Listening And spoken Language


state, and a number of deaf education teacher preparation programs are approved by the Council on Education of the Deaf. A full list of programs, including contact information and program philosophy, is available at www.deafed.net. Many of the programs describe their philosophy as comprehensive, but it is important to determine whether the curriculum includes sufficient content and experience related to LSL development.

The Table provides a list of professional preparation programs that specialize in LSL preparation. Currently, the AG Bell Academy requires that professionals have at least three years of work experience in an LSL setting before applying to take the certification examination. At this time, the Academy is not evaluating or accrediting professional preparation programs.

2. What undergraduate degree will best prepare me for advanced studies in speech-language pathology, audiol-ogy or teaching?

Students have a number of choices to make regarding undergraduate

studies. An undergraduate degree in deaf education provides an excellent foundation for a master’s degree in early intervention, speech-language pathol-ogy or audiology; however, only a few

undergraduate deaf education programs focus on LSL. An advantage to pursuing a degree in deaf education is that you may have two professional disciplines and licensure or certification, and the

Table: professional programs Focusing on LsL preparation

Deaf Education programs*

California Lutheran University Fontbonne UniversitySmith CollegeUniversity of HartfordUniversity of Nebraska-OmahaUniversity of San Diego/John Tracy Clinic

University of Southern MississippiUniversity of Texas Health Sciences Center in San AntonioUtah State UniversityVanderbilt UniversityWashington University in St. Louis

speech-Language pathology programs with an Emphasis in childhood Deafness

Fontbonne UniversityLaSalle UniversityUniversity of Akron

Utah State UniversityVanderbilt University

AuD programs closely Affiliated with Deaf Education programs

Utah State UniversityUniversity of Akron

Vanderbilt UniversityWashington University in St. Louis

*Members of the Consortium of Teacher Preparation Programs for Children with Hearing Loss Using LSL.

from a to Z: Getting started in


From A-z: Getting started in Listening and spoken Language

Jenny Regnery Reeder and Amanda Tocko are graduates of Fontbonne University. The following are their stories of educational and professional development to becoming certified LSLS.

prOFiLEs iN LEArNiNG

Jenny regnery reeder, m.S., CCC-SlP, lSlS Cert. AVT

I became interested in working with children with hearing loss while volunteering at The Moog Center for Deaf Education in St. Louis, Mo. I was extremely fortunate to receive a scholar-ship focusing on deafness within the speech-language pathology graduate program at Fontbonne University. This was an extraordinary oppor-tunity many speech-language pathologists do not receive. I had excellent professors and additional coursework that focused on hearing loss issues, and I participated in gradu-ate intern programs emphasizing deaf education.

Following the completion of my graduate degree in speech-language pathology, I began my clinical fellowship year at the House Ear Institute, CARE Center, in Los Angeles, Calif., where I was part of the cochlear implant team. My primary responsibilities included regular consultation with a multi-disciplinary team, comprehensive cochlear implant pre- and postevaluations, therapy using auditory-verbal techniques and principles, and consultation regarding educational and therapeutic intervention.

In June 2006, I began working at the John Tracy Clinic where I was mentored by two LSLS Certified Auditory-Verbal Therapists (LSLS Cert. AVTs). I continued my professional development by providing family-centered therapy with a strong auditory base using auditory-verbal techniques; com-prehensive formal and informal evaluations regarding speech, language, auditory and cognitive skills; consultation with a multidisciplinary team; and continuing education to families during parent workshops.

In May of 2008, I began Speech Bananas (www.speechbananas.com), a private practice in Los Angeles. Speech Bananas is committed to providing individual and family therapy based on the principles of auditory-verbal therapy, as well as guidelines and principles for speech-lan-guage pathologists.

Over the past four years, my education in the areas of audito-ry-verbal therapy, speech, language, audition and cognition has been furthered through in-service training, workshops, attendance at conferences and my work with families with children or young adults with hearing loss. In October 2008, I fulfilled the eligibility requirements and passed the certifica-

tion exam to become an LSLS Cert. AVT. Working with fami-lies and their children with hearing loss has been an inspiring, challenging and rewarding career. The experiences I had early on in my training served as the strong platform from which I have built my career, and I truly hope future graduate students will have the same opportunities I did.

Amanda Tocko, m.A., lSlS Cert. AVed

My experiences going to an audiologist and a speech- language pathologist when I was younger and having friends in my life who have a hearing loss sparked my inter-est in pursuing an undergradu-ate degree in communicative disorders. During my last year as an undergraduate student, I found some specialized programs in which you could teach children who are deaf and hard of hearing how to listen and talk. I was drawn to the early intervention in deaf education master’s program at Fontbonne University in St. Louis, Mo., for a variety of reasons. Fontbonne University was located in the Midwest where I was from (Minneapolis), it had a small pro-gram of only 10 students, I could complete my master’s degree in 14 months, and it was located in the city that housed three prestigious oral-deaf schools where I could gain experience learning from highly qualified and experienced professionals in the field. Before making the choice to pursue a career in deaf education, I toured Northern Voices, an auditory-oral school in Roseville, Minn. After seeing children with hearing loss who had gained the ability to listen and use spoken language, I knew in my heart that this was the job for me.

Throughout my education at Fontbonne University and during my first few years of teaching, I have realized that I will always be learning and growing in my expertise as a professional because the field of deaf education is always evolving. When I first started working at Northern Voices in 2003, most of our kids received cochlear implants between 1 ½ and 2 years of age. Only a couple of our kids were bilingual and we didn’t have any kids with bilateral cochlear implants. Over the past six years, all of this has changed, leading me to pursue certi-fication as an LSLS Certified Auditory-Verbal Educator (LSLS Cert. AVEd). As a wonderful mentor in my life once told me, “the day you are done learning in the field of deaf education is the day you should walk out the door.” As a professional in deaf education, you always need to be asking yourself the question, “What can I do each day to enrich my skills and knowledge so that I can best serve children with a hearing loss and their families?”

(L-R) Jenny Regnery Reeder, Claudia Alegria Magno and Hannia Acosta participate in a therapy session at the John Tracy Clinic.

Amanda Tocko works with Jameson Williams at Northern Voices in Roseville, Minn.

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experience in deaf education provides a depth of knowledge for future studies.

An undergraduate degree in com-munication disorders and sciences also provides a strong foundation for advanced studies in deaf education, speech-language pathology or audiol-ogy. Other undergraduate majors that may incorporate relevant content for a future LSLS include early child-hood, elementary education, special education or child and family devel-opment. Although these areas of study provide valuable knowledge and skill development, it is important to know that advanced study in deaf education, speech-language pathol-ogy or audiology may require a year of additional coursework. You may be able to major in one of these related fields as an undergraduate and minor in communication disorders, or take the prerequisites as electives. Talking with program directors and advisors can help you make course choices that will best prepare you for your graduate degree pursuits.

3. Do the courses in the program align with the nine domains of LSL identified by the Academy, and are the faculty members experienced in LSL settings or certified LSLS?

Ask the program director if the pro-gram’s curriculum addresses the content knowledge needed for an LSLS. You may use the nine domains as a guide. Review the course descriptions provided in the program catalog to determine whether the program focuses on LSL. The pro-gram director can also tell you whether faculty members in the program have experience working with children devel-oping LSL, and whether they are active in research and professional presenta-tions related to LSL.

4. Are clinical practicum and stu-dent teaching experiences provided in LSL settings and are they com-posed of sufficient number of hours, variety of ages and qualified cooper-ating professionals?

It is critical that course content addresses the knowledge base needed by an LSLS, but the practicum and student teaching experiences have a

profound effect on your development as a professional. Be sure that the preparation program offers clinical experiences with LSL settings. A number of programs have profes-sional development partnerships with schools that have many profes-sionals who are certified LSLS or who are seeking certification.

5. Do graduates of the program feel that the education they received properly prepared them to become LSLS in the future?

Talk with graduates and current students in the program to learn more about their experiences. Join the LSL Students and New Professionals Shared Interest Group (SIG) of AG Bell to inter-act with students and new profession-als. Find out where program graduates are working and ask how many of the graduates are LSLS.

6. Does the program offer a spe-cial focus or certain opportunities that appeal to you?

Some programs feature special areas of interest, including study abroad, urban settings, practicum experi-ences in other cities, itinerant work, English Language Learners, mul-tiple disabilities, early intervention, hospital programs, inclusive settings, cochlear implants or mild-moderate hearing losses. If you know you are interested in a particular area, you can choose a program that offers that opportunity.

Choosing the right professional preparation program is an important first step. While you are in the pro-gram, be sure to work with your advi-sor to get the experiences you need to best prepare for your future career. You should get involved with AG Bell and join the SIG for students and new professionals to start networking and gathering practical advice.

Making Postgraduation Decisions

After earning the degrees required to become a teacher of the deaf, speech-language pathologist or audiologist, the journey to becoming a LSLS continues as you make the important decision regarding your first job. Look for a program that will provide you with the experiences you need, including mentoring, so that you can prepare to become an LSLS by cultivating the knowledge and skills necessary to complete the certifica-tion exam.

It is important to note that although your classroom education is complete, your learning should never stop. “Leveraging Professional Development Opportunities” on page 22 discusses ways to continue your professional development. Those who work with children who are deaf or hard of hearing should remain active with professional organiza-tions that will support professional development.


The key to succeeding in a grad-uate degree program does not solely rely on the quality of teaching or curricular content.

Success also relies on the characteristics of individuals pursuing their master’s degree or doctorate.

In the fall of 2006, the University of Southern Mississippi received a grant to develop a new graduate degree program focused on early oral intervention. The university created the program to fill the enormous need for more trained profes-sionals to provide listening and spoken language intervention to young children who are deaf or hard of hearing and their families. Course developers met with representatives of notable programs that deliver services to infants and young children with hearing loss, distinguished university programs that train profes-sionals to provide listening and spoken language services during early interven-tion, and institutions in Mississippi that provide therapeutic services to young children with hearing loss to learn best practices and skills students would need to have upon graduation.

The purpose of these interviews, observations and discussion was to cre-ate a modern, state-of-the-art program, but the following desirable qualities of graduate students in early intervention also were identified.

PassionEvery program interviewed stated (often repeatedly) that, to be successful,

persons entering this field must have a passion for working with children who are deaf and hard of hearing and who are developing listening and spoken lan-guage. One university program director said, “If I see a person with passion and other abilities, I will admit them without the coursework prerequisites,” adding that these students can complete any program prerequisites while pursuing the degree-required coursework.

Faculty members in deaf education graduate programs want to recruit students who will get satisfaction from helping others succeed. This passion for helping children who are deaf or hard of hearing develop listening and spoken language skills is evident in students who express enthusiasm, excitement and a love for this work. Graduate stu-dents gain a sense of accomplishment by helping young children develop listen-ing, spoken language and academic skills at typical rates, which is essential if these children are to thrive in main-stream education programs.

CommitmentProgram interview results indicated that successful graduate students should be able to grasp the “big picture.” Students should know that the work of early intervention requires a good rapport with the child and the family. A gradu-ate student who goes on to become an early interventionist will most likely work with a child and his or her parents for months or even years, sharing in the

child’s achievements and trials. Students should recognize that being an early interventionist focused on listening and spoken language involves an ongoing personal commitment. This can be more intense than the relationships families develop with professionals who may offer only periodic audiological or speech ser-vices. One program director mentioned, “Anyone who views this work as a 9-to-5 job would not be a good candidate.”

PreparationAlthough faculty did not have a clear consensus on what single course of study was best before entering a gradu-ate degree program in early oral inter-vention, they did have a number of suggestions. Several faculty members emphasized that coursework in child development was essential and felt it was important for graduate students to have an understanding of typical development when working with children who are deaf and hard of hearing.

In addition, some faculty suggested that graduate students have a back-ground in deafness, either through a deaf education teacher preparation program or through coursework in speech, language and audiology. Practical experience work-ing with young children with hearing loss and their families emerged as an important prerequisite. Another area of study mentioned as good preparation was early childhood education or elementary education. One program director stated, “Just give me a good camp counselor.” In

By Henry Teller, Ed.D., CED; Anne Sullivan, M.S., CED; and Christina Perigoe, Ph.D., CCC-SLP, LSLS Cert. AVT, CED

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identifying Qualities ofsuccessful Graduate students


other words, she wanted someone who could relate to young children.

Admission CriteriaBased on background research, devel-opers of the University of Southern Mississippi program developed a list of desirable prerequisite courses to use as admission criteria. These included courses on infant and child develop-ment, language development, introduc-tion to audiology, speech or phonetics, and anatomy and physiology of speech and hearing. Because the program has a rigorous graduate curriculum, grade point average (especially on the last 60 credit hours of undergraduate coursework), scores on the Graduate Record Examination (GRE), letters of recommendation from faculty or other qualified professionals and a letter of application are considered useful indi-cators of potential success.

Other indicators that can be used to identify potential successful applicants include a review of a student’s written communication skills as demonstrated

through e-mail and written correspon-dence, and the quality of their spoken communication skills through telephone conversations. Finally, much can be learned about a student by the research he or she conducted before the appli-cation process. For example, did the student take the initiative to research the graduate program by reading all the information about early interven-tion and listening and spoken language posted on the university’s Web site? Or did the student visit recommended Web sites, such as www.agbell.org and www.oraldeafed.org?

The early oral intervention faculty at the University of Southern Mississippi invite students who meet the admission criteria to an interview. During this interview, faculty assess the student’s attitude and professional demeanor along with the applicant’s commitment to listening and spoken language for children who are deaf or hard of hear-ing. The interview process assesses how well candidates are likely to relate to the children, their parents and other

family members, and their motivation for choosing this program over others.

SummaryMany factors should be considered in selecting students for graduate study in early intervention focused on listen-ing and spoken language. Traditional criteria, such as a high grade point average in undergraduate studies, GRE scores and letters of recommendation, should certainly be factors. A number of other elements, however, are worthy of consideration when selecting students for study in this field. These factors include the ability to develop a rapport with young children and their families, good oral and written language skills, a commitment to teaching listening and spoken language, the ability to be a self-starter, a commitment to a rigorous course of study and a passion for work-ing in early intervention. After all, these are the same qualities students will need to bring to their professional life when they begin their careers as listen-ing and spoken language specialists.

other words, she wanted someone who could relate to young children.

Admission CriteriaBased on background research, developers of the University of Southern Mississippi program developed a list of desirable prerequisite courses to use as admission criteria. These included courses on infant and child development, language development, introduction to audiology, speech or phonetics, and anatomy and physiology of speech and hearing. Because the program has a rigorous graduate curriculum,

identifying Qualities ofsuccessful Graduate students

22 VOLTA VOICES • NOVEMBER/DECEMBER 2009

Leveraging

Professionals who successfully help children who are deaf or hard of hearing attain listen-ing and spoken language (LSL)

engage in continuous professional devel-opment. Whether you are just starting out as a teacher of students who are deaf or have been a certified listening and spoken language specialist (LSLS) for more than 25 years, the best way to meet the needs of the children and families you work with and achieve the desired language outcomes is to stay knowledgeable about best practices and evolving techniques and strategies.

What Does “Professional Development” Mean?When you hear the term “professional development,” you typically think about lectures, workshops or conferences. And while those are avenues to continuous professional development, and a way to achieve continuing education credit, they alone do not provide ongoing improve-ment of one’s skills. For professionals who work with children who are developing LSL, this is especially important. With the rapid increase of children learning LSL and the changing environments in which these children are being educated, maintain-ing a wide range of knowledge can be increasingly difficult.

A professional can expand his or her knowledge and be ready to work in any situation, such as a principal, administra-tor, manager, coach, therapist and teacher,

through professional development. You may not become an expert in all of these avenues, but having knowledge about each of them can help increase or prepare you for future employment opportunities.

Hone the Practice of EvaluationA key and overlooked aspect of pro-fessional development is evaluation. Through evaluation, professionals can learn more about the areas in which they need additional education than through any other method of professional devel-opment. Ideally, professionals working with children who are deaf or hard of hearing should demonstrate knowledge in the nine domains of LSL, as identified by the AG Bell Academy for Listening and Spoken Language (see Table). These domains are designed to test profession-als on the knowledge necessary to success-fully achieve LSL outcomes and should be used as a guide in evaluation practices.

Professionals should practice two types of evaluation. First, conduct regular self-evaluations. Self-assessment is critical. The nine domains of LSL can be used as a guide; review the nine domains and consider the areas in which you feel most confident and identify your strengths and weaknesses. Don’t assume that you know what is necessary for LSL development. Look at where your practice is focused and where you need to heighten your skills. For example, an audiologist who works primarily with toddlers who receive

cochlear implants should seek out ways to test babies and work with people who use hearing aids.

The second type of evaluation is peer or supervisor evaluation. Professionals should always have their practice observed, whether by a peer, supervisor, mentor or new graduate just entering the field. All of these individuals are removed and can provide objective feedback about your skills and areas for improvement. You may consider evaluation by someone outside the field of deafness. An outside perspective can give you a fresh look into your practice. If you have a mentor or friend who lives far away, consider taping yourself during a live session or televising your class over a Web cam (through an online video chat service, such as Skype). Feedback can be scary, but impartial observation can help you determine what professional development opportunities you should seek.

Find the Right Professional Development ProgramOnce you identify the areas in which you want to improve, you can fill the knowledge gaps in a variety of ways. Reading research, attending live lectures, attending online webinars, reading books, returning to school and applying feedback from evaluations are all ways to achieve professional development. The big question is where do you start?

By Melody Felzien and Judy Harrison, M.A.

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Leveraging

By Melody Felzien and Judy Harrison, M.A.

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Professional Development Opportunities


Any avenue you pursue should not only address one or more of the nine LSL domains, but also include information relevant to all children, not just children with hearing loss. For example, attendees to the 2009 AG Bell Listening & Spoken Language Symposium received a mixture of information about hearing loss spe-cifically, as well as child development in general. Professionals should seek develop-ment programs that discuss a child’s entire development, not just remediation of the hearing loss. For instance, if you are trying to improve your knowledge about literacy, consider reading articles or books that focus on increasing reading levels for all children. The same is true for conferences, programs and workshops. Take advantage of presentations outside the field of hear-ing loss to increase your knowledge of a child’s entire development.

