Volta Voices March-April 2010 Magazine

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

VOICESV O L T A

W W W . A G B E L L . O R G • V O L 1 7 , I S S U E 2

March/April 2010

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

DEVELOPING an ACTION PLAN

CAREERS and DIRECTIONS

DEVELOPING an ACTION PLAN

CAREERS and DIRECTIONS

March/April 2010

VV March-April 2010 Cover.indd Sec3:10 1/28/10 11:45:16 AM

MARCH/APRIL 2010

VOLUME 17

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VOICESV O L T A

MARCH/APRIL 2010

VOLUME 17

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Features14What Is Action Research?By Maura Martindale, Ed.D., LSLS Cert. AVEd, and Viva Tomlin, M.A.

This article explains how Action Research is a way for teachers and practitioners to improve practices in an educational setting.

18 Insights into a Ph.D. Career By Melody Felzien

An interview with Jace Wolf, Ph.D., explores the benefits of obtaining a Ph.D. for those pursuing a career in the field of hearing loss and spoken language communication.

20What the Research Shows By Melody Felzien

A continuation of an ongoing article series high-lighting research published in the most recent issues of The Volta Review.

24Temporal Bones: The Gift of Hearing and BalanceBy Nicole Pelletier and Saumil N. Merchant, M.D.

Learn how the National Temporal Bone Registry is vital to the ability of researchers to further understand hearing loss and develop new treatments.

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 38 Directory of services 48 List of aDvertisers

26Impacting Decisions on Hearing LossBy Melody Felzien and Julie Matheny

This article explores the results of a recent readership survey that gauged readers’ attitudes, opinions and expectations of the The Volta Review.

28Tips for Parents: Play to LearnBy Tiffani Hill-Patterson

In this issue’s column, parents will learn about games and activities they can use at home to facilitate their child’s development of spoken language.

VERSIÓN EN ESPAÑOL

30Consejos para Padres: Aprender JugandoPor Tiffani Hill-Patterson

En la columna de este número, los padres apren-derán juegos y actividades que pueden utilizar en casa para ayudar a sus hijos a desarrollar el lenguaje verbal.

DepartmentsVoICeS fRom AG BeLL3 | Recognizing Dedication to Listening and Spoken Language

32 | Conversations With Alex Graham

34 | Psychosocial Potential Maximization: Tactics of Goodness of Fit

In THIS ISSue5 | Research in Hearing Loss

8 | SounDBITeS

36 | Around the World

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)

Corrine Altman (NV)Holly Clark (VA)

Meredith K. Knueve, Esq. (OH)Donald M. Goldberg, Ph.D. (OH)

Catharine McNally (VA)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 ©2010 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 $95 domestic and $118 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?

On the cover: A teacher instructs a young boy with hearing loss on listening exercises. Photo Credit: iStock Photography.

volta voices • March/april 2010 3

We are recognizing these incredible individuals and organizations both

for their efforts over the years and for the impact their work has had,

and will have, on generations of children and adults who are deaf

or hard of hearing and who use spoken language.

VOICES FROM AG BELL

Whenever we get close to convention, it’s always a great reminder of the energy a convention year

has at AG Bell. After all, it’s the only time that AG Bell’s diverse constituen-cies all come together in one place to build relationships, reconnect and share experiences. Perhaps one of the most significant events in a convention year is the announcement and presentation of AG Bell’s three prestigious awards – the AG Bell Award of Distinction, the Volta Award and the Honors of the Association.

Begun in 1963, AG Bell’s associa-tion awards recognize individuals or organizations whose efforts have made a significant impact on the hearing loss community or have raised public awareness of hearing loss issues. Past recipients include Internet pioneer Vinton Cerf and former Miss America Heather Whitestone; U.S. presidents and elected officials; and organizations

such as the National Geographic Society, AT&T and ABC News.

Award recipients are selected by the AG Bell Board of Directors from mem-ber and staff nominations and after much contemplation and discussion. In some cases, individuals or organi-zations are considered for awards for years before they are finally selected. Marion Downs, who received the Volta Award in 2008, is a good example. No one can question her years of dedica-tion to newborn hearing screening and the impact her efforts have had on listening and spoken language.

However, it wasn’t until 2008 that AG Bell was finally in a position to honor her appropriately. The same holds true for all of this year’s award recipients – although they have worked tirelessly, over the course of decades in some instances, it wasn’t until now that we were able to honor them and their commitment to AG Bell’s mission. We are recognizing these incredible individuals and organizations both for

their efforts over the years and for the impact their work has had, and will have, on generations of children and adults who are deaf or hard of hearing and who use spoken language.

The 2010 award recipients are:The Alexander Graham

Bell Award of Distinction – Representative Chris Van Hollen (D-MD). This award recognizes an individual or organization outside the field of hearing loss that has made an outstanding contribution to hear-ing loss issues. Congressman Van Hollen has been a strong proponent of fully funding the Individuals with Disabilities Education Act (IDEA) through legislation introduced in the House in September (H.R. 3578) and of the Hearing Aid Tax Credit (H.R. 1646/S. 1019), among other issues related to individuals with hearing loss. Please contact your Congressional representative and encourage him or her to co-sponsor both of these impor-tant pieces of legislation!

The Volta Award – Ms. Joanna Nichols and The Children’s Hearing Foundation of Taiwan. This award is given to an individual and/or organization who has made a significant contribution within the field of listening and spoken language. This year, the award posthumously recognizes the life work of Joanna Nichols as well as the ongoing work of the Children’s Hearing Foundation (CHF), which Ms. Nichols, along with her husband, Mr. Kenny Cheng, established in 1996. The CHF is largely credited with revolutionizing deaf education in Taiwan by being the first organization to offer a listening and spoken language alternative to

Recognizing Dedication to Listening and Spoken Language

4 volta voices • March/april 2010

VOICES FROM AG BELL

children with hearing loss in that country, as well as raise awareness throughout Asia of the listening and spoken language option for children with hearing loss.

The Honors of the Association – Inez K. Janger. This award recog-nizes an individual who is directly involved in the hearing loss commu-nity and exhibits proven dedication toward the goals and purposes of AG Bell. Among Ms. Janger’s many accomplishments at AG Bell, she is a past president of the AG Bell Board of Directors and the founder of the AG Bell New York Chapter. She also spearheaded the strategic analysis, restructuring and streamlining of AG Bell’s membership and chapter operations; oversaw the merger of Auditory-Verbal International (which is today known as the AG Bell Academy for Listening and Spoken Language); and led the design and

development of AG Bell’s acclaimed Parent Advocacy Training (PAT) program, which has provided more than 700 parents with the resources to guide their children’s public education. The PAT program is being relaunched this summer at the AG Bell 2010 Biennial Convention.

The Volta Award and the Honors of the Association award will officially be presented at the Opening General Session of the AG Bell 2010 Biennial Convention the evening of Friday, June 25. The Award of Distinction will be presented to Congressman Van Hollen this April in Washington, D.C.

As one of my final acts as president of AG Bell, I very much look forward to presenting these awards to these incredible and deserving individuals and organizations. It’s been an honor to know and work with them, and we should all congratulate them on their tireless efforts to make listening and

spoken language an option for all children with hearing loss.

Sincerely,

Jay WyantPresident

QUeSTIOnS? COmmenTS? COnCernS?

Write to us: ag bell 3417 volta place, nwwashington, dc20007

Or email us: [email protected]


EDITOR’S NOTE

This issue of Volta Voices provides a valuable overview to the benefits of conducting research in the field of listen-

ing and spoken language development. In “What Is Action Research?” authors

Maura Martindale and Viva Tomlin offer a step-by-step process for teach-ers and practitioners in listening and spoken language to design, implement and produce valuable research data. The knowledge that the teacher/practitioner has is invaluable to the field, but often these individuals are unsure about how to properly create and execute research projects. This article will guide even the most novice researcher in producing the data necessary to support listening and spoken language development strate-gies and techniques.

In “Insights into a Ph.D. Career,” Volta Voices talks with Jace Wolfe, an audiolo-gist at the Hearts for Hearing program in Oklahoma City, Okla., about the benefits and career rewards of pursuing a Ph.D. degree. In a continuing effort to provide research to parents and teachers, “What the Research Shows” summarizes the research on spoken language development and decision aids recently published by The Volta Review. “Temporal Bones” is a fascinat-ing look at the importance of temporal bone donations and how this valuable gift can help advance the research and technology for individuals with hearing loss. Finally, “Impacting Decisions on Hearing Loss” reviews the recent The Volta Review readership survey, which produced some very surprising and pos-itive results. Read about how the journal continues to play an important role in impacting decisions about hearing loss and spoken language communication.

This issue’s “Tips for Parents” column offers a wide range of games and activi-ties that parents can utilize at home to

encourage their child with hearing loss’ spoken language development. Dr. Paul Jacobs continues his series on maximiz-ing potential of individuals with hearing loss who listen and talk with a column called “Tactics of Goodness of Fit.” Don’t forget to check out the online archive of this column and discussion forum at www.agbell.org. In Conversations, Alex Graham introduces us to Laurie Hanin, the executive director of The Center for Hearing and Communication (formerly the League for the Hard of Hearing). Learn about how leaders like Hanin are improving and expanding services for individuals with hearing loss. Finally, “Around the World” introduces you to twins Corey and Kyle Sergerstrom, who have relied on each other and their fam-ily to successfully acquire listening and spoken language.

On a final note, I encourage every-one who is planning to go to the AG Bell 2010 Biennial Convention June 25-28 in Orlando, Fla., to make plans to attend the Research Symposium, Sunday, June 27, from 8:00 to 11:30 a.m. This year’s Research Symposium will focus on advancements and limitations of stem cell and cochlear

sensory cell regeneration and feature world-renowned scientists in the field of hearing loss and research. Anyone with an interest in science and the future of hearing loss technology won’t want to miss this event, which is included in the cost of your registra-tion. To register for the Convention, visit www.agbell2010convention.org. Don’t delay; the early bird rates end April 2, 2010.

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 FelzienEditor, Volta Voices

Research in Hearing Loss


VOICES FROM AG BELL

Dipika Chawla, author of “Around the World” and “SoundBites,” is an editorial assistant 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.

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 masters’ degrees in organizational effectiveness and busi-ness administration from Marymount University in Arlington, Va. His late mother had a hearing loss as a result of a childhood illness. He can be contacted at [email protected].

Tiffani Hill-Patterson, author of “Tips for Parents,” is a freelance writer, newspaper copy editor, sports enthusiast and cochlear implant awareness advocate. She has a bachelor’s degree in journalism from the University of North Alabama. She lives in Harvest, Ala., with her husband, Ryan, and daughter, Riley, a bilateral cochlear

implant user. Patterson can be con-tacted at [email protected].

Paul Gordon Jacobs, Ph.D., author of “Psychosocial Potential Maxi-mization,” 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’ col-umns and discussion forums online at http://nc.agbell.org/netcommunity/Psychosocial_Potential_Maximization.

VOICES cONTriBuTOrs


Maura Martindale, Ed.D., LSLS Cert. AVEd, co-author of “What Is Action Research?” holds a doctorate in educational leadership from the University of Southern California and a master’s degree in deaf education from Smith College. She has over 30 years of experi-ence in general and deaf education as a credentialed teacher, auditory-verbal educator, parent educator, university professor and administrator in the field of listening and spoken language for students who are deaf and hard of hearing. Dr. Martindale developed and currently serves as the director of the California Lutheran University (CLU) Deaf Education Master’s and Credential program as well as teaching courses in Action Research and educational measurement. She can be contacted at [email protected].

Julie Matheny, co-author of “Impacting Decisions on Hearing Loss,” was an editorial assistant at AG Bell. She has a master’s degree in communication from Virginia Commonwealth University – Brandcenter and is currently pursuing a career in copywriting.

Saumil N. Merchant, M.D., co-author of “Temporal Bones: The Gift of Hearing and Balance,” is the Eliasen Professor of Otology and Laryngology at Harvard Medical School in Boston, Mass. He is the director of the Otopathology Laboratory at the Massachusetts Eye and Ear Infirmary (MEEI) in Boston as well as a full-time academic staff otolo-gist at MEEI. He is also the co-director of the NIDCD National Temporal Bone, Hearing and Balance Pathology Resource Registry.

Nicole Pelletier is the coordina-tor of the NIDCD National Temporal Bone, Hearing and Balance Pathology Resource Registry at the Massachusetts Ear and Ear Infirmary. Contact her by visiting www.tbregistry.org.

Viva Tomlin, M.A., co-author of “What Is Action Research?” has masters’ degrees in deaf education from the University of San Diego and in education from the University of Alabama. She is currently a doctoral candi-date at King’s College, Oxford University, in the United Kingdom. She has taught students nationally and internationally for over 35 years and has a background in Persian languages, art and the study of religions. She is currently teaching stu-dents with hearing loss in the Los Angeles Unified School District and engages in Action Research projects at Saticoy Elementary School in Los Angeles, Calif.