Several different types of professional development programs are available, and you may be attracted to one type of programming over another. Consider your time, financial resources and knowledge needs when choosing a professional devel-

opment program. The following is a list of the most common types of programs:

Presentation/Lecture. This type of program will passively distribute knowl-edge and help you if it is the first time you are being exposed to specialized infor-mation about a subject or theory, or will provide more advanced information on a topic with which you are already familiar. Professionals will receive an overview of the main points about a subject, although you do not have to demonstrate whether you received knowledge or put it into appli-cation. These programs can enhance your own work and allow you to hear about new theories. Professionals should use discre-tion when choosing a lecture and attend presentations on subjects they do not know much about. Try not to attend a lecture on a subject on which you are an expert. Hearing new and fresh information will help you attain a wide body of knowledge.

Hands-on Workshops/Institutes. Combining presentation and practical application, this type of program often integrates lecture with a video or live observation of a therapy session in which

attendees discuss what they observed. Several institutes provide this type of program, such as the Carolina Summer Institute in Auditory-Verbal Therapy, Alabama Ear Institute in Auditory-Verbal Therapy and the TCU Listening and Spoken Language Summer Institute. Participants attend a series of lectures and “classroom” learning, and then receive stringent obser-vations in therapy sessions in which their work is critiqued. This type of program-ming is available to anyone, regardless of level or type of professional. Primarily because of the cost and time commitment, however, professionals most likely to participate are those in the introductory and intermediate phase of their careers and those who are seeking certification as a LSLS Cert. AVEd or AVT.

Online Courses/Webinars. This type of program provides an excellent oppor-tunity to hear from experts without the expense or time commitment of travel to another city or state. Online learning is becoming increasingly popular because it is hard for today’s professionals to get away from their classrooms or case loads,

Leveraging


and the programs ease financial bur-dens. Often, it is easier to learn online than to meet in person. Professionals should know that it is hard to get the full benefits of shared learning from an online environment. Unless you have the opportunity to ask lots of questions and participate in discussion, online courses and webinars should not make up the entirety of your continuing education.

Listservs/Discussion Forums. While not a source for continuing education credit, online listservs and discussion forums offer professionals an opportu-nity to engage with peers. Most listservs and forums revolve around case study discussion. Learning through case studies improves practice and the ability to make appropriate referrals. Even if you do not face the same challenge as the person presenting the case, those who are actively engaged can learn tactics that may apply to their practice later. This form of pro-gramming allows you to engage in critical thinking; do not take the information provided as fact, but evaluate the advice

with multiple sources. Another benefit is that if you work alone, you can create a collaborative online group that is mutu-ally beneficial. Such groups can study together (if you are all seeking certifica-tion) or discuss research and its implica-tions in your practice. For instance, AG Bell offers an online Shared Interest Group for LSL students and new profes-sionals. This group provides collaboration, advice and opportunities to network with the next generation of LSL professionals. To learn more, visit www.agbell.org.

National /Regional Conferences. This type of program is an absolute must for any professional working with children who have hearing loss. Most national groups, such as AG Bell, American Academy of Audiology and American Speech-Language-Hearing Association, post their conference dates two to three years ahead of time, allowing you to mark your calendar and plan financially in advance. These conferences provide an opportunity for networking, and nothing can replace face-to-face conversation during which

you feed off one another’s ideas. Look for conferences that allow you to advance your own knowledge and skills, as well as offer sessions about something new. The AG Bell 2010 Biennial Convention, which will take place June 25–28 in Orlando, Fla., is a good example. The convention meets the educational needs of parents, educators, speech-language pathologists, auditory-verbal educators and therapists, audiolo-gists and individuals with hearing loss. Because of its diversity, you will meet a lot of new people and be exposed to topics you typically would not have an opportunity to learn about or topics you might pursue outside of a trade conference.

ConclusionThose who enjoy the most success are lifelong learners who continually chal-lenge themselves. The key to successful professional development is to ensure that the programs you attend teach you something new or advance a knowledge deficiency revealed by your peer and self-evaluations.

Leveraging professional Development Opportunities

Table: Nine Domains of Listening and spoken Language

Domain 1 Hearing and Hearing Technology

Physiology of hearing, acoustics, type of hearing loss, audiologic assessments, and assistive listening technology and devices.

Domain 2 Auditory Functioning Auditory skill development and functional listening skill assessments and evaluation.

Domain 3 Spoken Language Communication

Physiology, development and instruction of speech and the acquisition and assessment of language.

Domain 4 Child Development Sequence of and influences on typical child development and how hearing loss affects this dynamic.

Domain 5 Parent Guidance, Education and Support

Family counseling, coaching and guidance techniques and impact of external factors.

Domain 6 Strategies for Listening and Spoken Language Development

Language facilitation, prompting and acoustic highlighting techniques, spoken language modeling, natural language instruction and “learning to listen” strategies.

Domain 7 History, Philosophy and Professional Issues

History of education and communication strategies of the deaf and hard of hearing and professional development and practice.

Domain 8 Education The development and expansion of the auditory and language skills that underlie and support the child’s progress in the general education curriculum.

Domain 9 Emergent Literacy The development of the auditory and language skills that underlie and support the acquisition and advancement of literacy.

Note: For more information and a full description of each domain, please visit www.agbellacademy.org/CoreCompetencies.pdf.


Enter today!

Students in 10th and 11th grade can enter their work. Awards ceremony takes place at RIT in the summer. Deadline to enter: March 15, 2010For details, visit: www.rit.edu/NTID/WritingContestAB

Rochester Institute of Technology National Technical Institute for the Deaf Rochester, New York

Students in 6th – 12th grade can compete individually or with a team. The fair takes place at RIT in the spring.

Deadline to enter: January 15, 2010 For details, visit: www.rit.edu/NTID/ScienceFairAB

Questions? Call 585-475-7695 (voice/TTY)

R.I.T Competitions for Deaf and Hard-of-Hearing Students

Win cash and prizes valued at up to $650!

High school students can enter graphic media, Web design, 3-D animation, film, interactive media and photo imaging categories. Awards ceremony takes place at RIT in the spring.

Deadline to enter: January 15, 2010For details, visit: www.rit.edu/NTID/ArtsAB

Awards ceremony takes place at RIT in the summer.


take the next step:

The AG Bell Academy for Listening and Spoken Language offers an expanded certification

program for professionals inter-ested in becoming a Listening and Spoken Language Specialist Certified Auditory-Verbal Educator or Therapist. The certification program capitalizes on the simi-larities of auditory-verbal educa-tors and therapists and offers two designations to distinguish between the professional settings of each group. By providing a benchmark for excellence, the Academy ensures that parents seeking a listening and spoken language outcome for their child with hearing loss will have a standard by which to measure the professionals with whom they work.

rationale for Seeking CertificationAdvances in hearing technology and early identification through univer-sal newborn hearing screening have greatly improved the opportunity for children who are deaf and hard of hear-ing to listen and talk. But these chil-dren can master listening and spoken language only with the assistance of a qualified professional.

Infants, toddlers and children learn language most efficiently through consistent and continual auditory interactions in a support-

ive, language-rich environment with their caretakers. Therefore, it is crucial that once a child is identified as having a hearing loss, the use of appropriate amplification and stim-ulation of hearing occurs as early as possible for a child to benefit from the “critical periods” of neuro-logical and linguistic development. Current information about typical language development provides the framework and justification for the structure of auditory-verbal practice in the development of listening and spoken language. A highly qualified listening and spoken language spe-cialist is required to support, guide and coach the family during these critical early years.

Currently, there are more than 500 certified listening and spoken language specialists in the world – a great start, but far less than what is needed to meet the increasing demand for spoken language out-comes. Only eight percent of the world’s children who are deaf and hard of hearing and who would like to have a spoken language outcome have access to a qualified profes-sional in the auditory-verbal field. Only eight percent worldwide. A global saturation of professionals is desper-ately needed for those families who choose listening and spoken language to communicate and to meet the needs of generations to come.

By seeking certification, profes-sionals can prove to parents and potential employers that they have the skills and qualifications needed to meet the increasing demand to help children who are deaf and hard of hearing learn to listen and talk.

history of the lSlS Certification ProgramEstablished in 2005, one of the Academy’s primary goals is to craft a certification program that pre-pares professionals and families for success in listening and spoken language. Working with the National Commission for Certifying Agencies and Prometric, the leading global provider in testing and assessment services, the Academy has created a unique, challenging and rewarding certification program.

The exam was created after careful analysis of the job tasks of anyone who works with or teaches children who are deaf and hard of hearing to develop listening and spoken language. Historically, those professionals fell into two distinct approaches: auditory-verbal and auditory-oral. The findings of the job task analysis were intriguing and definitive – today’s approaches to developing listening and spoken language are more alike than differ-ent. The professional ’s work setting may be different, but the knowledge,

By Donald Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT; and Judy Harrison, M.A.

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seeking LsLs certification


skill base and goals are similar. The statistical evidence showed that a carefully designed test of essential knowledge could validate competency for both therapists and educators seeking certification as auditory-verbal professionals.

As a direct result of these findings, in July 2007 the Academy announced its new certification program: Listening and Spoken Language Specialists (LSLS), which encom-passes Certified Auditory-Verbal Therapists (LSLS Cert. AVT) and Certified Auditory-Verbal Educators (LSLS Cert. AVEd). The program’s expansion is designed to build an international network of distinguish-able spoken language specialists who can provide services to families in their own communities. Thus, the Academy has set a course of action to unite listening and spoken language professionals around the world, with a focus on increasing the number of future certified professionals, and most important, on increasing

the opportunity for more infants, toddlers, preschoolers and school-age children to learn to listen and develop spoken language.

With the help of Prometric, the Academy convened several groups of subject matter experts, includ-ing certified auditory-verbal thera-pists, speech-language pathologists, audiologists and educators, to create the certification examination for LSLS Cert. AVT and LSLS Cert. AVEd. Although the LSLS certification has two separate designations, the examination is the same for both.

The official designation (LSLS Cert. AVEd or LSLS Cert. AVT) will differ depending on the academic back-ground and professional experience of the individual. Auditory-verbal education focuses on teaching listen-ing and talking to various instruc-tional groups to prepare children to enter mainstream education when they have the skills to do so success-fully. An LSLS Cert. AVEd teaches children with hearing loss to listen

and talk exclusively though listen-ing and spoken language instruc-tion. The LSLS Cert. AVEd is guided by the Academy’s 10 Principles of LSLS Auditory-Verbal Education (see Side Bar).

Auditory-verbal therapy facilitates optimal acquisition of spoken lan-guage through listening by newborns, infants, toddlers and young children who are deaf and hard of hearing. An LSLS Cert. AVT promotes early diagnosis, one-on-one therapy and state-of-the-art audiologic manage-ment and technology. Parents and caregivers actively participate in one-on-one therapy. The LSLS Cert. AVT is guided by the Academy’s 10 Principles of LSLS Auditory-Verbal Therapy (see Side Bar).

Steps Toward Certification As a professional in this field, it is important to focus on increasing one’s knowledge of the nine core competencies of listening and spoken

seeking LsLs certification


language and how to effectively apply them with infants, children and families. When that is the focus over the course of several years under the guidance of a skilled mentor, exam preparation primarily includes review of the facts, principles and application of intervention and education strategies.

During the eligibility period, pro-fessionals seeking certification are encouraged to participate in activi-ties, such as study groups; to read and share research articles; to observe and be observed by peers, followed by

honest critiques; and to participate in online and live lectures or work-shops. Check the AG Bell Academy’s Web site and AG Bell ’s calendar of events to find professional develop-ment opportunities that have been approved by the Academy to pro-vide continuing education oppor-tunities for LSLS who are seeking recertification and those in their eligibility period.

Anyone seeking certification should contact the Academy with ques-tions or comments about eligibility requirements, or to request an appli-

cation packet. The Academy is inter-ested in hearing from established professionals willing to serve as men-tors to those seeking certification. More information about certification, eligibility requirements and mentor-ship opportunities can be found at www.agbellacademy.org.

Editor’s Note: Portions of this article were adapted from “AG Bell and AG Bell Academy Introduce New Certification Program” by Carol Flexer, Ph.D., CCC-A, LSLS Cert. AVT, published in the March/April 2008 issue of Volta Voices.

Principles of lSlS Auditory-Verbal Therapy*

Promote early diagnosis of hearing loss in newborns, 1. infants, toddlers and young children, followed by immediate audiologic management and auditory-verbal therapy. Recommend immediate assessment and use of 2. appropriate, state-of-the-art hearing technology to obtain maximum benefits of auditory stimulation.Guide and coach parents¹ to help their child use hear-3. ing as the primary sensory modality in developing spoken language without the use of sign language or emphasis on lip-reading.Guide and coach parents to become the primary facili-4. tators of their child’s listening and spoken language development through active consistent participation in individualized auditory-verbal therapy. Guide and coach parents to create environments that 5. support listening for the acquisition of spoken lan-guage throughout the child’s daily activities. Guide and coach parents to help their child integrate 6. listening and spoken language into all aspects of the child’s life. Guide and coach parents to use natural developmental 7. patterns of audition, speech, language, cognition and communication. Guide and coach parents to help their child self-moni-8. tor spoken language through listening. Administer ongoing formal and informal diagnostic 9. assessments to develop individualized auditory-verbal treatment plans, to monitor progress and to evaluate the effectiveness of the plans for the child and family. Promote education in regular schools with peers who 10. have typical hearing and with appropriate services from early childhood onwards.

Principles of lSlS Auditory-Verbal education

Promote early diagnosis of hearing loss in infants, 1. toddlers and young children, followed by immediate audiologic assessment and use of appropriate state of the art hearing technology to ensure maximum benefits of auditory stimulation.Promote immediate audiologic management and 2. spoken language instruction for children to develop listening and spoken language skills.Create and maintain acoustically controlled environ-3. ments that support listening and talking for the acqui-sition of spoken language throughout the child’s daily activities.Guide and coach parents to become effective facili-4. tators of their child’s listening and spoken language development in all aspects of the child’s life.Provide effective teaching with families and children in 5. settings such as homes, classrooms, therapy rooms, hospitals or clinics. Provide focused and individualized instruction to the 6. child through lesson plans and classroom activities while maximizing listening and spoken language.Collaborate with parents and professionals to develop 7. goals, objectives and strategies for achieving the natural developmental patterns of audition, speech, language, cognition and communication.Promote each child’s ability to self-monitor spoken 8. language through listening.Use diagnostic assessments to develop individualized 9. objectives, monitor progress and evaluate the effec-tiveness of the teaching activities.Promote education in regular classrooms with peers 10. who have typical hearing as early as possible, when the child has the skills to do so successfully.

priNcipLEs OF LsLs AuDiTOry-VErBAL prOFEssiONALs

Taking the Next step: seeking LsLs certification

*Source: Adapted from the Principles originally developed by Doreen Pollack, 1970.

Note: The term “parents” also includes grandparents, relatives, guardians and any caregivers who interact with the child.

NEW!ContinuingEducation Credits

The AG Bell Academy for Listening and Spoken Language offers an expanded certification program for professionals interested inbecoming a Listening and Spoken Language Specialist CertifiedAuditory-Verbal Educator or Therapist (LSLS Cert. AVEd or LSLSCert. AVT).

The demand for Listening and Spoken Language Specialistshas never been higher. Due to advances in hearing technology andearly hearing detection and intervention legislation, there is a criticalneed for credentialed professionals to help the increasing numbers of families who are choosing listening and spoken languagefor their children who are deaf or hard of hearing.

• Propel your career by expanding the skills, expertise and education critical to your professional success and to the ever-changing needs of the LSLS profession.

• Demonstrate to families and employers that you have met the highest level of qualifications available in the field.

• Join the community of your certified peers on our registry of credentialed professionals allowing employers and families to contact you directly.

“I encourage all professionals in the fields of speech-language pathology, audiology andeducation of children with hearing loss to pursue this important certification. LSLS is the standard

parents of children with hearing loss look for when selecting spoken language specialists.”

Advance Your Career. Pursue LSLS Certification Today.To Learn More: www.agbellacademy.org


By Christine Evans, M.S., CCC-SLP; Julia Harper, B.A., CED; and Debbie Pfeiffer, Ed.D., CEDBy Christine Evans, M.S., CCC-SLP; Julia Harper, B.A., CED; and Debbie Pfeiffer, Ed.D., CED

effective iEps: Tipsfor Educational Administrators

At Virginia’s summer confer-ence for professionals serving students who are deaf or hard of hearing, Christine Evans, a

speech-language pathologist (SLP), and Julia Harper, a teacher of the deaf and hard of hearing (TODHH), presented an interesting session. They focused on the roles of teachers, related service provid-ers and parents of students who are deaf or hard of hearing in the Individualized Education Program (IEP) process, and the collaborative effort necessary among them to assist a student in achieving the goals written on his or her IEP.

Many important components must be included in an IEP (see http://idea.ed.gov for details). The following components may warrant special attention by admin-istrators for students who are deaf or hard of hearing and developing listening and spoken language skills.

Consider Special Factors The Individuals with Disabilities Education Improvement Act of 2004 requires that the IEP team consider the

full range of communication needs of a student who is deaf or hard of hearing. Typically, students who are deaf or hard of hearing may have limited daily access to speech and language and, for this reason, communication and linguistic needs should be given primary consider-ation when developing the IEP.

Implementation Tip: The administrator may recommend

that the IEP team use a tool called a “communication plan” to help deter-mine what strategies, services, accom-modations or modifications may be necessary to support language develop-ment and access to the general educa-tion curriculum. (For an example, see the state of Virginia’s sample commu-nication plan at www.doe.virginia.gov/VDOE/Instruction/Sped/guidelines_working_with_deaf.pdf, Appendix F.) IEP team members should be trained on the use of the communication plan before the IEP meeting; the adminis-trator may consider planning time for the team to get together and develop the communication plan before the IEP meeting.

Accommodations and modificationsThe IEP team may consider the following list of accommodations and modifica-tions for students who are deaf or hard of hearing: assistive listening devices (e.g., frequency modulation systems and sound field systems); communication accommodations (e.g., specialized seat-ing arrangements, frequent checks for understanding and use of an interpreter or speech-to-text assistant); physical environment accommodations (e.g., noise reduction or flashing fire alarm); instruc-tional accommodations (e.g,. use of visual supplements, provision of down time from listening or a note taker); curricular modifications (e.g., preteach vocabulary and concepts or provide an alternative assignment when listening to unfamiliar speakers is required); and evaluation accommodations (e.g., high-stakes test directions read only by a speaker with whom the student is familiar).

Implementation Tip: To be pro-active, an administrator may plan

for in-service sessions at the beginning of the school year to set expectations and

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help staff members understand strate-gies used to assist the student in devel-oping listening and spoken language or literacy goals, and how to maximize use of equipment. One or more staff should be designated and trained to check hear-ing aids, assistive listening devices and the external components of cochlear implants on a regular basis throughout the school year.

ServicesThe IEP may state that the student is receiving a specified amount of time for services from each team member. Often, time with the TODHH, SLP and general education teachers is noted. The IEP may specify time with an interpreter, notetaker, occupational therapist, physi-cal therapist or audiologist on the team. Specifying the amount of time services are provided is less difficult than defin-ing each person’s role and how team members will collaborate.

For instance, content teachers may be responsible for sharing upcoming units and testing schedules, checking for comprehension in the classroom and giving feedback to the team. While the student’s parents 1, SLP and TODHH may all preteach information across subjects and document areas of concern, the TODHH should select the vocabu-lary and concepts from upcoming units that need to be pretaught, designate who will be responsible for reviewing and preteaching the students and share teaching strategies with parents and the SLP. The SLP may use the academi-cally relevant vocabulary for listen-ing and spoken language practice. All team members may be responsible for e-mailing or writing in the communica-tion journal specific areas of concern.

Implementation Tip: The administrator can facilitate

collaborative efforts needed by pro-viding common planning time and checking periodically to ensure that the team is communicating effec-tively. He or she can develop a chart for use at the beginning of the school year to establish a timeline, who

1 Parents may need additional or special training to help the student achieve the IEP goals.

would be responsible and the action for which they are responsible. This chart can be modified as needed as the year progresses.

measurable Annual Goals and Progress reportsIdeally, given no additional learning or language issues, a child who is deaf or hard of hearing should make one year of progress for every one year of time (Johnson, 2009; Wilson, 2005). Baselines should be established and included in the present level of per-formance. Data may be collected so that progress toward the annual goals can be monitored carefully. Parents must be informed about their child’s progress regularly.

Implementation Tip: If a child is not making the progress expected,

the team may need to consider adding support. A communication plan can be used for this purpose. The administrator may lead the team in examining whether or not evidence-based strategies are being used effectively and consistently in all environments. Benchmarks may be added to IEP goals to measure smaller increments of change.

least restrictive environment and PlacementA continuum of placement options should be available. When discussing the least restrictive environment for the student, members of the IEP team should consider the student’s unique needs and any potential harmful effect on the student or on the quality of ser-vices that he or she needs when choos-ing a placement location.

Implementation Tip: Consider the students’ academic per-

formance and developmental needs. Special consideration should be given to the student’s communication and language abilities. Ideally, if the child is expected to learn and participate, his or her vocabulary and language level should be comparable to other chil-dren in the classroom (Wilson, 2005). Administrators should suggest teachers who are receptive to having the child in his or her classroom and to using

strategies suggested by the TODHH and SLP. Make efforts to provide an acous-tically friendly classroom (i.e., reduce background noise and reverberation) and ensure access to peers with typically developing speech and language.

Transition ServicesThe IEP team may consider including goals regarding self-determination for students who are deaf or hard of hearing. These students should be able to describe their communication needs to others and develop self-advocacy skills so that if they do not comprehend the lessons, they will act to improve the situation.

Implementation Tip: The administrator may encour-

age the student to lead his or her IEP meeting. Students can develop presentations that highlight their strengths and needs, preferred learn-ing style, interests and goals. See www.ImDetermined.org for infor-mation on the Virginia Department of Education’s Self-Determination Project, which has been implemented with students who are deaf and hard of hearing with great success.

ConclusionCommunication and language goals should drive the IEP. Collaboration among all team members, as guided by the administrator(s), is the key to ensuring that the IEP is successfully implemented.

Cole, E. and Flexer, C. (2007). Children with hearing loss: Developing listening and talking birth to six. San Diego, CA: Plural Publishing.

Johnson, C.D. One year’s growth in one year, expect no less. Online. http://www.handsandvoices.org/articles/education/ed/V9-3_growth.htm. Accessed August 2009.

Johnson, C.D., Benson, P.V., and Seaton, J. (1997). Educational audiology handbook. San Diego, CA: Singular Publishing Group, Inc.

Snell, M. and Janney, R. (2005). Collaborative teaming (2nd edition). Baltimore, MD: Paul H. Brookes Publishing Co.

Wilson, K. (2005, November 3–4). The school years! Hearing-impaired students in the mainstream. Presentation at Children’s Hospital of the King’s Daughters, Norfolk, VA.

references


Auditory Access in higher Education

classrooms

College students may take some courses that are offered primarily in lecture format, but this learning model has

been supplemented and often replaced by strategies that encourage collaborative learning (Davis 1993), which requires students to communicate interactively.

Research focusing on the learning styles of college students who are deaf or hard of hearing has found a signifi-cant correlation between a participative learning style and higher course grades. Involvement in the classroom increases the chances that the student will learn the course material (Lang 2000).

This article describes a unique auditory support provided to two postsecond-ary students with hearing loss, piloted by the Multi-University Consortium Teacher Training Program in Sensory Impairments at the University of Utah. The university’s Instructional Media Services (IMS) provided assistance to address students’ concerns of less-than-optimal access to conversational partners during classroom discussion and interactive activities.

Both students have severe-to-pro-found hearing loss, and their primary mode of communication is spoken language. Student A wears digital programmable behind-the-ear hearing

aids, and Student B wears digital pro-grammable in-the-canal hearing aids. Their hearing aids, however, could not meet all of their listening needs. The students accessed classroom information through a combination of accommodations offered through the university’s Center for Disability Services, including sign language interpreters, personal frequency modulation (FM) systems and the utilization of notetakers.

Personal Fm ConcernsAdvances in FM technology include miniature receivers directly coupled to or built into a hearing aid. Student A used an older form of coupling. She wore a neck loop attached to a body-worn receiver, which generated a magnetic field that was picked up by the telecoil of the hearing aid. Even with her hearing aid switch turned on “MT,” Student A reported she could hear the instructors well but had a hard time hearing others in class.

Student B had no “T” switch on her hearing aids. She used a headphone set placed directly on top of her hear-ing aids. She reported good access to the instructor’s voice, but an inability to hear the other students and fatigue from wearing the headset.

One drawback to using a personal FM system is the limitation of hearing only the person wearing the transmitter or microphone. Two possible solutions are passing the instructor’s microphone around the class, or purchasing a second pass-around microphone. However, passing a microphone can affect the pace of the class, thus reducing student excitement and spontaneity, which are key positive features of the participative learning style.

An enhanced Classroom Amplification SystemThe teacher training program requested help from the university’s IMS. The Multi-University Consortium had recently received a federally funded per-sonnel preparation grant (H325A00073) to prepare students to obtain teacher licensure. A goal of the grant was to prepare teachers for Utah’s underserved, rural areas. To facilitate access to coursework at remote sites, the program provided distance education through interactive videoconferencing, a service contracted with IMS. Students at differ-ent sites could see and hear each other by using video cameras, wall-mounted television monitors, microphones and speakers built into the monitors.

By Cheryl Winston, M.Ed., and Stan Clawson

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A document camera captured and displayed pictures or documents used for instruction, and the service was able to show DVDs, videos and PowerPoint presentations.

In the physical classroom, a microphone was in front of every student’s seat and the instructor was provided with a wire-less microphone. Each microphone was channeled into a sound mixer. A facilita-tor controlled audio levels, which helped eliminate distortion and feedback.

To provide auditory access for students with hearing loss to all classroom discus-sion and activities, IMS adapted the vid-eoconferencing facility to the classroom. The output into the room was directly routed into a speaker with an adjustable volume control, placed just a few inches from the two students. No other sites were involved.

This created an enhanced classroom amplification system:

The sound level and quality was moni- ytored continuously.Everyone’s voice level could be ampli- yfied without affecting the pace of the discourse.Immediate recognition of which class ymember was speaking and access to speech reading was available, as speakers’ faces could be displayed clearly on the monitors; students could choose to look at the monitor or directly at the speaker.This support, paid for by the grant, cost yless than the interpreters provided by the Center for Disability Services.

expectations and OutcomesBefore utilizing this system, the two students were asked what they hoped it could provide. Their answers included the anticipation of feeling included in class discussion, the ability to “jump” into the conversation and have it be socially appropriate and elimination of teacher repetition of student responses. The class discussed the reasons for using this accommodation and the requirement for microphone use in an effort to obtain a commitment from all students.

The two students’ feedback about the effect of the support on their class par-ticipation was overwhelmingly positive. When presented with the opportunity to

use this system in a course the following semester, both students readily agreed. The enrollment in the next course was double that of the first course, and the students with hearing loss found the support to be just as successful in the larger class setting.

lessons learnedCheck equipment before class to save yvaluable time. Some microphones needed to be replaced.Remind all students to use their ymicrophones. Because this involved pressing an on switch, students anx-ious to speak would sometimes forget.Use a portable unit rather than the ywall-mounted monitors when show-ing a DVD or videotape. The wireless microphone could easily be placed close to the portable unit, providing necessary sound amplification.Encourage self-advocacy skills. The ytwo students were hesitant to inter-rupt the class to alert the instructor to equipment failure. Usually, recogni-tion of poor responses prompted instructor inquiry.

Application to Other ProgramsThe use of instructional technology to support distance and teacher educa-tion in real time plays an increasing role in higher education. More and more university and college systems maintain facilities for interactive videoconferenc-ing. Most campuses maintain support personnel to help monitor the quality of the audio and visual signal, thus freeing

the teacher from the added responsibil-ity of managing the equipment. During several blocks of time each day, however, this videoconferencing equipment is not in use for distance education. Other pro-grams may want to adapt the technology as one of the array of accommodation options offered by disability offices to students who are deaf and hard of hear-ing. Such an accommodation would be constrained by class size (the number of students the videoconferencing room can seat) and room availability. Application of such auditory support could reach beyond coursework and move into the social arena, including clubs and student government. This support has applica-bility on the secondary and elementary education levels as well. In Utah, 568 videoconferencing sites are active. These include postsecondary institutions, high schools, some elementary schools and district offices.

Utah’s Multi-University Consortium recently made a presentation to the Center for Disability Services on the university’s campus, and its ideas were met favorably with participant sugges-tion that this accommodation could be applicable to students with other disabilities who require a more clear and focused signal.

www.speakmiracles.org 412-924-1012

SPEAK MIRACLES

Auditory Access in higher Education

classrooms

Davis, B.G. Tools for Teaching. San Francisco, CA: Jossey-Bass, 1993.

Lang, H.G. “Higher Education for Deaf Students: Research Priorities in the New Millennium.” Journal of Deaf Studies and Deaf Education 7, no. 4 (2002): 267–280.

references


how to preparea research Article forPublication

P ublishing research find-ings is an integral aspect of scholarly work. As a peer-reviewed journal, The Volta

Review has long served as a venue for disseminating research findings related to deafness and hearing loss. In particular, the journal promotes the study and improvement of the many different paths taken by indi-viduals with hearing loss to achieve listening and spoken language. The journal seeks submissions from scholars and researchers who may be beginning their academic careers (such as doctoral candidates or recent graduates) or who wish to expand the readership of their contributions. Clinicians and other practitioners and professionals who may not have considered drafting and submitting research articles are encouraged to document their work and submit their findings.

To aid in this endeavor, this article provides a brief overview for researchers, scholars and profes-sionals interested in submitting articles to a peer-reviewed publi-cation, such as The Volta Review. Typically, submissions are full-length research articles that comply with a traditional format. However, sub-

missions can include short research articles that combine discussion with results and findings. Most research articles follow a typical structure of Abstract, Introduction and Review of Literature, Research Methodology, Results and Discussion of Findings. As with any other peer-reviewed jour-nal, the editors of The Volta Review evaluate submissions for content and presentation as well as relevance to the journal ’s mission.

Write a good abstract. The abstract should include a few sen-tences introducing and describing the problem studied, state the research question or hypothesis and present the methods or techniques used in the research study. Report the study results and briefly discuss the inter-pretation of these findings. Wrap up the abstract with a summary that positions the conclusions within a larger research context fitting with the mission of journal to which you are submitting, in this case The Volta Review. The abstract should be no more than 250–500 words.

Begin with an introduction and review of published literature. The introduction should state the reasons for conducting the research. What problem is this study trying to

address? After stating the problem, the research question(s) should be clearly structured. A good research question is specific, focused and complex, yet attainable. It must clearly frame an issue or problem not already addressed in the published literature that the study is attempt-ing to answer, and it should do so in a manner that evokes the paradox, relevance or distinctiveness of the study. Provide an overview of the relevant literature to show what has been studied and where gaps in knowledge exist. Discuss the vari-ables of the problem investigated and the methods used to frame the problem in the study.

Report procedures used to conduct the research. Describe the research methodology used, refer-encing the literature in which it has been used in the past, and provide sufficient detail so that the study can be replicated. Outline the critical variables, including demographic information, study conditions and any elements that were specifically controlled or observed. If the meth-ods were modified for the study, describe the modifications so that replication can be achieved. Be sure to explain any statistical methods

By Kathryn Schmitz, Ph.D.

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used and why they are appropriate for the study.

Present the results of the research by documenting the data. In the process of analyzing the data, explain the experimental controls used. Demonstrate how and why the findings are reliable and valid. When reporting the results of the study, do so in a descriptive man-ner that matches the tabular data and figures. Use sufficient tables and fig-ures to provide information that may be presented more clearly visually than in text, especially when showing trends or patterns in the data.

Present conclusions drawn from the data in the discussion section. Common aspects of this sec-tion include an explanation of rela-tionships among variables and noted trends, which should be appropriate to the scope of the study. The discus-sion should follow the procedures used in the study and adequately describe the significance of the work. Additional discussion may include

relationships of the study’s find-ings to previous work conducted in the field as well as a review of any aberrant results and explanations for these. Most important, the implica-tions of the study should be dis-cussed, either from a theoretical or a practical point of view, to position the study within a larger research context relevant to the journal ’s mission. The study should contribute to current knowledge in an impor-tant way, and the discussion section should explain how it does.

Above all, the entire submission should be presented clearly and in a form compatible with current articles published in the journal. In most cases, the manuscript should conform to American Psychological Association style and all references should be cited.

The Volta Review has a long history of publishing submissions from the empirical research tradition that con-tinues to hold a strong position in the literature. However, the editors are

also interested in research employing other epistemological perspectives that explore sociocultural issues associated with understanding child-hood hearing loss and the effects of various early intervention strategies. Such qualitative research pres-ents opportunities to discover and consider new findings not typically revealed in the traditional research paradigm, which relies on statistical information to support an already formulated hypothesis. By present-ing findings from both qualitative and quantitative research traditions, the editors of The Volta Review hope to lead the way in providing an even more holistic understanding of what it means to be a child with hearing loss learning listening and spoken language.

Editor’s Note: The Volta Review wel-comes all submissions that adhere to its mission. For more information, visit the journal online at http://nc.agbell.org/netcommunity/The_Volta_Review.


My daughter, Julia, was diag-nosed at age 3 with a moderate sensorineural hearing loss.

Finding a reason for her speech delay did ease some of my worry. But even after she was fitted with hearing aids, her days needed to be filled with language-rich experiences. This was a task I felt ill-equipped to handle.

Helping your child advance toward speech goals at home is difficult, espe-cially for parents like me who don’t have the skills of a trained speech-language pathologist, auditory-verbal therapist or certified teacher of the deaf. Still, parents remain a key component in the effort to achieve listening and spoken language for a child who is deaf or hard of hearing. The following tips are some of the most impor-tant ways parents can affect a positive outcome for their child’s speech develop-ment and are based on advice I used from the professionals we counted on during Julia’s spoken language development.

What do You Talk About?In the beginning, all conversations with your child are one-sided. For me, it was difficult to think of what to say. I never thought of myself as a big talker. Knowing that I needed to talk so my daughter could talk caused me a great deal of anxiety. I remember sitting on the playroom floor with a set of circus-themed, Fisher-Price Peek-A-Blocks, begging myself to think of something to say. Every moment of silence felt heavy with failure as I tried to force myself to talk about something. My simple

utterances seemed useless and wearing. I felt exhausted repeating, “up, up, up” every time she climbed something, only to say, “down, down, down” when she reached the other side. Thankfully, the John Tracy Clinic (www.jtc.org) offers a free correspondence class that provides activities and games that help parents come up with things to say to their children. The games provide examples of conversations to carry on with your child to expand their attempts at speech. It served a dual purpose for me to know that I wasn’t alone in struggling with this concept. Feeling like you’re talking to yourself can be rough!

Find Comfort in Your Personal TechniqueTo ensure success in these critical early years, it is important to find a comfort-able technique that works for you and your child. If you feel self-conscious or silly about the way you are talking to your child, you may be less inclined to keep doing it. Keep trying different approaches if you find yourself fre-quently at a loss for words.

Your personal strategy can range from casual interactions to highly planned and regimented activities. I once attended a workshop during which a young mother displayed the props she crafted for her toddler’s bedtime stories. She used finger plays and fairy tales depicted on cereal boxes and Popsicle sticks. For me, I found it was easy to give instructions about cooking and other household tasks with Julia on my hip, which also helped remind me what to do. Keep in mind

that nothing is too boring or mundane to bring to your child’s attention; this is also your time to share your observations about the world.