AG Bell Announces 2010 Award recipientsAG Bell has announced the 2010 recipients of its highest honors, recog-nizing individuals or organizations who have made a significant impact on the hearing loss community or have raised public awareness of hearing loss issues.

The Alexander Graham Bell Award yof Distinction award recipient for 2010 is Representative Chris Van Hollen (D-MD). Congressman Van Hollen has been a strong proponent of funding for the Individuals with Disabilities Education Act (IDEA) (H.R. 3578) and of the Hearing Aid Tax Credit (H.R. 1646/S. 1019). The Volta Award recipient for 2010 yis Ms. Joanna Nichols and Taiwan’s Children’s Hearing Foundation (CHF). The award posthumously recognizes the life work of Joanna Nichols as well as the ongoing work of CHF, which provides services in Taiwan and raises awareness of the listening and spoken language approach throughout Asia. The Honors of the Association award yrecipient for 2010 is Inez K. Janger. Janger has been actively involved in AG Bell for more than 30 years, including serving on its board of directors for 16 years and lead-ing the development of the Parent Advocacy Training program.

Janger and Nichols/CHF will be presented with their awards at the AG Bell 2010 Biennial Convention, June 25-28 in Orlando, Fla. Van Hollen will be presented with his award at an event in Washington, D.C. Past recipients of AG Bell awards include Internet pioneer

Vinton Cerf and former Miss America Heather Whitestone; U.S. presidents and elected officials; and organiza-tions such as the National Geographic Society, AT&T and ABC News. Stay tuned to Volta Voices to learn more about the award recipients and their contributions to advancing listening and spoken language.

leadership Opportunities for Teens (lOFT) now Accepting ApplicationsLOFT is a four-day program designed for participants to develop skills in individual leadership, teamwork, public speaking, self advocacy and under-standing group dynamics and commu-nication. Participants increase their self confidence and understanding of their own strengths and abilities through activities designed to challenge them to push beyond their comfort zone in a supportive environment.

This program has a capacity to serve 20 participants and is a great opportu-nity for high school and college-bound teens interested in a leadership experi-ence away from home and with their peers. The 2010 program will take place June 20-24, 2010, at the Hilton Orlando Bonnet Creek, Orlando, Fla. Visit http://nc.agbell.org/NetCommunity/LOFT to learn more or to download an applica-tion. Applications must be received by April 8, 2010.

AG Bell Announces 2010 Financial Aid deadlines AG Bell offers a variety of financial aid programs designed to support children and youths with hearing loss who are pursuing spoken language educa-tion. For more information about each

program, please visit http://nc.agbell.org/netcommunity/financialaid.

Arts & Sciences Award Program Information and application will be avail-able on the AG Bell Web site on January 15. Deadline for applications is April 9 at 5:00 p.m. Eastern Time.

N E W s B i T E s

SOUND BITEScALENDAr OF EVENTs

6/25-28 2010

Join friends, colleagues and families in Orlando, Fla., 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 commit-ted to listening and spoken language for individuals with hearing loss. To register, visit www.agbell2010convention.org. Don’t delay! Early bird rates end April 2.

7/19-23 2011Save the Date! The AG Bell 2011 Listening & Spoken Language Symposium will be held July 19-23, 2011, at the Omni Shoreham in Washing-ton, D.C. Stay tuned to www.agbell.org as more details are announced.


School-Age Financial Aid Program Information and application will be avail-able on the AG Bell Web site on March 15. Deadline for applications is May 27 at 5:00 p.m. Eastern Time.

Preschool-Age Financial Aid Program Information and application will be avail-able on the AG Bell Web site on May 3. Deadline for applications is July 30 at 5:00 p.m. Eastern Time.

Parent-Infant Financial Aid ProgramInformation and application will be available on the AG Bell Web site on June 15. Deadline for applica-tions is September 24 at 5:00 p.m. Eastern Time.

Studies Show Cochlear Implant Users Struggle with Pitch ControlA Canadian study published in the January 2010 issue of Archives of Otolaryngology-Head & Neck Surgery suggests that children with bilateral cochlear implants may face diffi-culty controlling the loudness and pitch of their voices. The researchers examined 27 children ages 3 to 15 who either had bilateral cochlear implants or one cochlear implant, and compared their control over the pitch and volume of their voices with children with typical hearing. Those who had bilateral cochlear implants showed poorer control over the pitch and loudness of their voice than those with typical hearing. Control of pitch improved over time as the children continued to use their implants and gained more exposure to hearing. “Targeted speech therapies that assist children using cochlear implants in monitoring and modifying the pitch and loudness of their voice would be useful in this setting,” the researchers concluded. “Future work is planned

to develop and evaluate therapeutic tools that will specifically address these areas in implant recipients, with the objective of minimizing or eliminating the voice variances.” Visit http://archotol.ama-assn.org/cgi/content/abstract/136/1/17 to access the article.

enTrY POInT! Summer Internship ProgramThe ENTRY POINT! program of the American Association for the Advancement of Science is still accepting applications for internships in Summer 2010. Undergraduate or graduate students from any college or university who have any type of disability may apply to ENTRY POINT! Students must be studying subjects in the science, technology, engineering and mathematics (STEM) fields. Some business majors are also considered. For more details, please visit www.entrypoint.org.

Application Process Finalized for “hear now” ProgramThe Starkey Hearing Foundation’s “Hear Now” program has finalized its 2010 application process. “Hear Now” is a national nonprofit program that assists permanent U.S. residents who are deaf or hard of hearing and have limited financial resources. The program provides those who are approved with free hearing aid technology and services. To learn more, visit www.sotheworldmayhear.org/hearnow.

hearing Aid Tax Credit Attracts record 113th Co-SponsorOn January 21, 2010, Representative Tim Perriello (D-VA) became the 113th sponsor of the Hearing Aid Tax legisla-tion (H.R. 1646). The legislation would

provide a $500 tax credit per device for children and people over age 55 with hearing loss, and is actively supported by AG Bell, the Hearing Industries Association, the American Academy of Audiology and the American Speech-Language-Hearing Association. To learn more, visit www.hearingaidtaxcredit.org.

hansaton Offers Products in the United StatesOn January 11, 2010, Hansaton, a German-based hearing systems provider, announced that they are now offering their products to U.S.-based audiologists and hearing aid dispensers. Hansaton’s products include a full range of hearing systems to address virtually any hearing loss and stylistic preference, including products for both adults and children. Hansaton-USA is based out of Minneapolis, Minn. For more infor-mation, visit www.hansaton-usa.com.

St. Joseph Institute debuts I-hear distance learning Program

The St. Joseph Institute for the Deaf in Chesterfield, Mo., now offers a new way of providing listening and spoken

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language therapy via secure Internet connection. The virtual instruction program, called I-Hear, offers children with hearing loss who may not live near a facility comprehensive listening and spoken language services. Families who may only need support and not full-time enrollment at a school for the deaf and hard of hearing can also benefit from the program. According the Cheryl Broekelmann, early childhood educa-tion director and I-Hear coordinator, “It’s really mind-blowing that this program

may have few limitations to reach chil-dren who need our services…technology and the Internet break down distance barriers.” For more information, visit www.sjid.org.

rnId Introduces hearing Check Facebook ApplicationThe Royal National Institute for Deaf People (RNID), the largest charity organization for people who are deaf or hard of hearing in the United Kingdom,

recently launched a Hearing Check application on Facebook.com, the popular, international social networking Web site. The application allows users to measure their ability to hear someone speaking when there is background noise, recreating the experience of having a conversa-tion in a crowded room. Anyone with a Facebook account can access the application, complete the hearing check, post the story to their wall and encourage their friends to do the same. For more information, visit http:// apps.facebook.com/rnid-hearing-check.

researchers Study Protein linked to deafnessA research team at Rockefeller University led by A. James Hudspeth and Michelle R. Gleason found new connections between the protein Tmie and deafness in zebra fish. The precise gene that encodes for the protein had two mutations affecting the function of hair-like sensors in the ear, leading to hearing loss. The findings, says Gleason, suggest that Tmie plays a bigger role in the transmission of sound than previously thought. “At the ultra-structural level, we specifically show that these mutant defects map to a very specific cog in the trans-duction machinery,” says Gleason. “And that’s exciting because we now have a clearer target for therapy.” To access the article, visit www.pnas.org/content/early/2009/11/20/ 0911632106.abstract.

nIdCd Identifies Gene linked to rare Form of hearing loss in malesAn international team of researchers funded by the National Institute on Deafness and Other Communication Disorders (NIDCD) has identified a gene associated with a rare form of progressive hearing loss in males. The gene, PRPS1, appears to be crucial

AG Bell member lisa Colangelo Fischer, Ph.D., has been named president of the Southwest Psycho-analytic Society, an organization in Arizona comprised of psychiatrists, psychoanalysts, psychologists and other mental health professionals interested in psychoanalytic thought. Dr. Fischer, who was born profoundly deaf and uses a cochlear implant and spoken language, is the first person with hearing loss to lead this 30-year old society. She is also a psychologist in private practice providing psychoanalytic psychotherapy. Dr. Fischer’s master’s degree thesis on an assessment instrument for people who are deaf or hard of hearing was published in 2001 in the Journal of Counseling Psychology. Her assessment instrument has since been used internationally in Australia, Canada, England, Israel and Italy as well as in the United States.

pEOpLE iN ThE NEWs

In April, the Pennsylvania Chapter of AG Bell will participate in the 2010 Pennsylvania Speech-Language-Hearing Association (PSHA) Convention in State College, Pa. Pennsylvania Chapter members Judy Sexton, M.S., C.E.D., and Jess Tofany, M.S., CCC-SLP, LSLS Cert. AVT, will speak to convention participants and distribute AG Bell materials at the AG Bell PA booth. In addition, Chapter members Deborrah Johnston, M.A., AuD., CCC-A, and Jennifer Rakers, MSLP, CCC-SLP, will provide a presen-tation entitled “Preparing Children With Cochlear Implants for Mainstream Education” at the convention.

chApTErs

SOUND BITES

volta voices • March/april 2010 1 1

in inner ear development and mainte-nance. The findings are published in the December 17, 2009, early online issue of the American Journal of Human Genetics. Scientists hope that this new information will eventually lead to at-risk boys being tested at birth and immediately put on enzyme replacement therapy to reduce or prevent the hearing loss that would ordinarily occur later in life. In addi-tion, the knowledge that scientists gather about the mechanisms of this gene could potentially be used to develop treatments for other types

of acquired hearing loss. To learn more, visit www.nih.gov/news/health/dec2009/nidcd-17.htm.

Sonova Buys InSound medicalOn January 6, 2010, Swiss company Sonova announced that it is buying InSound Medical Inc., a privately held company based in Newark, Calif. Marketed under the Lyric brand, InSound’s hearing aids sit deep in the ear canal for months at a time and are virtually invisible from the outside. This announcement follows Sonova’s

recent acquisition of Advanced Bionics Corporation. For more information, visit www.sonova.com.

Online Patient resourcesThe American Academy of Otolaryngology – Head and Neck Surgery now offers an online patient resource on the health of the ear, nose and throat, the history of otolaryn-gology, and much more. Visit www.entnet.org/HealthInformation/ patients.cfm for more information.

Siemens donates 100 Free hearing Instruments Siemens Hearing Instruments, Inc. announced its third annual partnership with Quota International’s “Sound Beginnings” program. As part of the partnership, Siemens is expanding the program to provide vouchers for 100 free hearing instruments to both children and young adults, age 17 years and under, who have been diagnosed with hearing loss. For more information, visit www.hearitforthefirsttime.us/ financial-assistance.

Scientists Say music Could help Cure TinnitusGerman researchers have published findings in the The Proceedings of the National Academy of Sciences that say music therapy may help reduce noise feedback in people suffering from tinnitus, or ear ringing. The researchers helped patients by designing and adapting their tastes of music and then stripping out the sound frequencies that matched the individual’s tinnitus frequency. After listening to these specially tuned musical therapies for one year, patients reported a distinct decrease in the loudness of the ringing compared with those who had listened to non-altered placebo

Andrew Broughton, an AG Bell international affiliate representa-tive and advocate for the deaf and hard of hearing community, died on January 1, 2010, at the age of 57 from a brief illness. He was the inter-national affiliate representative for the Sensory Inclusion Service, which supports children with hearing loss as they transition into their local com-munities. He also served as a member of AG Bell’s School Age Financial Aid committee. Broughton is remembered as a loving husband, father and friend. In lieu of flowers, the family requests donations be made in his name to Ward 23H of the Royal Shrewsbury Hospital at Mylton Oak Road, Shrewsbery, United Kingdom, SY3 8XQ, or DELTA (Deaf Education Through Listening and Talking) at www.deafeducation.org.uk.

iN MEMOriAM

In 2009, AG Bell launched its Shared Interest Group (SIGs) through AG Bell’s “Virtual Voices” e-community platform. Since that time, eight new SIGs have been established as a result of requests by members of the AG Bell community. SIGs are just one way for AG Bell members to network, trade information or simply connect with others with shared experiences. Just some of the SIGs most AG Bell members can get involved with include:

Parents and Families yItinerant Teachers yCochlear Implants Users yLSL Students and New Professionals yDeaf and Hard of Hearing SIG – open to members who self-identify as yan adult with hearing loss

SIGs are a great opportunity for you to help take AG Bell to the next level in member networking and increase volunteer participation. Stay tuned to AG Bell Update and Volta Voices as new SIGs are announced or visit www.agbell.org to learn more and find out how you can create a SIG yourself.

shArED iNTErEsT GrOups


SOUND BITES

STUDENTS WITH HEARING LOSS

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Early Intervention • Preschool • Elementary • On-site Audiology and Speech/Language Pathology2860 SE Holgate Blvd. • Portland, OR 97202 • Phone: 503.235.6551 • TTY: 503.235.1711 • [email protected]

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Learn in small, collaborative classrooms with typically hearing peers.