Adjust daily PracticeSetting aside 15 minutes a day for dedicated practice has worked for Julia, but the activities we used needed to vary. During one phase, we should work on a “bitey sound” collage for an hour. This phase was quickly followed by one of blatant refusal to look at anything resembling a worksheet. She’s not always interested in “working,” but she can be cajoled into practicing sounds by showing a baby doll the proper way to say something. It is important to adjust

What Works at Home? Guiding Your Child’s Speech DevelopmentBy Joey Lynn resciniti

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Tim, Joey and Julia Resciniti pose for a family picture. Joey used a variety of techniques to model speech for Julia as she was learning to talk.


for your child’s personality and avoid frustrations for yourself or your child by forcing an activity.

repetition of Target Words and SoundsFor the periods of time during which organized activities were rejected, Julia’s hearing teacher provided me with a list of books, words and songs featuring our target sound. Amanda Wysocki, M.Ed., a teacher of the deaf, told me, “You have to remember her brain has only been exposed to this sound correctly for less than a year. A child with typical hearing has heard it for three years. It will take a while for her brain to form the con-nections needed to say it herself.” That advice made our work at home easier.

For example, our efforts on the /f/ sound had been futile. Julia just would not say the sound. I was frustrated and she was becoming disinterested, so I stopped trying to get her to say it and found every way I could to describe something with an f-sound. Instead of pretty, I referred to everything as fancy:

“That’s a fancy dress” or “What a fancy dance you’re doing!”

Her response was fantastic. Just before I thought I might lose my mind from all these f-words, she began imitating me. Months later, the sound was solid and we moved on to a new list of books and songs. Currently, everything is “special.”

maintain Consistent and Appropriate AmplificationThrough it all, your child must wear his or her hearing aids or cochlear implant sound processors during all waking hours. “Sometimes, parents of children with mild to moderate hearing losses are not as strict with wearing hearing aids. That can really hurt their child’s ability to hear all of the sounds of speech, especially the high-frequency consonants,” says Michelle Parfitt, M.A., CCC-SLP, the early intervention coordinator for Pittsburgh’s DePaul School for Hearing and Speech. Devices should be checked daily so that your child hears everything, every day.

Parents may be stressed to know that most opportunities for their child’s speech development happen at home. But with patience, persever-ance, creativity and consistent ampli-fication, you will find what everyday activities your child will respond to and you will gain confidence in your contribution to the child’s speech and language development. Someday soon, you’ll join me in my next challenge, getting your child to be quiet!

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Joey and Julia play with their dog on a cool spring day.

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A mi hija, Julia, cuando tenía 3 años le diagnosticaron pér-dida auditiva neurosensorial

moderada. Encontrar una razón que explicara su retraso en el habla alivió algunas de mis preocupaciones. Pero incluso después de llevar audífonos, necesitó realizar ejercicios diarios que enriquecieran su habla. Esta fue una tarea para la que yo no me sentía preparada.

Ayudar a un hijo a alcanzar sus metas lingüísticas en casa es difícil, especial-mente para padres como yo, que no poseen las habilidades de los logopedas especializados en el habla y el lenguaje, de los profesionales de la terapia audi-tiva verbal ni de los profesores titula-dos de personas sordas. Sin embargo, los padres siguen siendo un elemento clave a la hora de que sus hijos sordos o con problemas de audición alcancen sus metas lingüísticas y auditivas. Los siguientes consejos son algunas de las maneras más importantes en que los padres pueden influir positivamente en el desarrollo del habla de sus hijos y están basados en recomendaciones que recibí de profesionales con los que con-tamos durante el desarrollo del habla de Julia.

¿de qué hablar?Al principio, todas las conversaciones con un hijo son unilaterales. A mí me costaba saber qué decir. Nunca me he considerado una gran conversadora y pensar que tenía que hablar para que mi hija pudiera hablar me producía una gran ansiedad. Todavía me acuerdo de

cuando me sentaba en el suelo del cuarto de juegos con una canasta de circo llena de cubos Fisher Price y me suplicaba a mí misma que se me ocurriera algo que decir. Cada momento de silencio me parecía un fracaso a la vez que trataba de forzarme a hablar de algo. Todas mis palabras parecían inútiles y agotado-ras. Estaba exhausta de repetir “arriba, arriba, arriba” cada vez que Julia se subía a algo sólo para decir después “abajo, abajo, abajo”. Afortunadamente, la Clínica John Tracy (www.jtc.org) ofrece un curso gratuito por correspondencia en el que se muestran actividades y juegos para ayudar a los padres a pensar en cosas que decir a sus hijos. Los juegos proporcionan ejemplos de conversa-ciones que se pueden mantener con un hijo para ayudarle a ampliar sus expe-riencias lingüísticas. Para mí tuvo una doble finalidad saber que no era la única que tenía dificultades en esta cuestión. ¡Sentirse como si estuvieras hablando contigo misma puede ser duro!

encuéntrese cómodo con su técnica personalPara asegurar el éxito en estos prime-ros años críticos, es importante hallar una técnica cómoda que le funcione a usted y a su hijo. Si usted se encuen-tra inseguro o se siente tonto por la manera en que está hablando a su hijo, puede que se sienta menos inclinado a seguir haciéndolo. Siga probando métodos diferentes si se queda a menudo sin palabras.

Su estrategia personal puede variar desde interacciones espontáneas hasta

actividades sumamente planeadas y controladas. En una ocasión asistí a un taller en que una joven madre mostró la utilería que había fabricado para los cuentos para dormir de su pequeño. Se trataba de juegos de dedos y cuentos de hadas, todos representados en cajas de cereales y en palillos de polos. En mi caso, descubrí que me resultaba fácil dar instrucciones sobre cocina y otras tareas domésticas con Julia subida a mi cadera, lo cual también me ayudaba a recordar qué hacer. Tenga en cuenta que nada es demasiado aburrido o mundano a la hora de atraer la atención de su hijo; y que con ello también estará compartiendo sus propias observaciones del mundo.

¿Qué funciona en casa? Consejos para el desarrollo del habla de su hijopor Joey Lynn resciniti

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Tim, Joey and Julia Resciniti posan para una foto familiar. Joey utilizó diferentes técnicas para modelar el habla de Julia cuando estaba aprendiendo a hablar.

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Adapte los ejercicios diariosDedicar quince minutos al día a ejercicios prácticos ha funcionado con Julia, pero las actividades que realizá-bamos debían variar. Hubo una etapa en que Julia se pasaba horas enteras montando un collage de “sonidos inconexos”. A esta etapa enseguida le siguió otra de absoluto rechazo a cualquier cosa que se pareciera a una hoja de ejercicios. A ella no siempre le apetece “trabajar”, pero si le ense-ñamos un muñeco del modo correcto, podemos convencerla para que prac-tique sonidos. Es importante adaptarse a la personalidad de su hijo, así como evitar que usted o su hijo se sientan frustrados al realizar una actividad demasiado forzada.

repetición de palabras y sonidos claveDurante los períodos en que Julia se negaba a realizar los ejercicios pro-gramados, su profesor de audición me facilitó una lista de libros, palabras y canciones que contenían el sonido con el que Julia tenía problemas. Amanda Wysocki, profesora de personas sordas, me dijo: “Has de recordar que su cere-bro sólo lleva expuesto correctamente a este sonido menos de un año. Un niño con audición típica lleva oyéndolo tres años. Su cerebro tardará un tiempo hasta establecer las conexiones que le permitan utilizar dicho sonido”. Este consejo hizo más fácil nuestro trabajo en casa.

Por ejemplo, nuestros esfuerzos con el sonido /f/ habían sido en vano. Julia no conseguía pronunciarlo. Me sentía frus-trada y ella estaba perdiendo el interés, así que dejé de intentar que lo dijera y me las ingenié para describir cosas incluyendo siempre el sonido /f/. En lugar de bonito, me referí a todo como fabuloso: “Qué vestido tan fabuloso” o “¡Qué baile tan fabuloso!”

Su respuesta fue fantástica. Justo antes de pensar que podía estar volviéndome loca con tantas palabras con f, Julia empezó a imitarme. Meses más tarde, el sonido fue consistente y pasamos a una lista nueva de libros y canciones. En la actualidad, todo es “especial”.

mantenga una amplificación constante y apropiadaSu hijo debe llevar siempre sus audí-fonos o el procesador de sonidos del implante coclear durante todas las horas de vigilia. “A veces, los padres de niños con pérdida de audición entre leve y moderada no son tan estrictos en lo referente al uso de audífonos. Eso, sin duda, puede perjudicar la habilidad de sus hijos a la hora de oír todos los sonidos del habla, especialmente las consonantes de frecuencia alta”, dice Michelle Parfitt, M.A., CCC-SLP, la primera coordinadora de intervención de la

Escuela DePaul de Audición y Habla, en Pittsburgh. Los aparatos deben revisarse a diario, para que su hijo oiga todo, todos los días.

Los padres pueden sentirse estresados al saber que la mayoría de las oportunidades para el desar-rollo del habla de sus hijos suceden en casa. Pero con paciencia, perseverancia, creatividad y una amplificación constante, verá la respuesta de su hijo a los ejercicios diarios y se sentirá seguro de su contribución al desarrollo del habla y lenguaje del niño. Algún día me seguirá en mi siguiente reto, ¡con-seguir que se calle!

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Joey y Julia juegan con su perro en un fresco día de primavera.

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ConversationsWith Alex Graham

VOICES FROM AG BELL

Last month, the State of Alabama installed a new statue in the famed Statuary Hall of the U.S. Capitol. The statue celebrates

the life and work of Helen Keller, one of Alabama’s preeminent historical figures. This iteration of “Conversations” celebrates another native of Alabama – Phyllis Feibelman. Phyllis and her family have been AG Bell members and support-ers for more than 40 years. I first got to know Phyllis through the Keller statue project – initially by e-mail, then at the AG Bell 2008 Biennial Convention. We have had many rich discussions over the past two years.

Alex Graham: When did your family first become involved with AG Bell?

Phyllis Feibelman: In 1963, when we first suspected that our son Sam could not hear, we went to the library and read all they had. One book mentioned AG Bell, so we wrote for information and ended up joining the association before Sam’s first birthday. My husband Bert’s parents introduced us to Margie Stibick, who was teaching a neighbor’s child who was deaf. Margie was a stalwart of the association and was involved in persuading young families to become active in the nascent Parent Section.

AG: How did meeting other families who were dealing with hearing loss affect your family?

PF: Margie encouraged us to give Sam every opportunity to live as we did, to com-municate as we did. Some of the first books we read suggested children with hearing loss could not do what Margie was urging us to do. Learning her adult son was deaf, could use spoken language and had earned a doctorate lent weight to her persuasion.

Bert was asked to serve on the board of the Parent Section. At his first meeting, Bert met John, a 10-year-old who had a profound hearing loss but who conversed with ease. Bert came home convinced, “If John can do it, Sam can do it!”

AG: How has AG Bell changed over the years?

PF: There was more emphasis on Sections then. Our experience with other families in the Parent Section was unparalleled in any other organization. We learned together, worked together, depended on one another . . . and yes, came to love each other and AG Bell.

We’ve met the most talented profes-sionals – audiologists, speech-language pathologists and teachers in whose programs children with hearing loss were, in fact, learning to listen, talk

and speechread. However far we lived from them, we knew what they achieved because we read about their work in AG Bell’s publications and we studied with them at biennial conventions.

We met adults who were deaf or hard of hearing and knew, because they had, that our children not only could learn to talk, but could be educated, successful, indepen-dent adults. In the early days, adults with hearing loss joined the association just to be helpful to young families. Today, the adults continue to serve as role models and mentors, but there is an additional element of self-advocacy. Many of today’s adults were children of the Parent Section, and they bring both desire and skill to advocate not just for children, but for people of all ages and walks of life. The structure of the association, therefore, has changed.

More than that, the agenda has changed. Until my son was 12 years old, he had no right to public education, special or mainstreamed. Our generation advocated for laws and mandates that today ensure our children (and yours) not only receive an education, but accom-modations, access and more. We fought for captioning, telephone relay systems, infant screening and early intervention, and local services so children would not have to go to schools so far away from home. AG Bell, with a small staff and a large membership of volunteers, has suc-cessfully met so many of these challenges that now we do have education, services, law, advocacy, technology . . . and the rest!

Today, a plethora of information is available online, and one might think it’s become easier to learn about hearing loss. It isn’t easy. So much of what one reads online is neither edited nor vetted. There is a new layer of responsibility for fami-lies to sort out the truth and learn whom they can trust, and to find where their child fits in the spectrum of technology, services and methodologies. My hope, of p

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Phyllis has been an active member of AG Bell for more than 40 years. In 1988, she received the Volta Award for her work on OK Magazine. Phyllis lives in Mobile, Ala., where she has been a community volunteer with particular interest in public welfare, education, disabilities and all things literary. She holds a bachelor’s degree in psychology from Newcomb College and a master’s degree in education from Bryn Mawr College. Her late husband, Bert, served as president of the Parent Section and as vice president of AG Bell Board of Directors. Upon his death, the Parent Section scholarship was renamed in his honor. One of their sons, Sam, has a profound, sensorineural hearing loss and uses a cochlear implant.

Who is phyllis Feibelman?

(L-R) Leigh, Phyllis, Claris, Emily Kate, Samuel and Sam Feibelman.


course, is that they’ll trust AG Bell, and that their children will learn to listen and to speak . . . and because they listen and speak, they’ll learn to do everything else.

AG: Which AG Bell Biennial Convention was the most memorable to you or your family?

PF: Probably the first convention my family attended. I attended a short course taught by Doreen Pollack, in which she showed films of her students not just speaking, but demonstrating age-appro-priate, grade-level understanding of sub-stantive questions. I wondered how much hearing loss those children had but before I could ask, Doreen flashed audiograms of their profound losses on the screen. Our children were registered in the children’s program, so Bert and I met the other chil-dren. One boy impressed me enough that I followed him to his mother to ask what they had done. Now I knew a child who could do the things I hoped my child could learn to do. That became my best advice to young parents: find families doing what you want your child to do, and learn how they have done it. Do not be misled by those who tell you what your child can’t do.

AG: Tell me about OK Magazine.

PF: In 1982, the board of the Parent Section distributed a questionnaire ask-ing parents what they wanted most from AG Bell. The answer was information. They wanted to know about medicine, technology, audiology, education, law, advocacy, parenting, which methods and programs were getting good results, and how other families faced the challenges they encountered every day.

I suggested we could answer those questions with a small magazine. We called it Our Kids Magazine, proclaiming proudly that “Our Kids are OK!” I edited OK for 11 years, and then for an addi-tional two years I edited the OK pages that were incorporated into Volta Voices.

AG: As a parent, you’ve seen tech-nology advance and approaches to education evolve, but what should always remain a constant for fami-lies who seek a listening and spoken language outcome for their children?

PF: When we began our journey, we fol-lowed in the footsteps of giants, but they were few. Over the last 40 years, we’ve seen Our Kids grow up to be successful in busi-ness, education and the arts. We’ve taken pride in their winning National Merit Scholarships, an Olympic championship, even Miss America. Today, it’s hard to say children who are deaf cannot do what so many of our children have indeed accom-plished. Unbelievably, still today some say, “deaf children should not do that.”

I believe the constant is that many children who are deaf can and do learn to listen and speak, and I believe that when they do they also have the great-est likelihood of being comfortable with themselves, successful and independent in mainstream society.

AG: What is the one thing you would like a parent of a recently diagnosed child to know?

PF: I would want parents to know not one but three things. First, speech is not the most important thing – language is. In my experience, learning speech facili-

tates learning language, and learning language facilitates learning everything else. Second, even the best teachers and therapists, maybe particularly the best teachers and therapists, do their best work with families who are engaged and involved. Be engaged. Get involved. Third, it is both a parent’s prerogative and responsibility to make the best choice for their child until the child is old enough to make the choice for him- or herself.

AG: As a native of Alabama you have been pursuing more public-ity concerning the link between Dr. Alexander Graham Bell and Helen Keller – why is that important to know and understand?

PF: Every state has statues of two promi-nent citizens in Statuary Hall of the U.S. Capitol. Alabama replaced one of its stat-ues with a new statue of Helen Keller. She is the only honored citizen whose statue portrays her as a child, one of very few women and the only statue of a citizen who had a disability. Because Helen Keller is so well known, loved and respected across the world, she is expected to become a destination for many visitors to the Capitol. Dr. Bell taught Helen Keller and her teacher, and the Volta Bureau is a repository of pictures and memo-rabilia of their work together. I see the dedication of Helen Keller’s statue and its prominence in the U.S. Capitol as an opportunity to call attention to the fact that the AG Bell still does for children with hearing loss all over the world what Dr. Bell did for Helen Keller.

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The DuBard Association Method™ is a phonetic, multisensory approach to teaching language and speech to children with hearing loss, language disorders, severe speech disorders and dyslexia.

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14TH ANNUAL DUBARD SYMPOSIUM:DYSLEXIA AND RELATED DISORDERS

Hattiesburg, Miss., February 4-5, 2010Earn 1.0 ASHA CEUs

For information and training dates:www.usm.edu/dubardPhone: 601.266.5223E-mail: [email protected]


Desire is putting motivation into action. Whether you are deaf or have typical hearing, no social or career achieve-

ment can be accomplished without desire. Desire is strongly linked with direction

and commitment. A lack of focus can cause a never-ending cycle of discarded projects being replaced with new projects. Individuals caught in this cycle feel the energy of a new dream, tackle it pas-sionately with purpose, but eventually become discouraged when they encounter obstacles. The initial enthusiasm wanes, but then it is “found” again in a new project and the cycle repeats. Nothing is achieved and the desire is misused.

The riddle of success cannot be solved by attitude, but by aptitude for desire. The word attitude has an emotional mean-ing (e.g., “Just do it!”). But aptitude is practical. The aptitude for desire includes operating within personal limitations, self-sacrifice, intelligence, hard work and patience in difficult times. No one is born with this aptitude. It is learned, practiced and then mastered.

Fostering desireThe last edition of this column asked, “What are your child’s passions and inter-ests?” Listing these strengths provides a start for understanding and fostering your child’s own unique aptitude for desire.

Let’s use Elizabeth, Tony and their 16-year-old son, Tristan, from Washington, D.C., as an example. Tristan is a sociable guy despite being severely deaf since age 3. He makes others feel comfortable with his deafness by reciting jokes and vignettes from television shows and movies. But the family has a problem. The parents are frustrated with Tristan’s refusal to contemplate his future. And he resists their hopes of forging a career in politics as both parents have done.