Average 17 months of language growth per school year.

Progress by at least 1 grade level per school year, on average, in reading, writing, and math.

PSSST! Have you heard? GREAT THINGS ARE HAPPENING AT TUCKER-MAXON!

music. Visit www.pnas.org/content/early/2009/12/15/0911268107.abstract for more information.

TeChnOlOGY WATCh

new “Clik” hearing Aid Gives Users more IndependenceThe “Clik” Hearing Aid, newly developed by the Ear Technology Corporation, is the first digital hearing aid that is programmed without cables or computers. It is designed so that patients, under the guidance of their provider, can configure sound settings in their own listening environ-ments so as to avoid spending extra time and money on multiple trips to their provider. The patient or hearing health care professional can “clik”

through various setting options on the hearing aid while it is being worn. For more information, visit www.clik-hearing.com.

new Technology to Customize the Appearance of Cochlear ImplantsAdvanced Bionics has partnered with Skinit, Inc., the leading company in consumer electronics personaliza-tion, to offer customizable covers for Harmony or Auria sound processors. With Skinit designs, recipients can customize their sound processors with everything from favorite colors to sports team logos, personalized motifs or works of art. The Skinit Web site offers hundreds of designs to choose from or the option to upload your own

graphics for a completely unique look. Visit www.advancedbionics.com/skinit to learn more.

hearing Aids with Touch TechnologyTouch technology, most commonly associated with PDAs such as the Apple iPhone, has now been applied to the S-series behind-the-ear (BTE) hearing aids made by Starkey Laboratories. With a touch of the hearing aid’s casing, users can adjust the settings to best suit current listening conditions. Starkey’s Sweep Technology recently won the Innovations 2010 Award in the health and wellness category at this year’s Consumer Electronics Show. For more information about this product, visit www.starkey.com.

SOUND BITES

AG Bell offers reading materials recommended by the AG Bell Academy for Listening and SpokenLanguage for LSLS Cert. AVT and Cert. AVEd written test preparation and for professionals working with children with hearing loss. In addition,the AG Bell bookstore carries a wide selection of books, videos and resource materials on deafness and spoken language for parents of children with hearing loss.

Featured titles include:• Auditory-Verbal Therapy and Practice*• Speech and the Hearing Impaired Child*• Listen to This Volume 1 & 2 Now available on DVD

• SMILE – Structured Methods in Language Education• Learn to Talk Around the Clock: An Early

Interventionists Toolbox*• Hear & Listen! Talk & Sing!• 50 FAQs About AVT*• Songs for Listening! Songs for Life!*• ABCs of AVT* Now available on DVD

• Six Sound Song Book/CD• Copies of a brand new, The Volta Review monograph

and of a special Volta Voices issue both focused onProfessional Preparation and Development.

*These items are recommended for reading by the AG Bell Academy

TEL 202.337.5220

EMAIL [email protected]

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In the field of listening and spoken language for children and youth with hearing loss, there is a paucity of research literature from the very

best of today’s practitioners on specific strategies that they use every day and believe work with parents and students. However, practitioners in deaf educa-tion rarely conduct their own research, or have time to read the research that is available. And much of that research is not always presented in a manner that is useful to teachers and therapists. Increasingly, with growing emphasis on evidence-based practices, teach-ers and parents need to be fully armed with data to support their practices and strategies.

In Action Research courses at California Lutheran University (CLU) in Thousand Oaks, Calif., teachers and practitioners in auditory-based gradu-ate programs are being guided to seek

answers to their problems, improve practices and evaluate their programs via Action Research. Action Research “is a type of applied research, conducted by practitioners to improve practices in edu-cational settings” (Glanz, 2003, p. 4). It is a highly collaborative process designed to encourage practitioners to evaluate their own programs, to discover whether or not interventions and strategies are working with their own students, and to solve real problems.

With Action Research, a practitioner plans, designs, carries out and evalu-ates his or her own project. Teachers choose an area of interest or concern in education (in this case, auditory-based practices), assess the scope of the issue, find out what others have published on this topic, design their own solutions, try to solve a problem, improve their own practices and evaluate their results. Teachers work collaboratively with others

at their school sites to make a real differ-ence in teaching outcomes. They “take action” or make changes, based on their project. Beyond just an individual teacher or therapist working toward a goal, a school-wide climate emerges that sup-ports problem solving, self-assessment and continued improvement.

Action Research, step by step, nur-tures a symbiotic living partnership between academia and the teacher/practitioner. Conducting one’s own research in the field of deaf educa-tion can be difficult to carry out alone due to lack of time, small numbers of subjects, too many variables to control for, difficulty randomizing subjects, inappropriate instruments or lack of support from administrators. In addi-tion, the time and expertise needed to write a grant to hire an outside researcher can be overwhelming. As a result, we are left with a vacuum of

By Maura Martindale, Ed.D., LSLS Cert. AVEd, and Viva Tomlin, M.A.

What is Action research?

Students participate in a classroom study aimed at tracking rates of reading fluency and literacy skill acquisition.

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knowledge that could be gained from today’s teachers/practitioners. While there is a great deal of excellent basic research published in journals regard-ing listening and spoken language, a given practitioner may be looking for solutions closer to home.

This article explains how teachers and practitioners can bridge the gap between problems and solutions using Action Research. The following steps for creating an Action Research project include an example of the process as followed by a professor at CLU and a teacher in a special day class for students with hearing loss at Saticoy Elementary School in the Los Angeles Unified School District in California. Designed for students who are not ready for a general education setting, a special day classroom (SDC) is situated on a general education campus but all of the students in the class have a significant hearing loss.

Conducting Action research: Step By StepFirst, ask yourself, “what are you con-cerned about?” What is the problem in your classroom or school? What do you want to know about a specific practice, program or strategy? We recommend that practitioners try to articulate this in a single sentence or question. The following question was asked by the teacher of the classroom in our example:

What best practices do students with hearing loss, who are also English language learners (ELL), need in order to meet grade level standards for literacy in elementary school?Second, practitioners should share

their specific concern with others and make a list of all the terms that need to be defined for a lay reader. In this example, a reader would want to know what is meant by “ELL” and “reading fluency.” The good news is that many of these definitions have already been developed by other people in other places, and they can be used by you and cited. Information about the concern at a specific school site can be gleaned from school records, staff meetings and parents. Information about the national or regional prevalence of the concern

can be found at many government and organizational Web sites.

Third, it is important to find out if the concern is shared or if it has been addressed by others, and how prevalent the concern is nationally and regionally. What do others have to say about this issue? A search and review of current research should be conducted. Articles in peer-reviewed journals are best, as opposed to opinion pieces from a newspaper or magazine. We recommend finding studies conducted with similar populations. Librarians at the local university can be extremely helpful in locating full-texts of landmark stud-ies. If there is little or no research on a specific area of concern, try to locate studies conducted in related areas. The references cited in one article can often lead to other recent articles that provide the information needed.

By reading scholarly research, prac-titioners can become better informed on a variety of levels and may find real-world solutions. They may also learn about a different writing style that is more formal, or discover that a practice they thought they alone had implemented was in fact well-documented in parallel forms. Far from being disappointed, an Action Researcher learns to appreciate support for an idea, and learns to then look at the methods used and the failures and successes documented. The teachers/practitioners can then isolate variables in their own classroom situation that must be considered when looking at apparent correlations. For example, the teacher in our example observed a colleague’s undocumented success in pairing younger and older students for reading and found support in a study by Friedland, Ellen, Truesdell and Kim (2006) on the effect of establishing what the authors called a buddy reading system on reading fluency.

Fourth, after critically reading cur-rent research (six to eight articles are recommended), Action Researchers should take note to see if there is a common thread among them, if themes present themselves or if there is considerable disagreement. Some of the articles may be quantitative (results reported in numbers that test

a hypothesis) or qualitative (results reported in language following a question about a new or unknown situation). Case studies often examine typical or atypical situations that are of interest to auditory practitioners. Practitioners should then reflect: did the literature or studies provide any helpful suggestions or ideas on what direction to go? For example, research-ers learn to notice when an article says that further research is needed in a particular area and what research shows significant outcomes. One such study provided the data that truly drove the research of the teacher in our example, namely the findings of Mercer, Campbell, Miller, Mercer and Lane (2000) regarding why assessment for reading fluency had become an inte-gral part of reading instruction:

“Approximately 75 percent of students who are poor readers in third grade continue to be lower achieving readers in ninth grade and, in essence, do not recover their reading abilities even into adulthood” (Mercer et. al., 2000).Based on the review of the literature,

the Action Researcher in this example decided to use a quantitative study to measure outcomes in reading fluency following the implementation of ideas presented in the literature.

Fifth, the teacher/practitioner needs to plan the project. This is where a university professor can be particu-larly helpful in thinking through study design, study approach, data collection and analysis prior to beginning the project. If it is a quantitative study, what specific practice, treatment, interven-tion or solution to the problem do you want to try with your students? What outcome do you expect to see? When will you begin and end the project? Will you be able to have a control group (students who do not receive the intervention)? How will you measure whether or not a treatment (practice) was successful? You will likely be using “human subjects,” your students, as your participants. Also, you may need to use “convenience sampling,” or choosing participants based on availability rather than truly randomizing groups. A more focused and detailed project should emerge, with specific ideas on the participants,


the design, the setting, treatments (if any), instruments, data collection and analysis, timelines, extraneous variables and potential logistical roadblocks. With the abundance of assessments already conducted with students today, the Action Research may choose to use these data and instruments, saving time and resources. Valid and reliable instruments are best.

In our example, the teacher decided to use ideas gleaned from the lit-erature review to design a series of reading fluency activities designed for students with typical hearing as her new practice. She used the reading fluency assessment data already required and conducted by her school for the student pre-tests. She employed a one-group, pre/post test design and looked for a correlation or relationship between the number of minutes spent on her fluency activi-ties and fluency scores on the district’s

assessments at the beginning and end of the academic year.

Sixth, once the project has been planned completely, the practitioner must receive permission in writing to conduct Action Research from a site administrator as well as consent from the parents and the students them-selves. Many school districts have an Institutional Review Board (IRB) that approves projects like this in order to be sure that any human subjects (the students) are protected. If the practi-tioner is collaborating with a univer-sity, the university will have an IRB consisting of faculty. An IRB applica-tion requesting detailed information about the project must be completed and submitted prior to beginning. Sample consent and assent forms will be submitted as well.

This process may take time. The teacher in our example experienced enthusiastic support once the parents

and students felt engaged in the process, and the project fostered a sense of fam-ily, trust and appreciation. The consent requirement was also a contributing variable toward attitude. The courtesy of the teacher touched the parents and students and seemed to motivate collabo ration. The research seemed to affect attitudes toward schooling in the student participants and motivated them to improve their spoken English. The role of the parents went beyond the outcomes hoped for in the research. But these outcomes seemed connected with the partnership of classroom and university, the same being true of the support of the school administration.

Seventh, collaborate with others to conduct the project after the IRB approval is received and informed consent is granted. The teacher in this example set up an in-depth class project on the Solar System that provided a language-rich, high interest context for

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Students discuss Saturn as part of a classroom activity that also functioned as a research study of reading fluency.


improving students’ reading fluency. This context became a motivation for charting “a flight path” of minutes spent reading to improve. Reading fluency activities were presented to the students as “Away Missions” to different planets and space phenomena. A colorful chart of the planets was displayed in the class-room and, as a student presented evi-dence of minutes participating at home in the fluency activities to the teacher, the student visited another planet on the “flight path.” At the conclusion of the project, the Action Researcher conducted the post tests and entered her data into a statistical computer program to analyze the differences between the pre- and post test scores.

The availability of the statistical programs turned the classroom assess-ment information into significant data, both exciting and useful! These com-puter programs can be found at most universities. Expertise and support for writing up conclusions and presenting the research to others is also part of the process. For the teacher in our example,

the university setting gave her access to professionals with expertise in the process of writing about the research and presenting the outcomes at a Master’s Colloquium, which was of paramount importance.