His parents know that extra motiva-tion will likely improve their bright son’s reasonable grades. Tristan has a unique passion for Egyptian, Maya and Inca archeology, which interests neither par-ent. Elizabeth and Tony want to channel Tristan’s desire into a clear direction, but they are not sure where to start.

Adopted from Dr. Bob Montgomery and Lynette Evans’ “You and Stress” (1984), the following thought map illustrates how Tristan’s desire can be put into practice over time. Any parent can use this thought map to help their child. The authors advise you to keep the six steps separate, setting aside a different time to reflect, assess and complete each step. This process is crucial for clarifying the problem-solving procedure.

1. define the problemUncooperative when discussing his future, Tristan fears leaving the comforts of home. His tight-knit group of school friends will soon leave Washington, D.C., to attend college or university. Tristan needs realistic career goals and to choose subjects for his senior year that will help him achieve his goals.

2. Brainstorm possible solutionsBrainstorming involves writing down whatever comes to mind. It is a sifting process that gives us a sense of realistic and unrealistic solutions. The following four points are realistic solutions that Elizabeth and Tony brainstormed to help Tristan:

Talk with other parents to see how ythey have planned their children’s post–high school aspirations.Read biographies or autobiographies yof other individuals who are deaf to better understand their career and social issues.

Reassess their thinking about yTristan’s career potential. Encourage each other to determine ypossible solutions.

The brainstorming stage occurred over a month. New ideas were gained from other parents and from the biographies or auto-biographies. Tristan’s parents got a better “feel” for the possible outcomes their son could pursue. Given this information, they could now evaluate possibilities.

3. evaluate possibilities Tony and Elizabeth were coming to real-ize that Tristan would not likely forge a career in politics. Tristan had his own unique aptitudes, which became clear after creating a table of his academic strengths and weaknesses.

Strengths and Passions

Weaknesses and Dislikes

HistorySociology English/Literature ArtGraphic Design Architecture

ChemistryPhysics GeologyBiologyEconomicsMath/Numbers

The weaknesses and dislikes column dem-onstrates Tristan’s limitations. Pursuing these subjects would be cumbersome and problematic. The strengths and passions column, however, clarifies the subjects in which Tristan’s desire would be best served. His parents could see how all the subjects had some relationship with archeology. Armed with this knowledge, the parents could now move onto the next step and agree on a solution.

4. Agree on a solutionElizabeth and Tony found that archeol-ogy was a realistic and exciting career goal because a research-based profession bypasses many deafness-related limita-

Attributes of DesireBy Paul Jacobs, Ph.D.

PSYCHOSOCIAL POTENTIAL MAxiMizATiON


tions. Also, Tristan’s love for elements of archeology was endless. Elizabeth and Tony then made a decision to consult with their son, but first he would need to be “sold” on the idea.

5. Plan the solution Elizabeth and Tony decide to take Tristan to an exhibition on ancient Egypt. Over lunch, Tony asks a mesmerized Tristan, “Would you like to be an archeologist?” Amazed, and without thinking, the son replies, “Yes.” Elizabeth smiles, “We’ll have to do something about that, won’t we?”

6. Implement the plan Capturing the essence of a passion alone is not enough. A plan must be imple-mented for desire to become a reality. Elizabeth, Tony and Tristan could then:

Ask AG Bell or other similar groups if ythey could put the family into contact with an archeologist who is deaf. This archeologist may provide short-term advice, or even mentor, Tristan.Talk with Tristan’s teachers about yincorporating aspects of archeology into Tristan’s schoolwork, with a view to reward these pursuits. Tristan should enroll in classes that cater to his academic strengths.Consult with the school career coun- yselor to identify colleges and entry requirements for an undergraduate degree in archaeology.

This complex issue took weeks to solve. The first two steps required much erasing, rewriting and rethinking on the part of Elizabeth and Tony. These steps helped concentrate the parents’ energy. At the third step, they realized that imposing their passions onto him, rather than considering his passions, had been a major source of conflict. This epiphany made the fourth step, selection of the solution, easier. The last two steps involved Tristan in the decision-making process and provided simple answers to previously complex questions.

Nurturing your child’s desire has vital long-term outcomes. Studies have shown that children from supportive, encourag-ing and unified families deal better with adversity than children without this nurturing environment. Identifying your child’s passions and strengths requires communication, listening and, some-

times, putting aside your ego aside. Once recognized, your child’s desire can be channeled into proactive activities rather than left to chance. Your guidance is essential. In time, your child’s desire will likely create a lifeforce of its own.

Remember: the future is not where we are heading, but what we create.

ConclusionDesire is the second of eight themes that create Psychosocial Potential Maximization. The following exercise dis-cusses your practical application of desire.

Exercise:Use the six-step thought map to help solve any current problems your child may have. This could be an educational, social or career matter.

The following question prepares you for the next column’s theme of Goal Orientation.

Question:Does your child have any friends or fam-ily who can provide him or her with paid employment while at school?

Quote:“When correctly encountered, a dis-ability becomes a stimulus that impels towards a higher achievement. . . . Those who have attained remarkable success in life have often been handicapped in the beginning with disabilities and with great feelings of inferiority.”

— Kenneth Lysons, “How to Cope with Hearing Loss: The First Comprehensive Handbook”

Editor’s Note: Dr. Jacobs’ column is comple-mented by an online discussion forum, avail-able at http://nc.agbell.org/netcommunity/Psychosocial_Potential_Maximization. The next issue of his column, “Goal Orientation,” will be published in December 2009, exclu-sively on AG Bell’s Web site. AG Bell encourages you to discuss this and future columns with Dr. Jacobs through AG Bell’s online community.

Lysons, K. (1980). How to cope with a hearing loss: The first comprehensive handbook. London, England: Granada Publishing Ltd.

Montgomery, B. and Evans, L. 1984. You and stress: How to develop new coping skills and a healthier lifestyle. New York, NY: Penguin Books Ltd.

References

44 VOLTAVOICES•NOVEMBER/DECEMBER2009

Anyone who meets Kaylee Hannah Jensen will be overwhelmed by this 8-year-old’s bubbly and

verbose personality. What is amazing about Kaylee’s story are the chal-lenges she has overcome to become the bright girl she is today, thriving on the farm belonging to her parents’ Angie and Bob, in Lowell, Ind.

Kaylee was born prematurely at age 26.5 weeks in Merrillville, Ind. She spent the first four months of her life in a neonatal intensive care unit. In addition to all the challenges Kaylee faced as a premature baby, she failed the initial newborn hearing screening test. A formal diagnosis would not come until she was 13 months old, however, because the home monitor protocol required by Kaylee’s doctors prevented her from receiving an audi-tory brainstem response test to con-firm the hearing loss. Once the test was conducted, Kaylee was diagnosed with a bilateral hearing loss.

According to Angie, “it was a very trying time for us. Not because we couldn’t accept her hearing loss, but rather because we swore she could hear something. When we spoke, she would turn her head towards us. I am sure all the doctors thought we just refused to accept that ‘our’ child was deaf!” Several months passed before Kaylee’s diagnosis was changed to auditory-neuropathy (AN).

The National Institutes of Health notes that individuals with AN are able to receive sound through the ears, which function typically, but the sound does not transmit to the brain. Individuals with AN can have great difficulty understanding speech. Angie and Bob had to fight for Kaylee’s right to learn spoken

language. “AN is the most frustrating diagnosis . . . with AN, every profes-sional we saw had many different opinions about how to treat Kaylee. As parents, we stood our ground and decided listening and spoken lan-guage was what we wanted for our child,” despite the many profession-als who advised otherwise.

At first, Kaylee used hearing aids. Although she adjusted to them easily and began weekly auditory-verbal therapy at 16 months, Kaylee’s parents noticed that her auditory responses were declining instead of improving. After researching AN further, her parents made the deci-sion to stop using the hearing aids. “I looked diligently before I finally found studies that claimed hear-ing aids may actually hinder hear-ing for some individuals with AN,” says Angie.

Angie was determined to see Kaylee succeed as she continued with her auditory-verbal therapy without the use of hearing aids. “We took every-thing that was offered to Kaylee. She was involved in an early childhood program for children ages birth to 3 years old. They offered numerous therapies, including auditory-verbal, speech, group speech, occupa-tional, physical and developmental therapies.”

Although delayed, Kaylee’s speech eventually came at 25 months. “We kept a list on the refrigerator and wrote down each new word she uttered and the date. Soon, we went from one word at a time to two-word phrases and then on to sentences,” Angie recalls. “Her speech language pathologist told us, ‘Kaylee’s like a little teacup, you keep pouring into it until it spills over.’” Hearing

aids were successfully reintroduced when Kaylee was 5 years old, and she continues to receive private speech therapy once a week as well as speech services through her school.

In addition to fighting for their daughter’s right to learn spoken language, Angie and Bob had to fight for her right to an education. Their local school system wanted to place Kaylee in a developmental preschool, and then a class for students who are deaf that primarily used manual com-munication. Because neither of these environments introduced speech in the instruction, Kaylee’s parents worked hard to ensure that she would receive spoken language instruction in a mainstream classroom.

Today, Kaylee is in second grade at Trinity Lutheran School in Crown

Around the WorldBy Melody Felzien

kid's zone

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kaylee won a red ribbon for her scare-crow, which featured characters from “The Wizard of Oz.”


Point, Ind., a school she has attended for five years. Kaylee was placed at Trinity by Northwest Indiana Special Education Cooperative, which funded her first three years of preschool. Kaylee also received an AG Bell schol-arship to attend first grade. “Kaylee needed a classroom with a low student-teacher ratio, as she would be overwhelmed in the public school sys-tem. Finding a school and staff that was willing to accept Kaylee’s disabil-ity was not an easy task. Although her class size has grown, this school continues to help build Kaylee’s confi-dence and self-esteem,” notes Angie.

Kaylee has a huge passion for reading, traveling and sharing what she’s learned with others. She is particularly interested in reading about and traveling to historical places. According to Angie, she enjoys walking through local cemeteries and reading the headstones, and has a great respect for historical monuments and artifacts. Kaylee also enjoys traveling to the places she

reads about, such as her recent visit to Mount Rushmore, Rapid City, S.D., and Lincoln’s home in Springfield, Ill. She would also like to visit Gettysburg, Penn., Washington, D.C., and Williamsburg, Va.

In addition, Kaylee enjoys spending time with her family on their active farm. She is particularly close to her older sister, Ka’tlyn, age 21, a junior at Purdue University. This summer, Kaylee won a number of awards in their county fair, including a blue ribbon for a bale of alfalfa, second place for a 12-foot stalk of corn and a red ribbon for a scarecrow resembling Dorothy from the “Wizard of Oz.”

Angie’s advice to other parents is to never give up hope. “No one knows your child like you do. Education is the key — research every piece of information that can help your child, follow through and understand that you are not alone.”

Angie characterizes Kaylee best when she says, “What makes Kaylee unique is Kaylee. Kaylee does not see herself as different, nor does she want to be treated any differently. With this attitude, Kaylee will be able to do anything she sets her mind to, surpassing the expectations of so many of us.”

Finally hear what you’ve been missing. Finally hear what you’ve been missing.

For Single-Sided Deafness

For more information about single-sided deafness

visit www.transear.com or call 1.888.382.9327

Do you have single-sided deafness

or know someone who does?

Ask about TransEar®.

Your hearing healthcare

provider can help you decide.

Kaylee and her Girl Scout troop dressed up for an annual school Sock Hop dance.

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DIRECTORY OF sErVicEs



n AlabamaAlabama Ear Institute, 300 Office Park Drive, Suite 210, Birmingham, AL 35223 • 205-879-4234 (voice) • 205-879-4233 (fax) • www.alabamaearinstitute.org • The AEI Auditory-Verbal Mentoring Program: ongoing professional development / AVI curriculum / Mentoring by Cert. AVTs®. “The AEI Summer Institute in Auditory-Verbal Therapy” - Two weeks of intense A-V training; AVI Modules and Practicum; hands-on practice of A-V Therapy. Education, research, public policy, family & culturally oriented programs & services.

n ArizonaDesert Voices, 3426 E. Shea Blvd., Phoenix, AZ 85028 • 602-224-0598 (voice) • 602-224-2460 (fax) • [email protected] (email). Emily Lawson, Executive Director. Oral school for deaf and hard-of-hearing children from birth to nine years of age. Programs include Birth to Three therapy, Toddler Group, and full day Educational Program. Other services include parent education classes, speech and language evaluations, parent organization and student teacher placements. Desert Voices is a Moog Curriculum school.

n CaliforniaAuditory Oral School of San Francisco, 1234 Divisadero, San Francisco, CA 94115 • 415-921-7658 (voice) • 415-921-2243 (fax) • Offers auditory-oral day classes for toddlers, PreKindergarten and K-2 levels with daily individual therapy. Also consultation and itinerant teacher of the deaf services; aural rehabilitation for children and adults; family education groups; and workshops. Our experienced staff includes credentialed teachers of the deaf and speech therapists, all with specialized training in CI technologies. Contact Janet Christensen, M.A., at [email protected].

Auditory-Verbal Services, 10623 Emerson Bend, Tustin, CA 92782 • 714-573-2143 (voice) • email [email protected] • Karen Rothwell-Vivian, M.S.ED. M.A. CCC-A. LSLS-Cert.AVT. Listening and Spoken Language Specialist - Certified Auditory-Verbal Therapist providing Auditory-Verbal Therapy and both audiological and educational consultation for children from infancy through college age. Auditory Rehabilitation is also provided for adults. Extensive expertise with amplification, cochlear implants, and FM systems.

Auditory-Verbal Therapy Services, 980 E. Mountain Street, Pasadena, CA 91104 • 626-798-3903 (voice) • [email protected] (e-mail). Beatriz Sackett, M.S. Ed., LSLS Cert AVT, bilingual English and Español. Offering Auditory-Verbal Therapy services to children ages six and above and their families. Services provided to children with hearing aids and/or cochlear implants. Llámeme para hablar de su hijo(a) y de cómo la terapia Auditiva-Verbal les podría ayudar.

Children’s Choice for Hearing and Talking, CCHAT Center – Sacramento, 11100 Coloma Road, Rancho Cordova, Ca 95670 • 916-361-7290 (voice). Laura Turner, Principal. An auditory/oral day school educating children and their families from birth through early elementary grades. Other programs include adult cochlear implant support, parent-infant program, on-site audiological services and mainstreaming support services. The school is staffed with credentialed teachers, licensed speech-language pathologists and a licensed audiologist.

The Alexander Graham Bell Association for the Deaf and Hard of Hearing is not responsible for verifying the credentials of the service providers below. Listings do not constitute endorsements of establishments or individuals, nor do they guarantee quality.Directory of Services

Directory of ServiceSDirectory of ServiceS Directory of ServiceS


Echo Horizon School, 3430 McManus Avenue, Culver City, CA 90232 • 310-838-2442 (voice) • 310-838-0479 (fax) • 310-202-7201 (tty) • www.oraldeafed.org/schools/echo/index.html • www.echohorizon.org • Vicki Ishida, Echo Center Director. Private elementary school, incorporating an auditory/oral mainstream program for students who are deaf or hard of hearing. Daily support by credentialed DHH teachers in speech, language, auditory skills and academic follow-up.

HEAR Center, 301 East Del Mar Blvd., Pasadena, CA 91101 • 626-796-2016 (voice) • 626-796-2320 (fax) • Specializing in audiological services for all ages. Auditory-Verbal individual therapy, birth to 21 years.

HEAR to Talk, 547 North June Street, Los Angeles, CA 90004 • 323-464-3040 (voice) • [email protected] (e-mail) • www.hear2talk.com • Sylvia Rotfleisch, M.Sc.A., CED, CCC, Certified Auditory-Verbal Therapist®, LSLS Cert. AVT, Licensed Audiologist, California NPA Certified. Trained by Dr. Ling. Extensive expertise with cochlear implants and hearing aids.

InSight Cinema - The Audience is Reading, 2800 28th Street, Suite 380, Santa Monica, CA 90405 • 310-452-8700 (voice) • 310-452-8711 (fax) • www.insightcinema.org • The “Go To” place for all forms of captioned entertainment - blockbuster movies, live theatre, opera, museums, lectures and much more in your area! InSight Cinema is a non-profit organization dedicated to bringing Captioned Entertainment Experiences to the 31 million deaf and hard-of-hearing patrons in the U.S. Captioning the Imagination of Audiences Nationwide.

Jean Weingarten Peninsula Oral School for the Deaf, 3518 Jefferson Avenue, Redwood City, CA 94062 • 650-365-7500 (voice) • [email protected] (e-mail) • www.oraldeafed.org/schools/jwposd (website) • Kathleen Daniel Sussman, Executive Director; Pamela Musladin, Principal. An auditory/oral program where deaf and hard of hearing children listen, think and talk! Cognitive based program from birth through mainstreaming into 1st or 2nd grade. Students develop excellent language, listening and social skills with superior academic competencies. Cochlear Implant Habilitation, mainstream support services and Family Center offering special services for infants, toddlers and their families.

John Tracy Clinic, 806 West Adams Blvd., L.A., CA 90007 • 213-748-5481 • 800-522-4582 (parents) • www.jtc.org • Since 1942, free worldwide Parent Distance Education Program and onsite comprehensive audiological, counseling and educational services for families with children ages birth thru 5 years. Intensive 3-week Summer Sessions (ages 2-5) with Sibling Program. Online and on-campus options for accredited Master’s and Credential in Deaf Education.

Let’s Talk About It, 800 Santa Ynez Street, San Gabriel, CA 91775 • 626-451-9920 (voice) • [email protected] (e-mail) • Bridgette Klaus, M.S. Ed., Certified Auditory-Verbal Therapist®. Providing Auditory-Verbal therapy for children with a hearing loss and their families. Services for individuals with hearing aids and/or cochlear implants, infancy through adulthood.