ConclusionThe Action Researcher found that that time spent by students on reading fluency activities were significantly associated with improved scores on the post tests! She shared her results with parents, administrators and other practitioners who teach students with hearing loss. She is now engaged in follow-up Action Research with a larger number of students. She added a control group and is including students with typical hearing at her school. The students expressed pride in participat-ing in a university-based project and in their accomplishments. We encourage practitioners in listening and spoken language to learn more about Action Research so that we are better able to share what is working in our practices

and classrooms in order to improve learning for all students.

Editor’s Note: If you are interested in learning more about conducting and setting up your own Action Research project, please contact Dr. Martindale at [email protected].

Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, N.J.: Pearson, Merrill Prentice Hall.

Friedland, E.S., & Truesdell, K.S. (2004). Kids reading together: Ensuring the success of a buddy reading program. The Reading Teacher, 58(1), 76-79.

Glanz, J. (2003). Action research: An educational leader’s guide to school improvement. (2nd ed.). Norwood MA: Christopher-Gordon Publisher.

Mercer, C.D., Campbell, K U., Miller, M.D., Mercer, K.D., & Lane, H.B. (2000). Effects of a reading fluency intervention for middle schoolers with specific learning disabilities. Learning Disabilities Research & Practice, 15, 179-189.

Morrow, L.M., Kuhn, M.R., & Schwanenflugel, P.J. (2007). The family fluency program. The Reading Teacher, 60, 322-333.

references

Every Child Deserves a Chance...to Learn...to Grow...

to Hear from the StartAdvances in newborn hearing screening and early detection and intervention are givingmore children with hearing loss the opportunity to learn to listen, talk and thrive along with their hearing peers. That’s why AG Bell offers programs designed to support childrenand youth with hearing loss who are pursuing spoken language education.

TEL 202.204.4681 • TTY 202.337.5221

SCHOOL-AGEFINANCIAL AID AWARDSDEADLINE: MAY 27, 2010

Eligibility criteria, program deadlines and applications areavailable at www.agbell.org. Email requests for an

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Many professionals in the field of hearing loss and spoken language communi-cation view post-secondary

education as critical to success when pur-suing a career in this field. However, most professionals seek a master’s degree with-out considering how a Ph.D. may enhance their practice. In an effort to emphasize the benefits of a Ph.D. career, Volta Voices sat down with Jace Wolfe, Ph.D., the director of audiology at the Hearts for Hearing Foundation in Oklahoma City, Okla., to discuss the opportunities avail-able for a Ph.D. career in today’s environ-ment of listening and spoken language development.

Volta Voices: For professionals with masters’ degrees who have been working in either a clinical or educa-tional setting, how would obtaining a Ph.D. degree enhance their career?

Jace Wolfe: In most cases, the attain-ment of a Ph.D. degree would better prepare the practicing clinician to critically evaluate research involv-ing new technology and services, and subsequently put him or her in a better position to establish evidenced-based

practice in the clinic. Of course, hold-ing a Ph.D. degree opens many doors in university settings. Most likely, it would better position the individual to teach courses in a university-level program, and also allow the individual to serve on the committee of a prospective doctoral student. Additionally, in the case of audiology, there is and will continue to be a paucity of audiologists who are trained to conduct clinical research. This is a major problem facing our field, because technology and audiological services are evolving at a rapid rate. It is absolutely critical that well-trained researchers are available to evaluate the efficacy of these new developments. Holding a Ph.D. degree places an audiologist in an excel-lent position to pursue employment with manufacturers who produce hearing aids, cochlear implants and diagnostic equipment. These companies will need Ph.D. audiologists to train clinicians who are using their products as well as to design and implement research studies that develop and validate new products.

I feel it is also critically important that we continue to see more research from auditory-verbal therapists and

educators of children with hearing loss. Professionals serving children with hearing loss are well aware of the signifi-cant benefit that auditory-verbal prac-tice plays in the child’s development of the listening and spoken language skills. In my experience, I truly believe that a listening and spoken language specialist may well be the most important factor involved in optimizing outcomes for a child with hearing loss. There is, how-ever, a need for more published studies demonstrating the benefits of auditory-verbal practice for children with hearing loss. These studies are especially needed as health care monies dwindle, and we have to justify the efficacy of our ser-vices to receive compensation.

The same is true for education of children with hearing loss. As technology changes and we continue to provide bet-ter intervention at even earlier ages for children with hearing loss, we must con-tinually evaluate the best model of edu-cation for these children. Well-designed research studies are needed to determine the ideal educational curriculum and set-ting for children with different otologic, developmental and health histories.

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insights into a Ph.D. career

By Melody Felzien


VV: With a Ph.D., what type of con-tributions can professionals expect to make to the field of listening and spoken language development?

JW: The possibilities run the complete gamut. Personally, having a Ph.D. degree has allowed me to pursue multiple interests. I spend a good deal of my time serving patients in a clinical capacity. I love to see the immediate difference that clinical audiology can make in the lives of children and adults with hear-ing loss, so every day in the clinic is very rewarding. Furthermore, my clinical experiences shape the research I conduct. Oftentimes, we reach a point in the clinic where we don’t have the means to further improve a patient’s performance, or we don’t know the answer to a clinical question. For example, we might ask how we should set a certain adjustable param-eter of a young child’s cochlear implant. The research training I received while earning my Ph.D. has equipped me with the knowledge needed to design well-controlled studies to answer pressing clinical questions, and almost all of my research projects are clinically driven.

In an ideal world, clinical practice and research would share many common threads. Of course, a researcher in our discipline may participate in a wide array of research including, but not definitely limited to, the evaluation of typical and atypical childhood development, the assessment of new technology and clinical services, the genetics of hearing loss, inner ear therapies for hearing loss, etc. I also continue to teach classes at the doctorate of audiology program at the University of Oklahoma Health Science Center, participate in collaborative research with hearing device manufactur-ers and provide assistance in the develop-ment and evaluation of their products, and serve as a reviewer for several profes-sional journals. The variety of professional opportunities provided by my Ph.D. has guaranteed high job satisfaction.

VV: What are some of the miscon-ceptions of holding a Ph.D. degree?

JW: I think the primary misconcep-tion is that you are confined to a stuffy research lab and are consequently detached from real clinical practice. This does not have to be (and should not be)

the case. In fact, most professionals I know with Ph.D. degrees are, at the very least, indirectly tied to the clinical man-agement of persons with hearing loss.

VV: What types of characteristics do you consider ideal for a Ph.D. candidate?

JW: I think most good Ph.D. candi-dates will be ambitious, meticulous and harbor a healthy work ethic. The individual should also be naturally curious and should never settle for the status quo. In other words, the indi-vidual should always strive to push the envelope while developing new clinical practices, technology and intervention strategies. Finally, the prospective candidate should obviously have a love for education. It is imperative that he or she is self-motivated to learn.

VV: Why is it important to the field of listening and spoken language communication to have a large num-ber of professionals with Ph.D.s?

JW: Technology and services are chang-ing by the minute. It is critical that we have individuals with Ph.D. degrees to assist in the continued evolution of tech-nology, to validate new developments, to facilitate questions and identify areas of need that will continue to encour-age new development, and to train future and current professionals on new developments.

VV: Is there anything else we should know about the Ph.D. process?

JW: If you’re interested in pursuing a Ph.D., I would encourage you to person-ally contact a Ph.D.-level researcher, professor or clinician whom you admire or respect and query them about his or her experiences. Ask for advice on what you should do to develop a similar career. Furthermore, depart-ment chairpersons at most universities would be more than happy to discuss Ph.D. opportunities with interested individuals.

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www.speakmiracles.org 412-924-1012

SPEAK MIRACLES

WhO is JAcE WOLFE?

Jace Wolfe, Ph.D., is the director of audiology at the Hearts for Hearing Foundation. He also is an adjunct assistant professor in the audiology department at the University of Oklahoma Health Sciences Center. He serves the editor for the American Speech-Language-Hearing Association’s Division 9 journal, Perspectives on Hearing and Hearing Disorders in Childhood, and is on the editorial advisory board for The Hearing Journal. His areas of interests are pediatric amplification and cochlear implantation, personal FM systems, and signal processing for children with hearing loss. He provides clinical services for children and adults with hearing loss and is also actively engaged in research in several areas pertaining to hearing aids, cochlear implants and personal FM systems.


For over 110 years, researchers have explored questions about spoken language communica-tion, publishing their findings

in The Volta Review, a scholarly journal founded by Alexander Graham Bell to provide professionals with information about the ways in which hearing tech-nology, health care, early intervention and education contribute to listening and spoken language development. Because best practices now focus on family-centered intervention, parents increasingly need access to research in order to make informed decisions about the health care and education options available to their children. With busy professionals and parents in mind, AG Bell is continuing an ongoing article series that highlights and summarizes research published in the most recent issues of The Volta Review.

examining Spoken language developmentThe rate of spoken language develop-ment of children with hearing loss is an

important area of study. This type of research has implications for parents in the process of making decisions about their child’s hearing loss and language development, and for early intervention approaches. In three manuscripts pub-lished in 2009, various aspects of spoken language acquisition were studied and analyzed. This body of work contributes to a wide range of research supporting successful strategies for spoken language development.

In “The Acquisition of the Prosodic Word by Children with Hearing Loss,” authors Limor Adi-Bensaid, Ph.D., and Tova Most, Ph.D., explore the develop-ment of complex word structures by children who have a cochlear implant and who are acquiring spoken Hebrew. Data collection started two to four months after the children received their implant, when the first words were produced, and continued until each child had completed acquisition of the prosodic, or complex, word.

The results were analyzed through comparison with the stages of complex

word development of children with typi-cal hearing. These steps include the initial stage of monosyllabic word production, the pre-minimal word stage of preserving the final and stressed syllable, the mini-mal word stage of producing polysyllabic words with a different stress pattern, the pre-final stage of producing three syllables of a word, and the final stage of producing four syllables of a word.

Results show that the earlier a child was identified and fitted with hearing aids, the quicker the overall rate of word develop-ment. In addition, the early introduction of a cochlear implant also increased the rate of progress. Researchers found that the age of hearing aid fitting and the age of implantation had a reciprocal effect, decreasing the amount of time it took the child to acquire the prosodic word. The authors further break down their analysis to the stages of word development. The authors conclude that early identifica-tion and intervention with hearing aids coupled with early cochlear implantation play a crucial role in the rate of language development.

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What the research shows

By Melody Felzien

spoken Language Development and Decision aids


Another article, the “Longitudinal Study of Speech Perception, Speech, and Language for Children with Hearing Loss in an Auditory-Verbal Therapy Program” by Dimity Dornan, Ba.Sp.Th., F.S.P.A.A., LSLS Cert. AVT, and colleagues, exam-ines the progress of speech and language development of 25 children with hearing loss in an auditory-verbal therapy pro-gram. These children were tested initially, and then 21 months later, on a battery of language assessments. The speech and language results over time were com-pared with those for a control group of children with typical hearing, matched for initial language age, receptive voca-bulary, gender and socioeconomic level.

Results show that speech perception scores for the children with hearing loss displayed significant improvement for live-voice presentations, but not for recorded voice. Both groups showed significant improvement over 21 months in scores for auditory comprehension, oral expression, total language and articula-tion of consonants. Most interestingly, the amount of improvement was not significantly different between groups. At the 21-month test point, 84 percent of the children with hearing loss scored within the typical range for total language age, compared to 58.6 percent at the initial assessment. The results indicate that the children with hearing loss have improved speech perception skills over time, and that their rate of progress for speech and language skills was similar to that of children with typical hearing.

Finally, “Building the Alphabetic Principle in Young Children Who Are Deaf and Hard of Hearing” by Jessica Page Bergeron, M.E.D., and colleagues, examines the acquisition of phoneme-grapheme correspondences, a key concept of the alphabetic principle, in young children with hearing loss (alphabetic knowledge provides an early foundation for later literacy success). The purpose of the research was to assess the effective-ness of a semantic association strategy for teaching phoneme-grapheme cor-respondences. Research of children with typical hearing has shown that instruc-tional strategies that create meaningful associations between letters and sounds or names improve learning. These strate-gies include picture mnemonics that

create a meaningful association between letter shape and a word that begins with the letter, and providing a kinesthetic cue for producing the phoneme.

The research was conducted using a semantic association strategy embed-ded in two interventions, the Children’s Early Intervention and Foundations for Literacy. The experiments were designed to examine the relationship between student outcomes and the intervention provided over a specific time period. Only students who were able to identify spoken words were included in the studies. Study One was conducted with five children 3.10-7.10 years of age in oral or signing programs. Study Two was conducted with five children 3.10-4.5 years of age in an oral program. All children successfully acquired taught phoneme-grapheme corres pondences. The studies suggest that the semantic association strategy may be an effective and efficient technique, pro-viding evidence that children who are deaf or hard of hearing and who have some speech perception abilities can learn criti-cal phoneme-grapheme correspondences through explicit auditory skill instruction with language and visual support.

decision Aids for ParentsIncreasingly, parents of children with hearing loss who use a unilateral cochlear implant are being presented with the option for their child to receive a seco nd implant. “The Development and Piloting of a Decision Aid for Parents Considering Sequential Bilateral Cochlear Implantation for Their Child With Hearing Loss” by J. Cyne Johnston, Ph.D.,

and colleagues, provides a much-needed guide for clinicians and families faced with the decision to proceed with sequen-tial bilateral cochlear implantation. The decision aid was developed using local and published evidence. Eight parents of children currently using one cochlear implant who faced a decision regarding a second cochlear implant and five clini-cians involved in the bilateral cochlear implantation process participated in a pilot of the decision aid.

Analysis found that the decision aid was acceptable to both parents and clini-cians. Changes in conflict over the deci-sion and knowledge about the procedure were examined among parents before and after use of the decision aid, showing that parents significantly increased their knowledge of the procedure’s options, risks and benefits following use of the decision aid. A decision aid for parents

Several articles in The Volta Review focus on the rate at which children with hearing loss develop spoken language.

Alphabetic Principle – Alphabetic knowledge, the founda-tion of the alphabetic principle, is knowledge that “written graph-emes correspond to the phonemes of spoken words” (Scarborough & Brady, 2002, p. 322).

decisional Conflict – The state of uncertainty about the best course of action (O’Connor, 1995).

Prosodic Word – Refers to the phonological structure of a word in terms of the numbers of syllables and stress position and usually par-allels the morphologic word, which consists of a base and affixes.

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What the research shows

considering sequential bilateral cochlear implantation has potential as a support tool. Future work could examine the influ-ence of the decision aid on decisional conflict of various subgroups of parents as well as their expectations of educa-tional and communication outcomes.

A look BackThe Volta Review celebrated its 110th anni-versary in 2009. To commemorate this event, the journal published two original articles from the journal’s early days combined with commentary reflecting the changes, or constancy, of the concepts over the last 110 years. Dr. Ruth Bentler discusses the advancement of hearing technology in “Hearing Aid Innovations: 100+ Years Later.” Marianne Gustafson discusses how the attitudes toward the role of speech in developing language has adjusted and stayed the same since the early 1900s in “Contemporary Reflections on Speech-Based Language Learning.”

ConclusionThe studies and research published by The Volta Review in 2009 provide parents, clinicians, educators and therapists with the tools they need to navigate today’s climate of education and interven-tion services. Much of this research is

complimented by commentary and book reviews. The Volta Review is available electronically to members through the AG Bell Web site. I encourage you to log-on to www.agbell.org/TheVoltaReview to review this important research for yourself.

Adi-Bensaid, L., & Most, T. (2009). The acquisition of the prosodic word by children with hearing loss using a cochlear implant. The Volta Review, 109(1), 5-31.

Bentler, R. (2009). Hearing aid innovations: 100+ years later. The Volta Review, 109(1), 33-42.

Bergeron, J., Lederberg, A.R., Easterbrooks, S.R., Malone Miller, E., & McDonald Connor, C. (2009). Building the alphabetic principle in young children who are deaf or hard of hearing. The Volta Review, 109(2-3), 87-119.

Dornan, D., Hickson, L., Murdoch, B., & Houston, T. (2009). Longitudinal study of speech perception, speech, and language for children with hearing loss in an auditory-verbal therapy program. The Volta Review, 109(2-3), 61-85.

Gustafson, M. (2009). Contemporary reflections on speech-based language learning. The Volta Review, 109(2-3), 143-153.

Johnston, J.C., Durieux-Smith, A., O’Connor, A., Benzies, K., Fitzpatrick, E.M., & Angus, D. (2009). The development of a decision aid for parents considering sequential bilateral cochlear implantation for their child with hearing loss. The Volta Review, 109(2-3), 121-141.

O’Connor, A.M. (1995). Validation of a decisional conflict scale. Medical Decision Making, 15, 25–30.

Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about speech and reading: A glossary of the ‘phon’ words and some related terms. Journal of Literacy Research, 34, 299–334.

references

TEL 202.337.5220 • TTY 202.337.5221EMAIL [email protected] • ONLINE www.agbell.org

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Eligibility criteria, program deadlines and applications are availableat www.agbell.org. Email requests for an application to

[email protected] or fax to 202.337.8314.

AG Bell offers Arts and Sciences Awards to students, ages 6 to 19, to participatein after school, weekend or summer programs focused on developing skills in thearts or sciences. Programs can be sponsored by museums, nature centers, art ormusic centers, zoological parks, space and science camps, dance and theater workshops, music, voice anddance lessons, or any other program with a focus on the artsor sciences, including martialarts. Awards cannot be used forprograms that offer academiccredit, travel or study abroad,recreational or sports camps, or sports programs, including figure skating or gymnastics.

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Temporal Bones: The Gift of hearing and Balance

Disorders of hearing and balance affect millions of individuals all over the world. In the U.S. alone,

every 2 or 3 out of 1,000 children are born with a hearing loss (NIDCD, 2010). While many advances are being made in hearing and balance disorders, much more research is needed to fur-ther understanding and development of new treatments. Essential to the scientific study of hearing and balance conditions is the temporal bone of the skull. The middle and inner ears, which contain the auditory (hearing) and ves-tibular (balance) systems, are located deep within the temporal bone and are difficult to examine directly in living individuals. Studying donated tem-poral bones, removed after death and prepared using a variety of research techniques such as light and electron microscopy, immunohistochemistry and molecular biology, is one of the best ways to learn about hearing loss

and subsequently develop new treat-ments. Major advances in our under-standing of many common hearing and balance disorders (otosclerosis, presbycusis and Meniere’s disease, to name a few) can be directly attributed to temporal bone studies.

The National Institute for Deafness and Other Communication Disorders (NIDCD) National Temporal Bone, Hearing and Balance Pathology Resource Registry (“the Registry”) was established in 1992 by NIDCD, part of the National Institutes of Health. The Registry is a nonprofit organization dedicated to promoting temporal bone research, particularly studies on hearing and bal-ance. Created to continue and expand upon the former National Temporal Bone Banks program founded in 1960 by the Deafness Research Foundation, the Registry has received pledges from over 6,000 persons with hearing and balance disorders. The main activities of the Registry are to arrange for temporal

bone donations through its 24-hour procurement network, to update donor records and to educate the scientific community about new findings from temporal bone research.

In the U.S., there are 27 temporal bone research laboratories and collections that work closely with the Registry. Together, the 27 laboratories house more than 12,000 well-documented human temporal bone specimens that have been studied, largely by light microscopy. The Registry maintains an electronic database of these specimens, which is a valuable resource for researchers in their search for relevant specimens as they study hearing and balance problems.

It is imperative that the collec-tion and study of new temporal bone specimens be continued for a number of reasons. First, there are many ear disorders for which there exist very few or no specimens. Examples include several types of congenital and geneti-cally determined hearing loss and

By Nicole Pelletier and Saumil N. Merchant, M.D.


dizziness problems, sudden idiopathic sensorineural hearing loss, cytomeg-alovirus-induced hearing loss, bacte-rial and viral labyrinthitis, vestibular neuronitis, perilymphatic fistula and Bell’s palsy. Second, very few or no specimens exist from individuals who have undergone surgical procedures such as cochlear implantation, removal of acoustic neuroma, surgery for Meniere’s disease and surgery for otitis media. Examination of such specimens reveals a great deal about the efficacy of surgical procedures and will help to improve surgical techniques. Third, many well-documented specimens for any given disorder are necessary to understand the full expression and natural variability of a particular disorder and to have confidence that the observed changes in the temporal bones are truly representative of the disorder. For this same reason, dona-tions from individuals with typical hearing and balance are needed to con-trast the specimens with documented disorders. Lastly, as new therapeutic modalities and scientific methods of study are developed, such as immu-nostaining and molecular biologic techniques, additional specimens will be needed to further temporal bone research.

In addition to studying the changes in temporal bones caused by hearing and balance disorders, DNA studies can yield supplemental genetic information about hearing and balance disorders. Research over the last several years has revealed that the functions of hearing and balance are controlled and determined by a large number of genes – estimates range from 200 to more than 1,000. However, it is dif-ficult to extract DNA from temporal bones. During tissue processing, DNA is often fragmented and contaminated. As a means of obtaining uncompro-mised DNA samples from temporal bone donors, the Registry initiated a buccal (cheek) swab DNA program in 2002. A clean, uncontaminated source of DNA is obtained from registered temporal bone donors by means of a cheek swab. A donor is sent three cheek swabs by mail that they rub against the inside of their cheek and mail back

to the Registry. The donor’s DNA is then frozen with a unique ID number that will match with the temporal bone when it is received. This exciting program offers a way for researchers to view both the genetic component and the acquired effects of hearing and balance disorders, ultimately leading to better treatments.

Anyone can be a temporal bone donor. In particular, those who have a hearing or balance problem can make a valuable contribution by enrolling in the donor program of the Registry. Upon the death of a donor, the next of kin, caretaker or physician contacts the Registry’s 24-hour hotline. The Registry arranges for a small portion of each temporal bone to be surgically removed within 24 hours and transferred to a participating laboratory nearest the donor’s home. Temporal bone removal does not affect the appearance of the donor’s outer ear, face or head and is performed at no cost to the donor’s

family or estate. Another crucial part of the bequest is the donor’s medical records and audiograms throughout life. All donor records (including DNA) are kept confidential.

Donating to the National Temporal Bone Registry is a wonderful way to make a positive contribution to future generations who consequently might not have to suffer from the same hearing or balance disorders of today.

Contact the NIDCD National Temporal Bone, Hearing and Balance Pathology Resource Registry online at www.tbregistry.org, by phone at (800) 822-1327/(888) 561-3277 (TTY) or by email at [email protected]. The Registry publishes a semiannual newsletter, available in print or electroni-cally, which details current advances in temporal bone research as well as provides information about new publications con-cerning hearing loss and balance disorders and upcoming conventions.

Most of us don’t give it a second thought when we check the box next to “organ donor” on our driver’s license applications. We should remember that it is, in fact, a generous gift we are giving to our fellow human beings. In some cases, such as a kidney or heart transplant, it’s the gift of one life. In other cases, it’s a gift to an entire generation by giving researchers and scientists the opportunity to further medical advancements in their respec-tive fields.

That’s what a donation to a national registry like the National Temporal Bone, Hearing and Balance Pathology Resource Registry signifies – a gift to the next generation of individuals who are deaf or hard of hearing. Temporal bone donation provides researchers the tools with which to learn more about hearing loss, its forms and causes, and to develop advancements toward solutions. It is through this important research that we have the advance-ments in hearing technology that we have today – such as the cochlear implant – which has benefitted a whole new generation of children with hear-ing loss who have had greater success with developing spoken language through listening.

As an otolaryngologist, I can attest to the need for increased study of the temporal bone. In fact, it is vital to our continued development of advanced hearing assistive devices and in determining the causes of hearing loss. Nearly half of the cases of childhood hearing loss are due to unknown factors; at the same time, technological innovation to address hearing loss is advancing exponentially. Only through greater research of the medical component of this process can we continue this momentum and benefit future generations.

Dr. Nadol is the Walter Augustus Lecompte professor and chair of the otology-laryngology department at Harvard Medical School and chief of otolaryngo-logy at Massachusetts Eye and Ear Infirmary.

A GiFT TO ThE NExT GENErATiON By Joseph B. Nadol, Jr., M.D.


First published in 1899, The Volta Review has established itself as the preeminent scholarly journal in the field of listening and spoken

language research. For over 110 years, the journal has provided scientific evidence to support professionals and families seeking a spoken language outcome for children with hearing loss. To ensure the journal’s esteem in the eyes of its readers, the edi-tors of The Volta Review recently conducted a survey to gauge the attitudes, opinions and expectations of the journal’s audi-ence. The results were surprising in some respects, and validating in others.

Content and ImpactSeventy percent of respondents rated the quality of content in The Volta Review highly. Singled out positively were both the range of topics the journal covers and the overall quality of writing.

Respondents were asked to rate their level of interest in a wide range of poten-tial content categories. Overall, respon-dents wanted to see research on auditory (re)habilitation, early intervention, and language and literacy development, but did not indicate a high interest in research on manual communication, causes of hearing loss or unilateral hearing studies. A possible explanation might be that the readers are more interested in strategies to achieving spoken language communica-tion rather than dwelling on the possible

reasons for an instance of hearing loss. Respondents were then asked to rate,

based on their own knowledge, the avail-ability of research for the same categories. Overall, the same categories that readers indicated high interest in also received high marks for availability. Therefore, not only is there clear interest in specific topics of research, but those topics are already being studied and focused on.

When asked if readers believed that the information they read in The Volta Review influenced how they dealt with hearing loss and spoken language development issues among children and families, an overwhelming 71 percent agreed it did. Some respondents were parents that use the research to learn about technology and language acquisition strategies for their children, while others were profes-sionals who found the research helped convince parents to choose spoken language by providing evidence to back up the statements the professionals asserted. Still others, mostly professionals, used the research to help them make documented and informed decisions in their practices. According to one respondent, “I base my practice on evidence, and families often like knowing that ideas they have not come across before have evidential basis.”