Listen and Learn, 4340 Stevens Creek Blvd., Suite 107, San Jose, CA 95129 • 408-345-4949 • Marsha A. Haines, M.A., CED, Cert. AVT, and Sandra Hamaguchi Hocker, M.A., CED • Auditory-verbal therapy for the child and family from infancy. Services also include aural habilitation for older students and adults with cochlear implants. Extensive experience and expertise with cochlear implants, single and bilateral. Mainstream support services, school consultation and assessment for children in their neighborhood school. California NPA certified.

No Limits Speech and Language Educational Center and Theatre Program, 9801 Washington Blvd., 2nd Floor, Culver City, CA 90232 • 310-280-0878, 800-948-7712 • www.nolimitsspeaksout.org • Free individual auditory, speech and language therapy for dhh children between the ages of five-and-eighteen as well as a biweekly literacy program, computer training, weekly parent classes and a nationwide theatrical program.

Oralingua School for the Hearing Impaired, North Campus – 7056 S. Washington Avenue, Whittier, CA 90602 • 562-945-8391 (voice) • 562-945-0361 (fax) • [email protected] (email) • www.oralingua.org (website) South Campus – 221 Pawnee Street, San Marcos, CA 92078 • 760-471-5187 (voice) • 760-591-4631 (fax) Where children are listening and talking. An auditory/oral program serving children from infancy to 10 years. Audiological, Speech, Itinerant, AVI Therapy, and other related Designated Instructional Services available. Contact Elisa J. Roche, Executive Director.


Directory of ServiceS

Training and Advocacy Group for Deaf & Hard of Hearing Children and Teens (TAG), 11693 San Vicente Blvd. #559, Los Angeles, CA 90049, 310-339-7678, [email protected], www.tagkids.org. Leah Ilan, Executive Director. Offers free group meetings for ddh children and teens from 5th grade through high school to provide socialization and advocacy training. Half-day workshops for high school seniors are given to prepare students for college or employment. Groups are held in schools during weekdays and in the community during the weekends. The sessions are each two hours long with 8-12 participants. Parent workshops and special extracurricular outings are also offered throughout the school year.

West Coast Cued Speech Programs, 348 Cernon St., Suite D, Vacaville, CA 95688 • 707-448-4060 (voice/TTY) • www.cuedspeech.org • A resource center serving deaf and hard-of-hearing children and their families. Cued Speech training available to schools/agencies.

n ColoradoBill Daniels Center for Children’s Hearing, The Children’s Hospital - Colorado, Depart-ment of Audiology, Speech Pathology and Learning Services, 13123 East 16th Avenue, B030 Aurora, CO 80045 • www.thechildrenshospital.org (website) • 720-777-6531(voice) • 720-777-6886 (TTY). We provide comprehensive audiology and speech-language services for children who are deaf or hard-of-hearing (ages birth through 21years). Our pediatric

team specializes in family-centered care and includes audiologists, speech-language pathologists, a deaf educator, family consultant, and clinical social worker. Individual, group and parent educational support and programs are designed to meet each family desire for their preference of communication needs. We also provide advanced technology hearing aid fitting and cochlear implant services.

Rocky Mountain Ear Center, P.C. • 601 East Hampden Avenue, Suite 530, Englewood, CO 80113 • 303-783-9220 (voice) • 303-806-6292 (fax) • www.rockymountainearcenter.com (website). We provide a full range of neurotology and audiology services for all ages, ranging from infants to seniors. Using a multi-disciplinary approach, our board-certified otologist and doctors of audiology test and diagnose hearing, balance, facial nerve and ear disorders and we provide full-service hearing aid, cochlear implant and BAHA services. We offer medical and surgical treatment as well as language therapy and support groups, and are actively involved in various research studies.

n ConnecticutCREC Soundbridge, 123 Progress Dr., Wethersfield, CT 06109 • 860- 529-4260 (voice/TTY) • 860-257-8500 (fax) • www.crec.org/soundbridge (website). Dr. Elizabeth B. Cole, Program Director. Comprehensive audiological and instructional services, birth through post-secondary, public school settings. Focus on providing cutting-edge technology for optimal auditory access and listening in educational

settings and at home, development of spoken language, development of self advocacy – all to support each individual’s realization of social, academic and vocational potential. Birth to Three, Auditory-Verbal Therapy, integrated preschool, intensive day program, direct educational and consulting services in schools, educational audiology support services in all settings, cochlear implant mapping and habilitation, diagnostic assessments, and summer programs.

New England Center for Hearing Rehabilitation (NECHEAR), 354 Hartford Turnpike, Hampton, CT 06247 • 860-455-1404 (voice) • 860-455-1396 (fax) • Diane Brackett. Serving infants, children and adults with all degrees of hearing loss. Speech, language, listening evaluation for children using hearing aids and cochlear implants. Auditory-Verbal therapy; Cochlear implant candidacy evaluation, pre- and post-rehabilitation, and creative individualized mapping. Post-implant rehabilitation for adults with cochlear implants, specializing in prelingual onset. Mainstream school support, including onsite consultation with educational team, rehabilitation planning and classroom observation. Comprehensive audiological evaluation, amplification validation and classroom listening system assessment.



Directory of ServiceSDirectory of ServiceS

n FloridaBolesta Center, Inc, 7205 North Habana Avenue, Tampa, FL 33614 • 813-932-1184 (voice) • 813-932-9583 (fax) • [email protected] (email) • www.bolestacenter.org (website) • Non-profit Listening and Spoken Language Center dedicated to teaching children who are deaf and hard of hearing to listen and speak. No family turned away based on ability to pay. Services provided to families, professionals, and school districts. Specializing in auditory-verbal therapy, educational outreach, and professional development programs. Kids and professionals immersion and summer programs available. Talk to us about our success with late implanted children! Contact Judy Horvath, LSL Cert. AVEd.

Clarke Jacksonville Auditory/Oral Center, 9857 St. Augustine Rd., Jacksonville, FL 32257 • 904-880-9001 (voice/TTY) • [email protected] (email) • www.clarkeschool.org (website). Susan G. Allen, Director, LSLS Cert. AVEd. A program of Clarke School for the Deaf/Center for Oral Education, serving families with young children with hearing loss. Auditory/ Oral programs include early intervention, preschool, toddler PreK/kindergarten, primary, parent support, individual listening, speech and language services, cochlear implant habilitation.

Orange County Auditory-Oral Program for the Hearing Impaired, Kaley Elementary School, 1600 East Kaley St., Orlando, FL 32806 • 407-897-6420 (voice) • 407-897-2407 (fax) • www.eak.ocps.k12.fl.us •

Available to residents of Orange and Lake Counties. We have self-contained classes PreK (3 & 4 yrs) to 5th grade with partial and full-time mainstream options.

n Georgia

Atlanta Speech School – Katherine Hamm Center, 3160 Northside Parkway, NW Atlanta, GA 30327 - 404-233-5332 ext. 3119 (voice/TTY) 404-266-2175 (fax) [email protected] (email) http://www.atlantaspeechschool.org (website) A Listening and Spoken Language program serving children who are deaf or hard of hearing from infancy to elementary school age. Children receive language-rich lessons and highly individualized instruction in a nurturing environment. Teachers and staff work closely with parents to instill the knowledge and confidence children need to reach their full potential. Early intervention programs, audiological support services, auditory-verbal therapy, mainstreaming opportunities, and independent educational evaluations. Established in 1938.

Auditory-Verbal Center, Inc - Atlanta, 1901 Century Boulevard, Suite 20, Atlanta, GA 30345, 404-633-8911 (voice) • 404-633-6403 (fax) • [email protected] (email) • www.avchears.org (website). Auditory-Verbal Center, Inc - Macon, 2720 Sheraton Drive, Suite D-240, Macon, GA 31204 • 478-471-0019 (voice). A comprehensive Auditory-Verbal program for children with hearing impairments and their families.

Home Center and Practicum Site programs provide intensive A-V training for families and professionals. Complete audiological services for children and adults. Assistive listening devices demonstration center.

Georgia Relay, 866-787-6710 (voice) • [email protected] (email) • www.georgiarelay.org (website). Georgia Relay provides services that enable people who are deaf, hard of hearing, deaf-blind and speech impaired to place and receive calls via a standard telephone. Free specialized telephones are available to applicants who financially and medically qualify through the Georgia Telecommunications Equipment Distribution Program (TEDP). Georgia Relay is easily accessed by dialing 7-1-1 and is overseen by the Georgia Public Service Commission.

n IdahoIdaho School for the Deaf and the Blind, 450 Main Street, Gooding, ID 83330 • 208-934 4457 (V/TTY) • 208-934 8352 (fax) • [email protected] (e-mail). ISDB serves birth to 21 year old youth with hearing loss through parent-infant, on-site, and outreach programs. Options include auditory/oral programs for children using spoken language birth through second grade. Audiology, speech instruction, auditory development and cochlear implant habilitation is provided.




n IllinoisAlexander Graham Bell Montessori School (AGBMS), www.agbms.org • 847-297-4660 (voice) • [email protected] (email). Alternatives in Education for the Hearing Impaired (AEHI) • www.aehi.org (website) • 847-297-3206 (voice) • [email protected] (email) • 2020 E. Camp McDonald Road, Mount Prospect, Il 60056 • 847-297-4660. AGBMS is a Montessori school educating children ages 3-12 who are deaf or hard of hearing or have other communicative challenges in a mainstream environment with hearing peers. Teacher of Deaf/Speech/Language Pathologist/ Reading Specialist/Classroom Teachers emphasize language development and literacy utilizing Cued Speech.

AEHI, a training center for Cued Speech, assists parents, educators, or advocates in verbal language development for children with language delays or who do not yet substantially benefit from auditory technology.

Child’s Voice School, 180 Hansen Court, Wood Dale, IL 60191, (630) 595-8200 (voice) (630) 595-8282 (fax) - [email protected] (email) http://www.childsvoice.org (website). Michele Wilkins, Ed.D., LSLS Cert. AVEd., Executive Director. A Listening and Spoken Language program for children birth to age 8. Cochlear implant (re) habilitation, audiology services and mainstream support services provided. Early intervention for birth to age three with parent-infant and toddler classes and home based services offered. Parent Support/Education classes provided. Child’s Voice is a Moog Curriculum school.

n Indiana

St. Joseph Institute for the Deaf – Indianapolis, 9192 Waldemar Road, Indianapolis, IN 46268 • (317) 471-8560 (voice) • (317) 471-8627 (fax) • www.sjid.org; [email protected] (email) • Teri Ouellette, M.S. Ed., Director. St. Joseph Institute for the Deaf – Indianapolis, a campus of the St. Joseph Institute system, serves hearing impaired children, birth to age six. Auditory-oral programs include early intervention, toddler and preschool classes, cochlear implant rehabilitation and daily speech therapy. Challenging speech, personal development and academic programs are offered in a nurturing environment. (See Kansas, and Missouri for other campus information)

n KansasSt. Joseph Institute for the Deaf - Kansas City Campus, 8835 Monrovia, Lenexa, KS 66215 • 913-383-3535 (voice) • 913-383-0320 (fax) • www.sjid.org • Jeanne Fredriksen, M.S., Ed., Director • [email protected]. St. Joseph Institute for the Deaf - Kansas City, a campus of the St. Joseph Institute system, serves hearing-impaired children, birth to age 6. Auditory-oral programs include early intervention, toddler and preschool classes, cochlear implant rehabilitation and daily speech therapy. Challenging speech, personal development and academic programs are offered in a nurturing environment. (See Indiana, and Missouri for other campus information).

n maryland

The Hearing and Speech Agency’s Oral Center, 5900 Metro Drive, Baltimore, MD 21215 • 410-318-6780 (voice) • 410-318-6758 (TTY) • 410-318-6759 (fax) • [email protected] (e-mail) • www.hasa.org • Jill Berie, Educational Director, Olga Polites, Clinical Director, Heather Eisgrau, Teacher of the Deaf/Coordinator. Auditory-oral education and therapy program for young children who are deaf or hard of hearing ages three through five with early intervention services for birth to age 3. Self-contained state-of-the-art classrooms located in the Gateway School approved by the Maryland State Department of Education. Additional services include speech-language therapy, family education and support, pre- and post-cochlear implant habilitation, collaboration and support of inclusion and audiological management. Applications are accepted year-round. Families are encouraged to apply for scholarships and financial assistance. HASA is a direct service provider, information resource center and advocate for people of all ages who are deaf, hard of hearing or who have speech and language disorders.

n massachusetts

Auditory-Verbal Communication Center (AVCC), 544 Washington Street, Gloucester, MA, 01930 • 978-282-0025 (phone) • [email protected] (e-mail) • www.avcclisten.com • Listening and Spoken Language Specialists: James G. Watson, MSc, CED, Cert. AVT, and Lea D. Watson, MS, CCC-SLP, Cert. AVT. AVCC is a husband-wife team offering parent

guidance for infants and preschoolers, school support, adult therapy, world-wide consultation for programs, distance (online) therapy for families, supervision and training (online) for professionals aiming at certification from the AG Bell Academy for Listening and Spoken Language.

Clarke School East, 1 Whitman Road, Canton, MA 02021 • 781-821-3499 (voice) • 781-821-3904 (tty) • [email protected] (email) • www.clarkeschool.org (website). Cara Jordan, Director, LSLS Cert. AVEd. A program of Clarke School for the Deaf/Center for Oral Education, serving families with young children. Auditory/Oral programs include early intervention, preschool, kindergarten, parent support, cochlear implant habilitation, and support for mainstream placements.

The Clarke School for the Deaf - Center for Oral Education, 47 Round Hill Road, Northampton, MA 01060 • 413-584-3450 (voice/tty) • [email protected] (email) • www.clarkeschool.org (website). Bill Corwin, President. Early intervention, preschool, day, and boarding school, cochlear implant assessments, summer programs, mainstream support, evaluations for infants through school age children, audiological services, assistive devices, graduate-teacher-education program.

SoundWorks for Children, 18 South Main Street, Topsfield, MA 01983 • 978-887-1284 (voice) • [email protected] (e-mail) • Jane E. Driscoll, MED, Director. Satellite program serving Southern Maine. Katelyn Driscoll, MED, Program Coordinator. A comprehensive non-profit program dedicated to the development of auditory-oral skills in children who are deaf or hard-of-hearing. Specializing in cochlear implant habilitation and offering a full continuum of inclusionary support models from preschool through high school. Early Intervention services and social/self-advocacy groups for mainstreamed students are offered at our Family Center. Summer programs, in-service training, and consultation available.

n michigan

Monroe County Program for Hearing Impaired Children, 3145 Prairie St., Ida, MI 48140-9778 • 734-269-3875 (voice/TTY) • 734-269-3885 (fax) • [email protected] (e-mail) • www.misd.k12.mi.us • Kathleen Whitman, Supervisor. Auditory/oral program, full continuum of services, birth to 25 years. Staff: 21.

Redford Union Oral Program for Children with Hearing Impairments, 18499 Beech Daly Rd. Redford, MI 48240 • 313-242-3510 (voice) • 313-242-3595 (fax) • 313-242-6286 (tty) • Dorothea B. French, Ph.D., Director. Auditory/oral day program serves 80 center students/250 teacher consultant students. Birth to 25 years of age.

n minnesotaNortheast Metro #916 Auditory / Oral Program, 701 West County Road “B”, Roseville, Minnesota 55113 • 651-415-5399 (voice). The mission of the program is to provide an intensive oral education to children with impaired hearing. Centered-based services are provided in a least restrictive public school environment, combining oral specific early intervention services within the mainstream setting for students pre-school through kindergarten age. Birth to 3 services and parent/child groups are tailored to meet identified needs. Parent and professional workshops are offered. Referrals are through the local school district in which the family live.

Northern Voices, 1660 W. County Road B, Roseville, MN, 55113-1714, 651-639-2535 (voice), 651-639-1996 (fax), [email protected] (email), Kristina Blaiser, Executive Director. Northern Voices is a non-profit early education center focused on creating a positive environment where children with hearing loss and their families learn to communicate through the use of spoken language. Our goal is for students to become fluent oral communicators and to join their hearing peers in a traditional classroom at their neighborhood schools. Northern Voices is a Moog Curriculum School.

n mississippiDuBard School for Language Disorders, The University of Southern Mississippi, 118 College Drive #10035, Hattiesburg, MS 39406-0001 • 601-266-5223 (voice) • [email protected] (e-mail) • www.usm.edu/dubard • Maureen K. Martin, Ph.D., CCC-SLP, CED, Director • The school is a clinical division of the Department of Speech and Hearing Sciences and serves children from birth to age 13 in its state-of-the-art facility. Working collaboratively with 22 public school districts, the school specializes in coexisting language disorders, learning disabilities/dyslexia and speech disorders, such as apraxia, through its non-graded, 11-month program. The Association Method, as refined, and expanded by the late Dr. Etoile DuBard and the staff of the school, is the basis of the curriculum. Comprehensive evaluations, individual therapy, audiological services and professional development programs also are available. AA/EOE/ADAI

Magnolia Speech School, Inc., 733 Flag Chapel Rd., Jackson, MS 39209 • 601-922-5530 (voice) • 601-922-5534 (fax) • [email protected] (e-mail) • www.oraldeaf.org • Anne Sullivan, M.Ed. Family Services (age 0 to 3 served free), Auditory/oral classrooms, association method classroom, audiological services, mainstream services, evaluations and out-patient services available in an 11-month school year.

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n missouriCID – Central Institute for the Deaf, 825 S. Taylor Avenue, St. Louis, MO 63110 314-977-0132 (voice) • 314-977-0037 (tty) • [email protected] (email) • www.cid.edu (website) Lynda Berkowitz/Barb Lanfer, co-principals. Child- and family-friendly learning environment for children birth-12; exciting adapted curriculum incorporating mainstream content; Family Center for infants and toddlers; expert mainstream preparation in the CID pre-k and primary programs; workshops and educational tools for professionals; close affiliation with Washington University deaf education and audiology graduate programs.

The Moog Center for Deaf Education, 12300 South Forty Drive, St. Louis, MO 63141 • 314-692-7172 (voice) • 314-692-8544 (fax) • Betsy Moog Brooks, Director of School and Family School • [email protected] (e-mail) • Services provided to children who are deaf and hard-of-hearing from birth to 9 years of age. Programs include the Family School (birth to 3), School (3 to 9 years), Audiology (including cochlear implant programming), mainstream services, educational evaluations, parent education and support groups, professional workshops, teacher education and student teacher placements.