Another respondent noted, “I look forward to reading and sharing informa-tion in The Volta Review with the families with whom I work. I feel assured that the

information has been reviewed with the scrutiny of peer review and is valid and up-to-date. I view it as a major source of influence and education for all profes-sionals and families dealing with or with interests in issues related to hearing loss.”

Approximately the same number of respondents, 70 percent, reported that The Volta Review strengthened their con-nection with AG Bell as an organization. Readers who lived in other countries, for example, felt the journal helped them stay connected with the AG Bell com-munity because of the limited resources in their own country. Many also cited the journal’s goals and quality of research as a gateway into learning about and invest-ing more in the organization as a whole.

One respondent noted, “I am glad to be part of an organization that strengthens its cause (listening and spoken language) by providing research on best practices in the field. It lends credibility to the association and provides support for our positions. It encourages professional development and a strengthening of the professions related to listening and spoken language. It informs professionals outside of the field about what we do and how it is supported by empirical research.”

Finally, respondents were provided a list of goals and asked what they believed to be the primary purpose of the journal. Overall, respondents noted that the pri-mary purpose of the journal should be to

impacting Decisions on hearing Loss By Melody Felzien and Julie Matheny

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report on clinical strategies that success-fully support the development of listening and spoken language and to report on out-comes of listening and spoken language.

looking AheadThe editors were also interested in gath-ering information about different types of research and recruitment tactics the journal may employ to increase submis-sion rates. Respondents noted that per-sonal recruitment through peer-to-peer interaction, workshops and graduate

programs would be the most effective method. This feedback clearly suggests that personal interaction, (whether in a group setting like a workshop or com-munication from a friend or advocate of The Volta Review) is the most preferable way to increase the number and quality of manuscript submissions.

The survey also aimed to gauge information about the different types of manuscripts that may broaden the information included in The Volta Review. Overwhelmingly, readers felt strongly

about the inclusion of both qualitative and quantitative research studies. They also expressed great interest in case and clinical observation studies, with one reviewer noting, “This is the only place clinical information [on listening and spoken language] can be presented. It is critical that The Volta Review get back to this.” These results suggest an interest in expanding the types of manuscripts published to provide a more complete pic-ture of the effects of listening and spoken language on individuals with hearing loss.

Armed with the feedback provided, the editors hope to improve and expand the offerings of the journal. As a start, The Volta Review archives are now available to members online at www.agbell.org/TheVoltaReview (you must be logged in as a member to access the archives). In addi-tion, the next monograph issue, which will be distributed at the AG Bell 2010 Biennial Convention in June, provides a blueprint for training professionals in listening and spoken language, solidifying the journal’s place as a groundbreaking and distinctive source of information. AG Bell and the editors of The Volta Review look forward to taking all the feedback from its readers and improving the journal’s functionality, qual-ity and esteem within the field of listening and spoken language development.

Audiological Assessment

Auditory (Re)habilitation

Auditory-Verbal Practice (AVT and AVEd)

Causes of Hearing Loss

Early Intervention

Educational Outcomes

Family Support

Hearing Assistive Technology (HA, CI, FM, Implantable)

Language Development

Literacy Development/Outcomes

Manual Communications (ASL, Cued Speech)

Mild-to-Moderate Hearing Loss

Multiple Disabilities

Otolaryngology (Ear, Nose and Throat)

Professional Development/Preparation

Psychology, cognitive development

Psychology, social-emotional development

Severe-to-Profound Hearing Loss

Speech Development

Speech and Language Processing

Unilateral Hearing Loss

Universal Newborn Hearing Screening

pOTENTiAL MANuscripT cONTENT cATEGOriEs

Figure: readers’ opinions on the primary purpose of The Volta Review

Please rank the following on a scale of 1-4, with 4 being the most purposeful, based on whatyou think is the primary purpose of The Volta Review:

To report on clinical strategies that successfully support thedevelopment of listening and spoken language

To report on outcomes of hearing assistive technology onlistening and spoken language

To report on socio-emotional or cognitive development implications for individuals pursing listening and spoken language

To report on outcomes of using listening and spoken language combined with other communications modalities

To educate parents about the challenges and benefits to using listening and spoken language

To report on outcomes on the use of listening and spoken language

To raise awareness about listening and spoken language

To provide a forum for doctoral candidates to publish their work

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50


When my daughter, Riley, was first learning to listen and talk, I was amazed at how

quickly our auditory-verbal therapist could come up with ways to continue therapy at home. Whenever I tried to come up with games to boost her language skills, I just drew a blank. We were under enough pressure as it was, making sure her cochlear implants were working properly, making sure she wore the processors…we had to be creative too?

Thankfully, there are plenty of resources available to help your child learn to listen and speak at home. Here are a few games you can play with your child using everyday items.

Off to a Good StartWhen you’re just starting, one of the first things you should do is introduce the relationship between sounds and objects. These basic sounds are what I know as the “Learning to Listen” sounds. You can view examples at www.listeningforlife.com/ parentsupport.html.

For instance, if you say “buh buh buh,” you would show your child a bus. For “quack quack,” you would show a duck. And so on. After you introduce a few sounds, you can start some auditory recall games to see if your child is mak-ing the connection between the sounds and the objects.

The main thing to remember at the early stages is input, input, input. The more you talk to your child, the more he or she will listen and learn. If a child never hears a word, you cannot expect him or her to say it.

Plop It in the WaterFor this game, you’ll need a small glass bowl or fishbowl about half full of water, small plastic toys that represent the Learning to Listen sounds, and a towel, because if your child is anything like mine, you’re in for a big splash.

To play, say a sound and have your child pick out the matching toy. When he picks the correct toy, let him drop it into the water. Continue until he gets all the sounds right.

A variation is to use picture cards and marbles instead of toys. Just have your child point to the correct card and let him plop a marble into the water.

Another game to play utilizing Learning to Listen sounds is to show your child a toy and have her make the corresponding sound. Show her a cow and have her say “moo.” Show her a car and have her say “brrr beep beep.” Point to the clock and have her say “tick tock.”

Guess What’s in the BoxIf your child is older, you can play games that focus on descriptive terms. You’ll need a box filled with items your child is familiar with, a barrier so your child can’t see what you pull out, and some kind of reward, such as a piece of candy or some other small treat.

Choose a toy from the box and describe it: “It’s brown. It’s an animal. It has four legs. It can run and jump. It says ‘neigh neigh.’ It has a long tail.” You can also sneak in some new vocabulary, such as “mane,” “gallop,” and “hooves.” When your child guesses correctly, offer a small treat.

Reverse the rules and have your child pull a toy from the box and describe it to you, letting you guess. But don’t guess too quickly. Give your child time to

describe the object in as much detail as possible.

As your child’s vocabulary grows, add new toys and expand your descriptions. You can group items into themes too, such as cooking, cleaning, bedtime and bath time items.

Follow the directionsTo teach the concept of place, have your child follow simple directions using words like “over” and “under,” “in” and “out,” “in front of” and “behind,” “beside” and “next to,” “on top of” and “above,” “between” and “in the middle of,” and “on” and “in.”

For example, tell your child, “Put the book on top of the table.”

“Take your doll and put her in front of the radio.”

Play to LearnGames that make language development funBy Tiffani hill-patterson

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Games are a great and fun way to help your child with hearing loss develop spoken language.


“Put your race car under the chair beside the door.”

You can also switch sides and have your child tell you what to do. However, occasionally mess up and have him correct you. For instance, when he says, “Put the car under the box,” put it on top of the box, feign ignorance and let him tell you the right way to do it. My daughter loves to correct me when I don’t follow her directions, and it is good language practice.

Pretend PlayWhen you want to focus on conversa-tion skills, grab your child’s Barbies or superhero figures and start talking. Set up a room for the dolls and let them have a conversation.

Maybe Barbie is just getting off the bus and Mom Barbie wants to know how school went. The following is a sample script, but a script isn’t necessary as long as your child responds in an appropriate manner.

Mom: “Hi, Barbie.”Child: “Hi, Mom.”Mom: “Did you read a story today?”Child: “Yes.”Mom: “What story did you read? What

was it about?”Child: “We read ‘The Three Little Pigs,’

and it was about three pigs and a big wolf that chased them and blew down their houses.”

Mom: “Did he blow down all their houses?”

Child: “No. He didn’t blow down the brick house.”

Mom: “Why didn’t he blow down the brick house?”

Child: “Because it was too strong.”Make your questions specific and try to

get as many details from your child as you can. Ask about what she had for lunch, whom she played with on the playground, what the science lesson was about, etc.

let Your Child Take the leadAs your child continues developing spoken language, notice what motivates him or her to learn and use those things in your everyday teaching.

If he likes books, incorporate those by having him make an experience book – photograph him doing a favor-ite activity, put the pictures in a small book and let him tell others the story. If sports are your daughter’s passion, print a softball field and have her answers correspond to a single, double, triple and home run. Riley likes board games, so we use those in our language practice.

Language games don’t have to be complicated – just try to make them fun and age-appropriate. Eventually, your child will outgrow the games and you will enjoy having everyday conversations together…without all the work.

Tiffani Hill-Patterson writes about health, parenting, fitness and pop culture. She is author of Sound Check Mama, a blog about her passions: sports, cochlear implant awareness, music and writing. Contact her at [email protected] or tiffanihillpatterson.com.

Most major hearing device manufacturers offer resources to aid parents in developing their child’s spoken language at home. The following are a few of the many Web sites that include resources for parents.

Advanced Bionics – www.hearingjourney.com/Listening_Room/ index.cfm?langid=1

Cochlear Americas – www.cochlearcommunity.com/services/Troubleshooting/291.php

Listening for Life – www.listeningforlife.com/parentsupport.html

Listen Up – www.listen-up.org/dnload/listen.pdf

MED-EL – www.medel.com/english/50_Rehabilitation/sound-scape.php

Oticon –www.otikids.com/eprise/main/Oticon/com/SEC_Products/SEC_OtiKids/Kids/Games/_Index

rEsOurcEs


Cuando mi hija Riley estaba apren-diendo a escuchar y hablar, me sorprendía la rapidez que tenía

nuestro terapeuta auditivo verbal para inventarse maneras de seguir con la terapia en casa. Cada vez que yo trataba de inventarme un juego para mejorar su habilidad lingüística me quedaba en blanco. Ya estábamos bajo suficiente presión asegurándonos que sus implan-tes cocleares funcionaran perfectamente, asegurándonos que usara el procesador... ¿También teníamos que ser creativos?

Menos mal que hay un gran número de recursos disponibles para que en casa ayude a su hijo a escuchar y hablar. Estos son algunos juegos que usted puede jugar con su hijo utilizando objetos cotidianos.

empezar con buen pieCuando se está empezando, una de las cosas que hay que hacer primero es ense-ñarle a su hijo la relación que existe entre los sonidos y los objetos. Los sonidos básicos son los que yo conozco como soni-dos “que hay que aprender a escuchar”. En www.listeningforlife.com/parentsup-port.html se pueden ver ejemplos.

Por ejemplo, si usted dice “bram bram bram”, enseñe a su hijo un autobús. Si dice “cua cua” enséñele un pato. Y así sucesivamente. Después de que le haya enseñado unos cuantos sonidos puede empezar con algunos juegos de memoria auditiva para ver si su hijo está hacien do la conexión entre los sonidos y los objetos.

En las primeras etapas es importante recordar: estímulo, estímulo, estímulo. Cuanto más le hable a su hijo, más escuchará y aprenderá. Si un niño nunca oye una palabra, no se puede esperar que la diga.

hacer plaf en el aguaPara este juego necesitará: un bol de cristal o una pecera pequeña llena de agua hasta la mitad, juguetes pequeños de plástico que representen los sonidos que hay que aprender a escuchar, y una toalla, porque si su hijo es igual al mío terminará empapado.

Juego: haga un sonido y su hijo lo tiene que relacionar con el juguete. Cuando el niño elija el juguete correcto deje que lo tire dentro del agua. Siga jugando hasta que el niño acierte todos los sonidos.

También se puede jugar usando imá-genes y canicas en lugar de juguetes. Deje que su hijo señale la imagen correcta y luego que tire una canica dentro del agua.

Otro juego que se puede jugar usando los sonidos que hay que aprender a escuchar es mostrarle a su hijo un juguete y dejar que él haga el sonido correspondiente. Muéstrele una vaca y

que él diga “muuu”. Muéstrele un coche y que él diga “brram biip biip”. Señale el reloj y que él diga “tic tac”.

Adivinar lo que hay en la cajaSi su hijo es más grande, puede jugar juegos que se centren en términos descriptivos. Necesitará una caja llena de objetos con los que esté familiarizado su hijo, una barrera para que su hijo no pueda ver lo que usted saca, y algún tipo de premio, como un caramelo o una pequeña recompensa.

Elija un juguete de la caja y descríbalo: “Es marrón. Es un animal. Tiene cuatro patas. Puede correr y saltar. Hace ‘jiiiiii jiiiiii’. Tiene una cola larga”. También puede incorporar un poco de vocabulario nuevo, como “crin”, “galopar” y “pezuñas”. Cuando su hijo adivine lo que es, dele un pequeño premio.

CONSEJOS pArA pADrEs

Aprender JugandoJuegos que hacen divertido el desarrollo del lenguajepor Tiffani-hill patterson

Los juegos son una gran manera de la diversión y para ayudar a su niño con pérdida auditiva a desarrollar el lenguaje hablado.

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Invierta las reglas del juego. Que sea su hijo el que saca el juguete de la caja y lo describe para que usted lo adivine. No lo adivine demasiado rápido. Dele tiempo a su hijo para que describa el objeto con tantos detalles como sea posible.

A la vez que el vocabulario de su hijo vaya creciendo, añada más juguetes y haga sus descripciones más elaboradas. También puede agrupar los objetos en temas, tales como objetos para cocinar, limpiar, dormir y bañarse.

Seguir las instruccionesPara que su hijo aprenda el concepto de espacio, haga que siga instrucciones sen-cillas usando palabras como “por encima” y “debajo”, “dentro” y “fuera”, “delante” y “detrás”, “al lado” y “cerca de”, “encima de” y “arriba”, “entre” y “en medio de”, y “sobre” y “en”.

Por ejemplo, dígale a su hijo “pon el libro encima de la mesa”.

“Coge tu muñeca y ponla delante de la radio”.

“Pon tu coche de carreras debajo de la silla que está al lado de la puerta”.

También puede cambiar los papeles y que sea su hijo el que le diga a usted lo que tiene que hacer. Sin embargo, equivóquese de vez en cuando para que su hijo la tenga que corregir. Por ejemplo, si él dice “pon el coche debajo de la caja”. Usted póngalo encima de la caja, haga como que no sabe y deje que él le diga como lo tiene que hacer. A mi hija le encanta corregirme cuando no sigo sus instrucciones. Esta es una buena manera de practicar el lenguaje.

Juego simbólicoCuando quiera centrarse en las habili-dades de conversación, coja las Barbies de su hija o los muñecos de acción de su hijo y empiece a hablar. Cree un escenario para las muñecas y deje que tengan una conversación.

A lo mejor Barbie acaba de llegar y mamá Barbie quiere saber cómo le fue en el colegio. A continuación hay un sencillo guión, pero no es necesario si su hija responde de manera adecuada.

Mamá: “Hola, Barbie”.Niña: “Hola, mamá”.Mamá: “¿Leíste un cuento hoy?”Niña: “Sí”.Mamá: “¿Qué cuento leíste?” “¿De qué

iba el cuento?”

Niña: “Leímos ‘Los tres cerditos’, y se trataba de tres cerditos y un lobo grande que los perseguía y soplaba tan fuerte que derribaba sus casas.”

Mamá: “¿Derribó todas sus casas?”Niña: “”No. La casa de ladrillo no la

pudo derribar.”Mamá: “¿Por qué no pudo derribar la

casa de ladrillo?”Niña: “Porque era demasiado fuerte.”Trate que su hija le cuente tantos

detalles como sea posible haciéndole pre-guntas específicas. Pregúntele que comió a medio día, con quién jugó en el patio, qué aprendió en ciencias, etcétera.

Deje que su hijo tome la iniciativa.A la vez que su hijo sigue desarrollando

el lenguaje verbal, preste atención a las cosas que lo motivan a aprender y úselas en su enseñanza diaria.

Si le gustan los libros, incorpórelos haciendo que el niño haga un libro de experiencias: hágale una foto realizando

su actividad favorita, ponga las fotos en un libro pequeño y deje que él le cuente a otros la historia. Si a su hija le apasionan los deportes, imprima una cancha de baloncesto y que sus respuestas equi-valgan a tiros libres, tiros de 2 puntos y triples. A Riley le gustan los juegos de mesa, así que los usamos para nuestras prácticas de lenguaje.

Los juegos de lenguaje no tienen que ser complicados, sólo trate que sean diverti-dos y adecuados a la edad. Al final, su hijo será muy mayor para los juegos y disfru-tarán juntos manteniendo conversaciones cotidianas... sin todo este trabajo.

Tiffani Hill-Patterson escribe sobre salud, crianza, fitness y cultura pop. Es la autora de Sound Check Mama, un blog sobre sus pasiones: el deporte, concientizar sobre los implantes cocleares, la música y escribir. Puede ponerse en contacto con ella en [email protected] o tiffanihillpatterson.com.

La mayoría de los fabricantes de audífonos ofrecen recursos para ayudar a los padres a desarrollar en casa el lenguaje hablado de sus hijos. Estos son algu-nos de los tantos sitios web que incluyen recursos para padres.

Advanced Bionics – www.hearingjourney.com/Listening_Room/ index.cfm?langid=1

Cochlear Americas – www.cochlearcommunity.com/services/Troubleshooting/291.php

Listening for Life – www.listeningforlife.com/parentsupport.html

Listen Up – www.listen-up.org/dnload/listen.pdf

MED-EL – www.medel.com/english/50_Rehabilitation/sound-scape.php

Oticon –www.otikids.com/eprise/main/Oticon/com/SEC_Products/SEC_OtiKids/Kids/Games/_Index

rEcursOs


ConversationsWith Alex Graham

VOICES FROM AG BELL

Dedication defines the subject of “Conversations” in this edi-tion of Volta Voices. On a cold December day in 2009, I spent

some time with AG Bell’s president-elect, Kathleen Treni, visiting Laurie Hanin, the executive director of The Center for Hearing and Communication (CHC). CHC is the new name for the world-renowned League for the Hard of Hearing based in New York City, N.Y. AG Bell has been reaching out to a variety of organizations in the interest of building partnerships. Our conversation included areas where CHC and AG Bell could explore future cooperative efforts as well as an exciting tour of their facility. Through our conver-sation, I realized that dedicated leaders like Laurie have an important story to tell. I hope you will enjoy getting to know Laurie as much as I have.

Alex Graham: What made you choose audiology as your specialty?

Laurie Hanin: When I was in college, I did some volunteer work with children

who were deaf in a nursery school at the Lexington School for the Deaf. I really felt a connection. I decided to major in Communications, and planned to become a speech-language pathologist. When I took my first course in audiology with Toni Maxon at Queens College in New York City, I realized I had found the area I loved.

A.G.: How has the field of hearing loss changed over the years?

L.H.: I think that there are at least two very significant changes in the field, especially for young children: cochlear implants and universal newborn hearing screening. For the first ten years or so of my career, when a child was diagnosed with a profound hearing loss, one of the first questions most parents asked was, “Isn’t there some operation that can help my baby?” And the answer was always “no.” Today, due to cochlear implant technology, the answer is a resounding “yes.” With the advent of

universal newborn hearing screening, our CHC staff are diagnosing hear-ing loss in infants and fitting hear-ing aids at much younger ages than in the past. When you combine early diagnosis with hearing aids and/or cochlear implants, and then provide high quality auditory-verbal services, it is much more possible now than ever for children with hearing loss to develop excellent speech and lan-guage skills alongside their peers with typical hearing.

A.G.: From fundraising to service delivery, these are challenging times for nonprofit organizations. How do you stay motivated?

L.H.: Two things really keep me going. First, I believe deeply in the mission of CHC. Our mission is to improve the quality of life for all people with hearing loss. Second, I am simply awed at the quality of work the clinicians at the CHC provide on a daily basis. Just last week, I was watching a group

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Laurie has been with CHC since 1992 and has been an audiologist for over 30 years. She received her master’s degree in audiology in 1979 from Queens College of the City University of New York, and her Ph.D. degree in speech and hearing sciences in 1988 from the Graduate Center of the City University of New York. She has been a researcher in the areas of hearing loss and cochlear implantation and focused much of her clinical audiological work in pediatrics. She recently received the New York State Distinguished Clinician Award, is well published and has made frequent presentations at major conferences and conventions in addition to numerous television appearances as a leading expert in audiology, particularly on NBC’s “The Today Show.”

Meet Laurie hanin


speech-and-language therapy session with 3½-year-old children who are pro-foundly deaf. The therapist was talking about railroad tracks and the switches that they use to operate, and that if they don’t work the trains can “collide.” One little boy, who was born deaf, aided at about 3 months old and implanted at 9 months old with his first implant and at 12 months old with his second, asked her, “Does collide mean to crash?” When I see our therapists in action, and the results they achieve, that’s all I need to stay motivated.

A.G.: Your organization has a history that stretches back to 1910. What was the motivation for changing the name from the League for the Hard of Hearing to The Center for Hearing and Communication?

L.H.: About two to three years ago, we began to feel that our name didn’t reflect the scope of services that we offer, espe-cially our work in enhancing communi-

cation skills in children and adults. We conducted numerous consumer surveys, which revealed that to the majority of people who had no prior experience with us, when they heard our name they believed our primary work was as a social group for adults with hearing loss. They had no idea that the “League” was a place to go to for clinical services. This confirmed what we had been hearing from many people anecdotally. So, we decided to start our second century of service with a new, more broad-based name. What hasn’t changed? Our mis-sion remains the same today as always: To improve the quality of life for people with hearing loss, regardless of age, abil-ity to pay or mode of communication.

A.G.: As a leader of an organization serving individuals with hearing loss, what do you think are the top three challenges these types of groups face today?

L.H.: First, getting the word out on the critical importance of treating hearing

loss in the elderly – only 27 percent of people over the age of 70 who have a hearing loss use hearing aids. Second, ensuring that babies diagnosed early with hearing loss receive treatment without delay. Finally, working hard to gain insurance coverage for hearing aids in most states and improving reim-bursement to providers.

A.G.: What’s next for The Center for Hearing and Communication?

L.H.: This year we celebrate our Centennial and look forward to begin-ning our second century of service. While we expect that technology will continue to improve and that we will continue to offer state-of-the art care to all of our clients, what we will carry into our next 100 years is the compassion with which we deal with all of the peo-ple who cross our doors. We are moving forward and utilizing new social media to reach as many people as possible with our new Web site (www.chchearing.org) and our Facebook page.

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There are two key aspects of Goodness of Fit: 1) choosing social environments where success is likely, and 2) avoiding

or minimizing entry into social circles where success is unlikely.

Knowing which social and profes-sional settings fit best is often a case of aimless trial and error for many people who are deaf. But these tribulations can be significantly reduced by playing the “percentage game.”

Golf is a good example of the percentage game. The pro golfer tees up on a short par 4. He considers his options for getting a good score on this hole. He could drive the ball 330 yards to the green with a 1-wood if he wished, but a creek snakes before the green, which is protected by sand traps. Smashing a 1-wood to the green is therefore a low percentage shot. There is perhaps a 15 percent chance of getting a good score because the drive could stray into trouble. The pro instead chooses the higher percentages – a 5-iron tee shot to the fairway with a view of then pitching to the green before putting the ball for a birdie. This strategy has about an 85 per-cent chance of success with this hole.

The percentage game can also be applied to social contexts, especially when people who are deaf consider their Goodness of Fit with professional pursuits, individual people and social settings. Each of these three concepts will be explained in the context of the percentage game.

Goodness of Fit: CareerMy Desire column**in the November/December issue of Volta Voices mostly explained Goodness of Fit in regards to professional pursuits. Tristan’s long-term goal of being an archaeologist was

* Dr. Jacobs’ past columns are available on the AG Bell Web site at http://nc.agbell.org/ netcommunity/Psychosocial_Potential_Maximization

an example of his choosing a good fit. Pursuing academic subjects based on his personal strengths gave him a high percentage chance of success. Tristan’s low percentage pursuits, however, would be choosing difficult and boring subjects that have a poor fit with his strengths and desires.

Goodness of Fit is different for every-body. That is why I asked, “What are your child’s talents and weaknesses?” in my last column. These talents and weak-nesses will significantly determine your child’s Goodness of Fit – socially and professionally. For example, someone who has a passion for cars may make an excellent mechanic, body painter or panel beater. Their career of best fit is with cars and not a profession with, say, an academic slant (e.g., archaeology).

Given these concepts, mentors play an important role in helping younger people who are deaf achieve their Goodness of Fit. For example, I met a very talented 17-year-old writer who is deaf who wanted to move from Boston to New York. He explained how a New Yorker journalist who is deaf gave him good career advice, including deafness-related tips. A mentor can therefore help smooth the path of Goodness of Fit into a world that may be particularly difficult to enter alone.

Goodness of Fit: Individual PeopleMy Persistence column published in February on the AG Bell Web site explained a process of finding a Goodness of Fit with Andrea using tailor-made conversational strategies. If you re-read that column, you may find that personalized topics of conversa-tion are high-percentage pursuits. Given this, impersonal topics are low-percent-age pursuits. Using personalized conver-sational topics therefore improves your

chances of finding a Goodness of Fit with another person.