The Moog School at Columbia, 3301 West Broadway, Columbia, MO 65203 • 573-446-1981(voice) • 573-446-2031 (fax) • Judith S. Harper, CCC SLP, Director • [email protected] (e-mail). Services provided to children who are deaf and hard-of hearing from birth to kindergarten. Programs include the Family School (birth to 3). School (3 years to kindergarten). Mainstream services (speech therapy/academic tutoring) ,educational evaluations, parent education, support groups, and student teacher placements. The Moog School—Columbia is a Moog Curriculum School.

St. Joseph Institute for the Deaf – St. Louis, 1809 Clarkson Road, Chesterfield, MO 63017; (636) 532-3211 (voice/TYY); (636) 532-4560 (fax); www.sjid.org; [email protected], Mary Daniels, M.A., Principal • [email protected]. An independent, Catholic auditory-oral school serving hearing impaired children birth through the eighth grade. Auditory-oral programs include early intervention, toddler and preschool classes, K-8th grade, I-Hear tele-therapy services, on-site audiology clinic, full evaluations, mainstream consultancy, summer education and student teacher placements. Mainstream academic accreditations (ISACS and NCA). Approved private agency of Missouri Department of Education. (See Indianapolis and Kansas for other campus information)

n nebraska

Omaha Hearing School for Children, Inc. 1110 N. 66 St., Omaha, NE 68132 402-558-1546 [email protected] An OPTIONschools Accredited Program offering auditory/oral education for birth to three, preschool and K – 3rd grades. Serving Omaha and the surrounding region.

n new hampshire

HEAR in New Hampshire, 11 Kimball Drive, Suite 103, Hooksett, NH 03106 • 603-624-4464 (voice) • www.HEARinNH.org • Lynda S. French, Director. New Hampshire’s only auditory-oral school for children who are deaf or hard of hearing. HEAR in NH serves children with all degrees of hearing loss from infancy through high school. Programs offered include parent/child play groups, preschool, pre-kindergarten, kindergarten and itinerant services for children in their community schools. Summer services, parent education/support, speech/language services and professional workshops are available.




n new JerseyHIP and SHIP of Bergen County Special Services - Midland Park School District, 41 E. Center Street, Midland Park, N.J. 07432 • 201-343-8982 (voice) • [email protected] (email) • Kathleen Treni, Principal. An integrated, comprehensive pre-K-12th grade auditory oral program in public schools. Services include Auditory Verbal and Speech Therapy, Cochlear Implant habilitation, Parent Education, and Educational Audiological services. Consulting teacher services are available for mainstream students in home districts. Early Intervention services provided for babies from birth to three. SHIP is the state’s only 7-12th grade auditory oral program. CART (Computer Real Time Captioning) is provided in a supportive, small high school environment.

The Ivy Hall Program at Lake Drive, 10 Lake Drive, Mountain Lakes, NJ 07046 • 973-299-0166 (voice/tty) • 973-299-9405 (fax) • www.mtlakes.org/ld. • Trish Filiaci, MA, CCC-SLP, Principal. An innovative program that brings hearing children and children with hearing loss together in a rich academic environment. Auditory/oral programs include: early intervention, preschool, kindergarten, parent support, cochlear implant habilitation, itinerant services, OT, PT and speech/language services. Self-contained to full range of inclusion models available.

Speech Partners, Inc., 26 West High Street, Somerville, NJ 08876 • 908-231-9090 (voice) • [email protected] (email) • Nancy V. Schumann, M.A., CCC-SLP, Cert.AVT. Auditory-Verbal Therapy, Communication Evaluations, Speech-Language Therapy and Aural Rehabilitation, School Consultation, Mentoring, Workshops.

Summit Speech School for the Hearing-Impaired Child, F.M. Kirby Center, 705 Central Ave., New Providence, NJ 07974 • 908-508-0011 (voice/TTY) • 908-508-0012 (fax) • [email protected] (e-mail) • www.summit-speech.org • Pamela Paskowitz, Ph.D., CCC-SLP, Executive Director. Auditory/oral services for deaf and hard of hearing children. Programs include Parent Infant (0 to 3 years), Preschool (3 to 5 years) and itinerant services for children in their home districts. Speech and language, OT and PT services available.

n new mexico

Presbyterian Ear Institute – Albuquerque, 415 Cedar Street SE, Albuquerque, NM 87106 • 505-224-7020 (voice) • 505-224-7023 (fax) • Contact: Bettye Pressley, Executive Director. A cochlear implant center, auditory/oral school for deaf and hard-of-hearing children and parent infant program. Serves children from infancy to early elementary school years. Comprehensive audiology, diagnostic and speech therapy services. Presbyterian Ear Institute is a Moog Curriculum School.

n new YorkAnne Kearney, M.S., LSLS Cert. AVT, CCC-Speech Language Pathology, 401 Littleworth Lane, Sea Cliff, Long Island, NY 11579 • 516-671-9057 (voice).

Auditory/Oral School of New York, 2164 Ralph Avenue & 3321 Avenue “M,” Brooklyn, NY 11234 • 718-531-1800 (voice) • 718-421-5395 (fax) • [email protected] (e-mail) • Pnina Bravmann, Program Director. A premier auditory/oral early intervention and preschool program servicing hearing impaired children and their families. Programs include: StriVright Early Intervention (home-based and center-based), preschool, integrated preschool classes with children with normal hearing, multidisciplinary evaluations, parent support, Auditory-Verbal Therapy, complete audiological services, cochlear implant habilitation, central auditory processing (CAPD) testing and therapy, mainstreaming, ongoing support services following mainstreaming.



Center for Hearing and Communication (formerly the League for the Hard of Hearing), 50 Broadway, 6th Floor, New York, NY 10004 • 917 305-7700 (voice) • 917-305-7888 (TTY) • 917-305-7999 (fax) • http://www.chchearing.org (website). Florida Office: 2900 W. Cypress Creek Road, Suite 3, Ft. Lauderdale, FL 33309 • 954-601-1930 (Voice) • 954-601-1938 (TTY) • 954-601-1399 (Fax). A leading center for hearing and communication services for people of all ages who are hard of hearing or deaf. Comprehensive array of services include: audiology, otology, hearing aid evaluation, fitting and sales, communication therapy, cochlear implant training, assistive technology consultation, emotional health and wellness, public education, support groups and Mobile Hearing Test Units. Visit http://www.chchearing.org to access our vast library of information about hearing loss and hearing conservation. For more information or to make an appointment, contact us at [email protected].

Clarke School - New York, 80 East End Avenue, New York, NY 10028 • 212-585-3500 (voice/tty) • [email protected] (email) • www.clarkeschool.org (website) • Dan Salvucci, Acting Director. A program of Clarke School for the Deaf/Center for Oral Education, serving families of young deaf and hard of hearing children. Auditory/oral programs include early intervention, preschool, kindergarten, comprehensive evaluations, hearing aid and FM system dispensing and related services including occupational, physical and speech-language therapies.

Cleary School for the Deaf, 301 Smithtown Boulevard, Nesconset, New York 11767 • 631-588-0530 (voice/TTY) • 631-588-0016 (fax) • www.clearyschool.org • Kenneth Morseon, Superintendent; Ellen McCarthy, Principal. A state-supported program serving hearing impaired children birth to 21. Auditory/oral programs include Parent-Infant Program (school and home based) for children birth to 3, Auditory-Oral Reverse Inclusion Preschool Program for children 3 to 5 and Transition Program for children with cochlear implants who have a sign language base. Auditory/oral programs include daily

individual auditory-based speech and language therapy, daily speech push-in, annual and on-going audiological and speech-language evaluations and parent training/support. The mission of the Reverse Inclusion Auditory-Oral Preschool Program is to best prepare children to enter kindergarten in their own school district. Classes consist of children with hearing loss and their normal hearing peers.

Lexington School for the Deaf, 26-26 75th Street, Jackson Heights, NY 11370 • 718-350-3300 (voice/tty) • 718-899-9846 (fax) • www.lexnyc.org • Dr. Regina Carroll, Superintendent, Ronni Hollander, Principal - [email protected] (email). A state-supported program serving hearing impaired children in the Greater New York area from infancy through age 21. Auditory-Oral programs include the Deaf Infant Program (ages 0-3), Preschool classes (ages 3-6) and early Elementary classes. Auditory-Oral programs include daily speech, listening and language services, ongoing audiological support, coordination with hospital implant centers, evaluations and parent support. The school’s academic program follows the New York State standards. Music/Dance, Physical Education (and swimming), Art, Library, as well as technology are part of the school schedule.

Long Island Jewish Medical Center Hearing & Speech Center, 430 Lakeville Road, New Hyde Park, NY 11042 • 718-470-8910 (voice) • 718-470-1679 (fax) • The Long Island Jewish Hearing and Speech Center provides services for individuals of all ages with communication disorders. The Center serves two tertiary care hospitals, Long Island Jewish Medical Center and North Shore University Hospital, providing both in-patient and outpatient services. As the largest hearing and speech center on Long Island, the Center accepts referrals from physicians, schools, community speech pathologists and audiologists, and self-referrals from Long Island and New York City. The professional staff consists of 14 audiologists, 10 speech-language pathologists, a social worker and a deaf educator. Audiologic services available at Center include complete diagnostic and habilitative services, a cochlear implant program, a voice and laryngeal laboratory and a hearing aid dispensary.

Mill Neck Manor School for the Deaf, GOALS (Growing Oral/Aural Language Skills) Program, 40 Frost Mill Road, Mill Neck, NY 11765 • 516-922-4100 (voice) • Mark R. Prowatzke, Ph.D., Executive Director, Francine Bogdanoff, Assistant Superintendent. Publicly-funded integrated preschool program, serving Deaf and hard of hearing children (ages 3-5) on Long Island. Literacy-based program with auditory/oral approach, curriculum aligned with NY State Preschool Standards, art, music, library, audiology, speech, language therapy, related support services and family programs.

Nassau BOCES Program for Hearing and Vision Services, 740 Edgewood Drive, Westbury, NY 11590 • 516-931-8507 (Voice) • 516-931-8596 (TTY) • 516-931-8566 (Fax) • www.nassauboces.org (Web) • [email protected] (Email). Dr. Judy Masone, Principal. Provides full day New York State standards - based academic education program for children 3-21 within district-based integrated settings. An auditory/oral or auditory/sign support methodology with a strong emphasis on auditory development is used at all levels.

Itinerant services including auditory training and audiological support are provided to those students who are mainstreamed in their local schools. Services are provided by certified Teachers of the Hearing Impaired on an individual basis.

The Infant/Toddler Program provides center- and home-based services with an emphasis on the development of auditory skills and the acquisition of language, as well as parent education and support. Center-based instruction includes individual and small group sessions, speech, parent meetings and audiological consultation. Parents also receive 1:1 instruction with teacher of the Deaf and Hard of Hearing on a weekly basis to support the development of skills at home.

Comprehensive audiological services are provided to all students enrolled in the program, utilizing state of the art technology, FM assistive technology to maximize access to sound within the classroom, and cochlear implant expertise. Additionally, cochlear implant mapping support provided by local hospital audiology team will be delivered on site at the school.

New York Eye & Ear Cochlear Implant and Hearing & Learning Centers, (formerly Beth Israel/New York Eye Ear program). New Location: 380 Second Avenue at 22nd Street, New York, NY 10010 • 646-438-7800 (voice). Comprehensive diagnostic and rehabilitative services for infants, children and adults including audiology services, amplification and FM evaluation and dispensing, cochlear implants, auditory/oral therapy, otolaryngology and counseling.

n north CarolinaBEGINNINGS For Parents of Children Who Are Deaf or Hard of Hearing, Inc., 3714-A Benson Drive, PO Box 17646, Raleigh, NC 27619 • 919-850-2746 (voice) • 919-850-2804 (fax) • [email protected] (e-mail) • Joni Alberg, Executive Director. BEGINNINGS provides emotional support, unbiased information, and technical assistance to parents of children who are deaf or hard of hearing, deaf parents with hearing children and professionals serving those families. BEGINNINGS assists parents of children from birth through age 21 by providing information and support that will empower them as informed decision makers, helping them access the services they need for their child, and promoting the importance of early intervention and other educational programs. BEGINNINGS believes that given accurate, objective information about hearing loss, parents can make sound decisions for their child about educational placement, communication methodology and related service needs.

CASTLE- Center for Acquisition of Spoken Language Through Listening Enrichment, 5501-A Fortunes Ridge Drive, Suite A, Durham, NC 27713 • 919-419-1428 (voice) • www.uncearandhearing.com/pedsprogs/castle An auditory/oral center for parent and professional education. Preschool and Early intervention services for young children including Auditory Verbal parent participation sessions. Hands-on training program for hearing-related professionals/ university students including internships, two week summer institute and Auditory Verbal Modules.

n OhioAuditory Oral Children’s Center (AOCC), 5475 Brand Road, Dublin, OH 43017 • 614-598-7335 (voice) • [email protected] (email) • http://auditoryoral.googlepages.com (website). AOCC is a non-profit auditory and spoken language development program for children with hearing loss. We offer a blended approach by combining an intensive therapy-based pre-school program integrated into a NAEYC preschool environment. Therapy is provided by an Auditory-Verbal Therapist, Hearing –Impaired Teacher, and Speech Language Pathologist. Birth to three intervention, and parent support services are also available.

Millridge Center/Mayfield Auditory Oral Program, 950 Millridge Road, Highland Heights, OH 44143-3113 • 440-995-7300 (phone) • 440-995-7305 (fax) • www.mayfieldschools.org • Louis A. Kindervater, Principal. Auditory/oral program with a ful continuum of services, birth to 22 years of age. Serving 31 public school districts in northeast Ohio. Early intervention; preschool with typically developing peers; parent support; individual speech, language, and listening therapy; audiological services; cochlear implant habilitation; and mainstreaming in the general education classrooms of Mayfield City School District.

Ohio Valley Voices, 6642 Branch Hill Guinea Pike, Loveland, OH 45140 • 513-791-1458 (voice) • 513-791-4326 (fax) • [email protected] (e-mail) • www.ohiovalleyvoices.org (website). Ohio Valley Voices teaches deaf and hearing-impaired children to use spoken language as their primary means of communication. The vast majority of our students utilize cochlear implants to give them access to sound, which in turn, allows them to learn to speak when combined with intensive speech therapy. We offer a birth-to-3 program, a preschool through second grade program, a full array of on-site audiological services, parent education and support resources. Ohio Valley Voices is a Moog Curriculum School.




n OklahomaHearts for Hearing, 3525 NW 56th Street, Suite A-150, Oklahoma City, OK 73112 • 405-548-4300 • 405-548-4350(Fax) • Teresa H. Caraway, Ph.D.,CCC-SLP, LSLS Cert. AVT and Joanna T. Smith, M.S., CCC-SLP, LSLS Cert. AVT, Jace Wolfe, Ph.D., CCC-A. Comprehensive hearing healthcare program which includes pediatric audiological evaluations, management and cochlear implant mapping. Auditory-Verbal therapy, cochlear implant habilitation, early intervention, pre-school, summer enrichment services and family support workshops are also provided. Opportunities for family, professional education and consultations. www.heartsforhearing.org

INTEGRIS Cochlear Implant Clinic at the Hough Ear Institute, 3434 NW 56th, Suite 101, Oklahoma City, OK 73112 • 405-947-6030 (voice) • 405-945-7188 (fax) • [email protected] (email) • www.integris-health.com (website) • Our team includes board-certified and licensed speech-language pathologists, pediatric and adult audiologists, as well as neurotologists from the Otologic Medical Clinic. Services include hearing evaluations, hearing aid fittings, cochlear implant testing and fittings, newborn hearing testing, and speech/language therapy. The Hearing Enrichment Language Program (HELP) provides speech services for children and adults who are deaf or hard of hearing. Our speech-language pathologists respect adults’ and/or parents’ choice in (re) habilitation options that can optimize listening and language skills.

n OregonTucker-Maxon Oral School, 2860 S.E. Holgate, Portland, OR 97202 • 503-235-6551(voice) • 503-235-1711 (TTY) • [email protected] (e-mail) • www.tmos.org (website) • Established in 1947, Tucker-Maxon is an intensive auditory-oral school that co-enrolls children with hearing loss and children with normal hearing in every class. Each class is taught by a regular educator or early childhood specialist and a teacher of deaf children. Programs for children with hearing loss start at birth and continue through 5th grade. Tucker-Maxon provides comprehensive pediatric audiology evaluations, cochlear implant management, habilitation and mapping, early intervention, and speech pathology services.

n PennsylvaniaBucks County Schools Intermediate Unit #22, Hearing Support Program, 705 North Shady Retreat Road, Doylestown, PA 18901 • 215-348-2940 x1240 (voice) • 215-340-1639 (fax) • [email protected] • Kevin J. Miller, Ed.D., CCC-SP, CED, Supervisor. A publicly-funded program serving local school districts with deaf or hard of hearing students (birth -12th Grade). Services include itinerant support, resource rooms, audiology, speech-language therapy, auditory-verbal therapy, C-Print captioning, and cochlear implant habilitation.

Center for Childhood Communication at The Children’s Hospital of Philadelphia, 3405 Civic Center Boulevard, Philadelphia 19104 • (800) 551-5480 (voice) • (215) 590-5641 (fax) • www.chop.edu/ccc (website). The CCC provides Audiology, Speech-Language and Cochlear Implant services and offers support through CATIPIHLER, an interdisciplinary program including mental health and educational services for children with hearing loss and their families from time of diagnosis through transition into school-aged services. In addition to serving families at our main campus in Philadelphia, satellite offices are located in Bucks County, Exton, King of Prussia, and Springfield, PA and in Voorhees, Mays Landing, and Princeton, NJ. Professional Preparation in Cochlear Implants (PPCI), a continuing education training program for teachers and speech-language pathologists, is also headquartered at the CCC.

Clarke Pennsylvania Auditory/Oral Center, 455 South Roberts Road, Bryn Mawr, PA 19010 • 610-525-9600 (voice/tty) • [email protected] (email) • www.clarkeschool.org (website). Judith Sexton, Director. A program of Clarke School for the Deaf/Center for Oral Education, serving families with young children with hearing loss. Auditory/Oral programs include early intervention, preschool, parent support, individual auditory speech and language services, cochlear implant habilitation, audiological support, and mainstream support.

Delaware County Intermediate Unit # 25, Hearing and Language Programs, 200 Yale Avenue, Morton, PA 19070 • 610-938-9000, ext. 2277 610938-9886 (fax) • [email protected] • Program Highlights: A publicly funded program for children with hearing loss in local schools. Serving children from birth through 21 years of age. Teachers of the deaf provide resource room support and itinerant hearing therapy throughout Delaware County, PA. Services also include audiology, speech therapy, cochlear implant habilitation (which includes LSLS Cert. AVT and LSLS Cert. AVEd), psychology and social work.

DePaul School for Hearing and Speech, 6202 Alder Street, Pittsburgh, PA 15206 • (412)924-1012 (voice/TTY) • [email protected] (email) • www.speakmiracles.org (website) • Mary Beth Kernan - Family Service Coordinator. DePaul is Western Pennsylvania’s only auditory-oral school serving families for 100 years. A state-approved, private magnet school, DePaul’s programs are tuition-free to parents and caregivers of approved students. Program includes: early intervention services for children birth to 3 years; a center-based toddler program for children ages 18 months to 3 years; a preschool for children ages 3-5 years and a comprehensive academic program for grades K-8. Clinical services include speech therapy, cochlear implant habilitation services, audiological support including cochlear implant mapping, physical and occupational therapy, mainstreaming support, parent education programs and a parent support group.

Western Pennsylvania School for the Deaf, 300 East Swissvale Avenue, Pittsburgh, PA 15218 • 412-244-4207 (voice) • 412-244-4251 (fax) • [email protected] (e-mail) • www.wpsd.org.The Western Pennsylvania School for the Deaf is a non-profit school with high academic expectations. WPSD, located in Pittsburgh since 1869, has provided quality educational services, cutting-edge technology and a complete extracurricular program to deaf and hard-of-hearing children from birth through grade 12. Serving over 250 day and residential students, from more than 100 school districts and 30 counties, WPSD is the largest comprehensive center for deaf education in the state. For more information: wpsd.org

n South CarolinaThe University of South Carolina Speech and Hearing Center, 1601 St. Julian Place, Columbia, SC 29204 • 803-777-2614 (voice) • 803-253-4143 (fax) • Center Director: Danielle Varnedoe, [email protected] (e-mail). The center provides audiology services, speech-language therapy, adult aural rehabilitation therapy and Auditory-Verbal therapy. Our audiology services include comprehensive evaluations, CAPD evaluations, and cochlear implant evaluations and programming. The University also provides a training program for AVT and cochlear implant management for professional/ university students. Additional contacts for the AVT or CI programs include: Nikki Burrows (803-777-2669), Wendy Potts (803-777-2642) or Cheryl Rogers (803-777-2702).

n South dakotaSouth Dakota School for the Deaf (SDSD), 2001 East Eighth Street, Sioux Falls, SD 57103 • 605-367-5200 (V/TTY) • 605-36705209 (fax) •[email protected] (e-mail). Serving children and youth with hearing loss by offering services on site and through its outreach program. Academic option includes auditory/oral program for students using spoken language and are preschool through third grade. SDSD utilizes the Sioux Falls School District Curriculum and prepares students to meet state standards. Instructional support in other areas is available as dictated by the IEP, including parent/child education, speech language pathology, auditory training and special education. Arranges for dual enrollment of students in their local schools to expand curricular and social options. Outreach staff provides support to families with newborns and children through the ages of 2 years and continues to work with the families and school district personnel of older students who are either remaining in or returning to their local districts. Any student in South Dakota with a documented hearing loss can take advantage of services offered through SDSD, including audiological testing, speech evaluation, and triennial multidisciplinary assessment.

n TennesseeMemphis Oral School for the Deaf, 7901 Poplar Avenue, Germantown, TN 38138 • 901-758-2228 (voice) • 901-531-7050 (fax) • www.mosdkids.org (website) • [email protected] (email). Teresa Schwartz, Executive Director. Parent-infant program, auditory/ oral day school (ages 2 to 6), speech-language and cochlear implant therapy, mainstream services.

Vanderbilt Bill Wilkerson Center - National Center for Childhood Deafness and Family Communication, Medical Center East South Tower, 1215 21st Avenue South, Nashville, TN 37232-8105 • 615-936-5000 (voice) • 615-936-1225 (fax) • [email protected] (email) • www.mc.vanderbilt.edu/root/vumc.php?site=hearing (web). Tamala

Bradham, Ph.D., Director. The NCCDFC Service Program is an auditory/oral learning program serving children with hearing loss from birth through 18 years. Services include educational services at the Mama Lere Hearing School at Vanderbilt as well as audiological and speech-language pathology services. Specifically, the Service Program includes audiological evaluations, hearing aid services, cochlear implant evaluations and programming, parent-infant program, individual speech, language, and listening therapy, educational assessments, toddler program, all day preschool through kindergarten educational program itinerant/academic tutoring services, parent support groups, and summer enrichment programs.



n TexasBliss Speech and Hearing Services, Inc., 12700 Hillcrest Rd., Suite 207, Dallas, TX 75230 • 972-387-2824 • 972-387-9097 (fax) • [email protected] (e-mail) • Brenda Weinfeld Bliss, M.S., CCC-SLP/A, Cert. AVT®. Certified Auditory-Verbal Therapist® providing parent-infant training, cochlear implant rehabilitation, aural rehabilitation, school visits, mainstreaming consultations, information, and orientation to deaf and hard-of-hearing children and their parents.

Callier Center for Communication Disorders/UT Dallas, Callier-Dallas Facility, 1966 Inwood Road, Dallas, TX, 75235 • 214-905-3000 (voice) • 214-905-3005 (tty) • Callier-Richardson Facility: 811 Synergy Park Blvd., Richardson, TX, 75080 • 972-883-3630 (voice) • 972-883-3605 (tty) • [email protected] (email) • www.callier.utdallas.edu • Nonprofit organization, hearing evaluations, hearing aid dispensing, assistive devices, cochlear implant evaluations, psychology services, speech-language pathology services, child development program for children ages 6 weeks to 5 years.

The Center for Hearing and Speech, 3636 West Dallas, Houston, TX 77019 • 713-523-3633 (voice) • 713-874-1173 (TTY) • 713-523-8399 (fax) • [email protected] (email) • www.centerhearingandspeech.org (website) • CHS serves children with hearing impairments from birth to 18 years. Services include auditory/oral preschool; Audiology Clinic providing comprehensive hearing evaluations, diagnostic ABR, hearing aid and FM evaluations and fittings, cochlear implant evaluations and follow-up mappings; Speech-Language Pathology Clinic providing Parent-Infant therapy, Auditory-Verbal therapy, speech therapy, aural (re)habilitation; family support services. All services offered on sliding fee scale and many services offered in Spanish.

Denise A. Gage, M.A., CCC, Cert. AVT© - Certified Auditory-Verbal Therapist, Speech-Language Pathologist, 3111 West Arkansas Lane, Arlington, TX 76016-0378 • 817-460-0378 (voice) • 817-469-1195 (metro/fax) • [email protected] (email) • www.denisegage.com • Over 25 years experience providing services for children and adults with hearing loss. Services include cochlear implant rehabilitation, parent-infant training, individual therapy, educational consultation, onsite and offsite Fast ForWord training.

Speech and Hearing Therapy Services, North Dallas • 214-458-0575 (voice) • [email protected] (e-mail) • www.speechandhearingtherapy.com (website) • Tammi Galley, MA, CCC-SLP, Aural Habilitation Specialist. Comprehensive Aural Habilitation therapy, specializing in pediatric populations, cochlear implant habiltation, parent-infant/child and individual therapy, Auditory-Verbal therapy, auditory/oral, or total communication offered with strong emphasis on auditory skill development. Home visits or office visits.

Sunshine Cottage School for Deaf Children, 103 Tuleta Dr., San Antonio, TX 78212 • 210-824-0579 • 210-826-0436 (fax). Founded in 1947, the auditory/oral school promotes early identification of hearing loss and subsequent intervention, working with parents and children from infancy through high school. Audiological services include diagnostic hearing evaluations for children of all ages, hearing aid fitting, cochlear implant programming and habilitation, maintenance of soundfield and FM equipment in the classroom. Programs include the Newborn Hearing Evaluation Center, Parent-Infant Program, Hearing Aid Loaner and Scholarship Programs, and Educational Programs (three years of age through 12th grade mainstream), Speech Pathology, Counseling, and Assessment Services. For more information visit www.sunshinecottage.org.

n Utah

Sound Beginnings of Cache Valley, Utah State University, 1000 Old Main Hill, Logan, UT 84322-1000 • 435-797-0434 (voice) • 435-797-0221 (fax) • www.soundbeginnings.usu.edu • [email protected] (email) • Lauri Nelson, Ph.D., Sound Beginnings Director • [email protected] (email) • K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT, Graduate Studies Director. A comprehensive auditory learning program serving children with hearing loss and their families from birth through age five; early intervention services include home- and center-based services, parent training, a weekly toddler group, pediatric audiology, and Auditory-Verbal Therapy. The preschool, housed in an innovative public lab school, provides self-contained Auditory-Oral classes for children aged three through five, parent training, and mainstreaming opportunities with hearing peers. The Department of Communicative Disorders and Deaf Education offers an interdisciplinary graduate training program in Speech-Language Pathology, Audiology, and Deaf Education that emphasizes auditory learning and spoken language for young children with hearing loss.

Utah Schools for the Deaf and the Blind, 742 Harrison Boulevard, Ogden, UT 84404 • 801/629-4714 (voice) for the Associate Superintendent for the Deaf • 801/629-4701 (tty) • www.usdb.org (website) • A state-funded program for children with hearing loss (birth through high school) serving students in various settings including local district classes throughout the state and residential options. Audiology, speech instruction, auditory verbal development and cochlear implant habilitation provided.

n VirginiaChattering Children, Richmond Center, 1307 Lakeside Avenue, Richmond, VA 23228 • 804-290-0475 (voice) • NOVA Center, 1495 Chain Bridge Road, Suite 100, McLean, VA 22101 • www.chatteringchildren.org (website) • [email protected] (email). Chattering Children, Empowering hearing-impaired children through spoken communication. Infants through school age. Parent-Infant Program, AV Therapy, mainstream support. SPEAK UP (an auditory oral school). Family-centered conversational approach. In-service training and an internship program for graduate students. NoVa Center: 1495 Chain Bridge Road, Suite 100, McLean, VA 22101 (Metro DC area), Tel: (571) 633-0770. Richmond Center: SPEAK UP auditory-oral school and auditory-verbal therapy: 1307 Lakeside Ave Richmond VA 23228. Tel: (804) 290-0475. Contact Anne Davis, Executive Director, Anne Davis, [email protected].

Listen Hear Audiology, 1101 S. Arlington Ridge Rd. #117, Arlington, VA 22202 • 202-997-4045 (voice) • [email protected] (e-mail) • www.listenhear.net • Rachel Cohen, Au.D., CCC-A • Auditory/oral services provided to children or adults who are hard-of-hearing or deaf using preferred methodology (Auditory/oral, Cued, TC, or ASL) when needed. Auditory (re)habiliation is provided in your home/natural environment or at my office. Birth through geriatric cochlear implant habiliation, aural (re)habilitation, assistive listening device information, parent-infant training and consultation.

n WashingtonListen and Talk – Education for Children with Hearing Loss, 8610 8th Avenue, NE, Seattle, WA, 98115 • 206-985-6646 (voice) • 206-985-6687 (fax) • [email protected] (e-mail) • www.listentalk.org (website). Maura Berndsen, Educational Director. Family-centered program teaches children with all degrees of hearing loss to listen, speak, and think in preparation for inclusion in neighborhood schools. Services include early intervention (0 to 3 yrs), Auditory-Verbal therapy (3 to school age), blended pre-school/pre-K classes (3 to 5 yrs), and consultations. A summer program is offered in addition to services provided during the school year.

The Listen For Life Center at Virginia Mason, 1100 9th Ave. MS X10-ON Seattle, WA 98111 • 206-223-8802 (voice) • 206-223-6362 (tty) • 206-223-2388 (fax) • [email protected] (email) • www.vmmc.org/listen (website) • Non-profit organization offering comprehensive diagnostic and rehabilitation services from infancy through senior years. Audiology, otolaryngology, hearing aids, implantable hearing aids, cochlear implants, communication classes, assistive listening devices, Aural Rehabilitation, counseling, support groups, school consultations, professional training workshops, community days, library.

n WisconsinCenter for the Deaf and Hard of Hearing, 10243 W. National Avenue, West Allis, WI 53227 414-604-2200(Voice) 414-604-7200 (Fax) www.cdhh.org (Website) Amy Peters Lalios, M.A., CC-A, LSLS, Cert.AVT® as well as five LSLS Cert. AVEds. Nonprofit agency located in the Milwaukee area provides comprehensive auditory programming to individuals with hearing loss, from infants to the elderly. The Birth to Three program serves children from throughout Southeastern Wisconsin, including education in the home, toddler communication groups, and individual speech therapy. AV Therapy is also provided to school-age children locally as well as through an interactive long-distance therapy program. Pre- and post-cochlear implant training is provided for adults and communication strategies and speechreading is offered to individuals as well as in small groups.



InTernATIOnAl

n Australia

Telethon Speech & Hearing Centre for Children WA (Inc), 36 Dodd Street, Wembley WA 6014, Australia • 61-08-9387-9888 (phone) • 61-08-9387-9888 (fax) • [email protected] • www.tsh.org.au • Our oral language programs include: hearing impairment programs for children under 5 and school support services, Talkabout program for children with delayed speech and language, audiology services, Ear Clinic for hard to treat middle ear problems, Variety WA Mobile Children’s Ear Clinic, newborn hearing screening and Cochlear Implant program for overseas children.

University of Newcastle, Graduate School. GradSchool, Services Building, University of Newcastle, Callaghan, NSW, 2308, Australia • 61-2-49218856 (voice) • 61-2-49218636 (fax) • [email protected] (email) • www.gradschool.com.au (website). Master of Special Education distance education through the University of Newcastle. Program provides pathways through specialisations in Generic Special Education, Emotional Disturbance/Behaviour Problems, Sensory Disability, Early Childhood Special Education. The Master of Special Education (Sensory Disability Specialisation) is available through the Renwick Centre and is administered by the Australian Royal Institute for Deaf and Blind Children. Program information and application is via GradSchool: www.gradschool.com.au, +61249218856, or email [email protected].

n CanadaMontreal Oral School for the Deaf, 4670 St. Catherine Street, West, Westmount, QC, Canada H3Z 1S5 • 514-488-4946 (voice/ tty) • 514-488-0802 (fax) • [email protected] (email) • www.montrealoralschool.com (website). Parent-infant program (0-3 years old). Full-time educational program (3-12 years old). Mainstreaming program in regular schools (elementary and secondary). Audiology, cochlear implant and other support services.

Saskatchewan Pediatric Auditory Rehabilitation Center (SPARC), Room 21, Ellis Hall, Royal University Hospital, Saskatoon, SK, S7N 0W8, Canada • 306-655-1320 (voice) • 306-655-1316 (fax) • [email protected] (e-mail) • www.usask.ca/healthsci/sparc • Rehabilitative services including Auditory-Verbal Therapy for children with hearing impairments. (Birth through school age).

Children’s Hearing and Speech Centre of British Columbia (formerly, The Vancouver Oral Centre for Deaf Children), 3575 Kaslo Street, Vancouver, British Columbia, V5M 3H4, Canada, 604-437-0255 (voice), 604-437-1251 (tty), 604-437-0260 (fax) - www.childrenshearing.ca (website). Our auditory-oral program includes: on-site audiology, cochlear implant mapping, parent-infant guidance, auditory-verbal therapy, music therapy, preschool, K, Primary 1-3; itinerant services.

n englandThe Speech, Language and Hearing Centre, Christopher Place, 1-5 Christopher Place, Chalton Street, Euston, London NW1 1JF, England • 0114-207-383-3834 (voice) • 0114-207-383-3099 (fax) • [email protected] (e-mail) • www.speech-lang.org.uk • Assessment, nursery school and therapeutic centre for children under 5 with hearing impairment or speech/language difficulties.

Advanced Bionics ..................................................................................Inside Back Cover

Auditory-Oral School of San Francisco .......................................................................... 46

Auditory-Verbal Center, Inc (Atlanta)................................................................................. 4

Central Institute for the Deaf ........................................................................................... 47

Clarke School for the Deaf .............................................................................................. 49

DePaul School for Hearing and Speech ....................................................................... 33

DuBard School for Language Disorders ....................................................................... 41

Ear Technology Corporation ........................................................................................... 45

Fontbonne University ...................................................................................................... 48

Harris Communications ................................................................................................... 21

Jean Weingarten Peninsula Oral School for the Deaf ....................................................39

John Tracy Clinic ............................................................................................................. 15

Moog Center for Deaf Education .............................................................................. 27, 43

National Technical Institute for the Deaf/RIT.............................................................. 9, 25

National Cued Speech Association ............................................................................... 19

Oticon Pediatrics ...................................................................................Inside Front Cover

St. Joseph Institute for the Deaf ...................................................................................... 11

Sorenson Communications ............................................................................................ 37

Sound Aid Hearing Aid Warranties ................................................................................ 23

Sound Clarity, Inc. ........................................................................................................... 52

Sprint Relay ...................................................................................................................... 35

Sunshine Cottage School for Deaf Children .................................................................. 17

Tucker-Maxon Oral School .............................................................................................. 51

AG Bell 2010 Biennial Convention ................................................................. Back Cover

AG Bell – Academy .......................................................................................................... 29

AGBell – George H. Nofer Scholarship ........................................................................... 5

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Volta Voices November-December 2009 Magazine

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