The percentage game also works in dat-ing: Daniel is an average kind of guy with an endearing, easy-going manner. He had a friendly, enjoyable and lasting conversa-tion with Helen at a party. He suggested they meet again when parting. Helen’s cool response was, “I am kind of busy at the moment.” Later, he had an instant rapport with Melissa that lasted an hour. Her enthusiastic response to meeting again was: “I know a cool café downtown.” Both women gave him their number, but given these two women’s responses, Daniel’s pursuit of Helen likely has a 20 percent chance of success whereas pursu-ing Melissa has a 70 percent chance.

Daniel texted Helen the next day, who replied 24 hours later, “Can’t make it this week. Rain check?” He followed up and her slow reply was, “Something has popped up, maybe later.” Daniel’s pursuit of Helen came to nothing. Melissa, however, replied to Daniel’s text within an hour. They met, enjoyed two hours together and parted with a warm hug. In time, after courting, they became a couple. These two outcomes are not surprising. High percentage pursuits are more likely to produce rewards than low percentage pursuits.

Goodness of Fit: Social SettingsThrough social exposure we learn our individual strengths and weaknesses, and how we become familiar to and with other people. We also learn our high, medium and low percentage zones, which are social settings that can be ranked according to levels of difficulty.

high percentage Zones (75 percent and above)High percentage zones are settings where chances of social inclusion are

Tactics of Goodness of FitBy Paul Jacobs, Ph.D.

PSYCHOSOCIAL POTENTIAL MAxiMizATiON


high and the chances of social rejection are minimal. Examples of such social settings include one-on-one conversa-tions, watching captioned movies with friends, and a party or workplace/class-room where individuals know how to communicate with people who are deaf. These settings are familiar to us and communication is relatively easy. People appreciate us for who we are and, when

necessary, know our communication needs. The key, however, is to spend much time in these settings where our social or professional success is likeliest.

Medium percentage Zones (50 to 75 percent)Social inclusion in the medium-ranked percentage zone is reasonably achiev-able, but the chances of social difficulty or rejection are comparatively higher than in the high percentage zones. Examples of such settings involve small group conversations, a party or workplace/classroom with a handful of known acquaintances, travel to a foreign country with a friend and talking with a stranger/acquaintance that has had a close relationship with a person who is deaf. These settings may be familiar to us, but communication is not easy. People may appreciate us for who we are but may not understand our communica-tion needs or our persona lity. Regardless, the key is to persevere in these social or professional settings.

low percentage Zones (50 percent and below)Low percentage zones are settings in which your ability to socially participate are compromised by less-than-ideal external factors. Examples include large group conversations, attending a movie without subtitles, a party full of individuals who may have never met a

person who is deaf and traveling alone in a foreign country. These difficulties may be enhanced by your deafness, poor lighting, background noise, personality factors (e.g., lack of common interests), or not having a trusted friend present to ease communication. The key is to avoid or minimize entry into these social set-tings. When you do find yourself in such situations, the conversational strategy

outlined in my Persistence column may help; as too may assertiveness (e.g., “Can we move to a quieter place with more light to talk?”).

Above all, risk-taking improves our lifestyle. There are no guarantees, but there are percentages. It is easy to stumble through a series of low percent-age disasters, to repeat mistakes, curse ill-fortune and envy lucky loved ones. But consider this: continuously choosing low percentage pursuits is mostly poor choice-making, not bad luck. Much luck and chance is removed when one actu-ally thinks about and plays the percent-age game.

Goodness of Fit is the sixth of eight themes that create Psychosocial Potential Maximization. The following

exercise will assist your practical applica-tion of Goodness of Fit.

exercise:Use the list of your child’s talents and weaknesses and rank them according to the high, medium and low percentage zones outlined above. For example, if your child is good at a particular sport, then the sport will be a high percentage zone to pursue. Try listing three indi-vidual strengths and weaknesses for each of the percentage zones.

The following question prepares you for the next column’s theme of Learned Creativity.

Question: Have you seen the following video of Coldplay’s song “Fix You” at www.youtube.com/watch?v= 07koJhFWaTk&feature=related?

Quote:“Limitations are troublesome, but they are effective…To be sparing saves us from humiliation…Discretion is of prime importance in preparing the way for momentous things.” – The I Ching, China, approx. 800 B.C.

Editor’s Note: Dr. Jacobs’ column is complemented by an online blog, avail-able at www.agbell.org. The next issue of this column, “Learned Creativity,” will be published in April 2010, exclusively 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.

Much luck and chance are removed when one actually thinks about and plays the percentage game.


Five-year-old brothers Kyle and Corey Segerstrom are bright and energetic twins from Hudson, Ill., whose intimate bond has

helped them through their journey of learning to listen and talk. They live with their 9-year-old sister, Diana, their 12-year-old brother, Dylan, and their parents, Heather and Kevin.

After failing multiple newborn hearing screenings, Kyle and Corey were both diag-nosed with severe-to-profound hearing loss at birth. Although Heather and Kevin’s initial reactions were that of disbelief and sadness, they quickly became proactive in securing the best possible future for their kids. “We got information on all types of communication, but we met patients at the implant center in our own area and saw how wonderfully the kids were doing with the implants,” recalls Heather. “We felt that if others benefited so much from them, we wanted to give our boys a chance at that same success.” After having little to no success with hearing aids, they proceeded with the cochlear implant procedure when the boys were 8 months old. Today, both boys have bilateral cochlear implants and are kindergarteners at the Carle Auditory Oral School in Urbana, Ill., a school that teaches students who are deaf and hard of hearing to communicate by listening and talking. Last year, the Segerstroms received a Preschool-Age Financial Aid scholarship from AG Bell, which helped with the expenses of transporting the boys to and from their therapy sessions at Carle, located an hour away from their home.

Like many 5-year-olds, Kyle and Corey’s endless amounts of energy have led them to pursue physical activities such as soccer, baseball and basketball, as well as playing tag and climbing around on playground equipment. They also love swimming and are looking forward to starting gymnastics in the near future. Though they are twins

and enjoy many activities together, Kyle and Corey have also proven themselves to be unique individuals with their own distinct personalities. “Kyle is the happy-go-lucky sort,” says Heather. “He is always smiling and loves just dreaming and enjoy-ing being alive.” He has an affectionate and creative nature, likes animals and is often concerned about others. Kyle’s favorite school subject is science because he loves the hands-on experiments, and his favorite playtime games are role-playing and other make-believe games. Corey is more serious, but at the same time loves telling silly jokes and startling people by jumping out from behind something. His favorite subject is math because, as Corey says, “I like count-ing!” Corey loves to have his whole family together and is concerned when others are in trouble. “He also has a much quicker temper and louder voice than his brother!” says Heather. “He likes to be heard and in charge!”

Regardless of their differences, Kyle and Corey’s bond has been a huge factor in helping them and their family overcome the challenges that come with being deaf.

The boys have significantly benefited from having each other to lean on every step of the way through the process of acquir-ing listening and spoken language. “We often take consolation that they have each other,” says Heather. “As of right now, they are best friends and we hope that they remain close as they grow up.” With support from each other, their family and their auditory-verbal program at Carle, the twins hardly notice that they are different from kids with typical hearing. They talk and listen, and are currently learning to become strong advocates for themselves. With the development of these skills, their parents hope to transition them into their mainstream public school, Hudson Elementary.

Heather and Kevin say they have learned a lot from their experience with Kyle and Corey’s hearing loss. They are grateful that despite their hearing loss, the boys have been turned out to be well-adjusted and happy 5-year-olds. The Segerstroms have also discovered that the mainstream per-ception of individuals with hearing loss has not yet caught up to the modern miracles

Around the WorldBy Dipika Chawla

KID'S zONE

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The Segerstrom family poses for a family picture.


of hearing technology. While adults often marvel at the boys’ implants and are shocked that they can communicate verbally, other children may ask about the implants but accept simple answers and are quick to move on. Heather expresses hope that the attitude of the younger genera-tion, who will have grown up with this technology, will mean more acceptance and opportunities for her sons as they get older.

Another thing the Segerstroms have learned is that “family time is important time.” Since the boys’ school is an hour away and both parents work, finding opportunities for the whole family to be together is often challenging. Nevertheless, they somehow manage to find time to watch movies, take walks, go to parks and zoos, and visit children’s museums together. Traveling to new places is the family’s favorite activity.

Heather and Kevin’s advice to other parents of children who are deaf or hard of hearing is to take time to grieve if you need to, because “there is no shame in being upset.” Talking to others who have already gone through what you are going through

is the best way to get an idea of what deci-sions you will be making in the near future. “Other parents have walked in the same shoes and can relate to the emotional jour-ney that you may find yourself on.”

In addition, speaking with older children who are deaf or hard of hearing who use spoken language can provide a hope-ful glimpse into the future. “We had an opportunity to talk to some teens a couple of years ago, and it is an experience that we will never forget,” says Heather. “It was an invaluable insight to know what they were thinking about themselves, and also how the siblings were affected.” The Segerstroms also emphasize not forgetting other siblings who do not have a hearing loss. Although caring for a child who is deaf or hard of hearing will take up a lot of time, it is important to make the other children in your family feel special and to let them know that you love and care for them just as much.

“Our hopes for the twins are the same we have for our other children,” says Heather, “And that’s to be happy, successful and well-adjusted adults who lead fulfilling

lives with self-confidence!” Kyle and Corey’s parents hope that they will continue their progress with spoken language and go on to thrive at their public elementary school along with their sister and neighborhood friends. “Most of all, we hope that the twins find things in their lives that make them feel great about themselves!”

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Kyle and Corey Segerstrom prepare to play outdoors on a winter day.

Daily communication made easy.

Welcome to the world of Sorenson Communications®. Now more than ever it’s easy for the deaf and hard-of-hearing to communicate with hearing individuals—even in emergencies. Sorenson VRS® and SIPRelay® services are free and available 24 hours a day, 365 days a year with no scheduling ever needed. And because Sorenson Communications is one of the world’s largest employers of deaf individuals, you can count on us to develop other exciting ways to improve your daily communication. Simply put, Sorenson makes connecting easy.

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10-digit numbers and the limitations and risks associated with using Sorenson’s VRS or IP Relay

services to place a 911 call, please visit Sorenson’s website at: www.sorenson.com/disclaimer.

Get Connected

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 AEI Auditory-Verbal Mentoring Program - Training in spoken language development utilizing the A-V approach w/ continuing education workshops & mentoring by LSLS Cert AVTs. AEI Summer Institute in Auditory-Verbal Therapy- two-week immersion in A-V approach - Workshops and practicum experience w/instruction and coaching by LSLS Cert AVTs. The Alabama School for Hearing: pre-school utilizing auditory/oral classroom approach - Auditory-Verbal therapy also provided. AEI: Education, research and public policy.

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.

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



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.

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.

Lets Talk About It 207 Santa Anita Street, #300, San Gabriel, CA • 91776 - 626-695-2965 (voice) • [email protected] (email) • Bridgette Klaus, M.S. Ed., LSLS Cert. AVT. 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.

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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 11 years old. Audiological, Speech, Itinerant, AVI Therapy, and other related Designated Instructional Services available. Contact Elisa J. Roche, Executive Director.

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 Drive, 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.

40 volta voices • noveMber/deceMber 2009

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

44 VOLTAVOICES•MARCH/APRIL2009

Northern Voices, 1660 West County Road B, Roseville, MN 55113-1714 • 651-639-2535 (voice) • 651-639-1996 (fax) • [email protected] (e-mail) • Kristina Blaiser, Executive Director. Northern Voices is a nonprofit 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.

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

University of Michigan Cochlear Implant Program, 475 Market Place, Building 1 Suite A, Ann Arbor, MI 48108 • 734-998-8119 (voice/tty) • 734-998-8122 (fax) • www.med.umich.edu/oto/ci/ (website) • Terry Zwolan, Ph.D. Director • [email protected] (email). A multidisciplinary program that provides audiology, speech-language pathology, and medical services to children with severe to profound hearing impairment. Services include pre-operative determination of candidacy, surgical management, post-operative programming and audiological management, speech-language evaluations and provision of Auditory-Verbal therapy, and educational outreach and support provided by a joint grant from the University of Michigan Department of Otolaryngology and the State of Michigan - our Sound Support program: www.med.umich.edu/childhearinginfo/.

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.

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 MichiganMonroe 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.



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.

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 Campus), 9857 St. Augustine Rd., Jacksonville, FL 32257 • 904/880-9001 (voice/TTY)• [email protected], • www.clarkeschools.org • Susan G. Allen, Director. Serving families with children with hearing loss, services include early intervention, toddler, preschool, PreK/kindergarten, primary, parent support, individual listening, speech and language services, and cochlear implant habilitation and mainstream support.

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 Educational Services for the Deaf and the Blind, 1450 Main Street, Gooding, ID 83330 • 208 934 4457 (V/TTY) • 208 934 8352 (fax) • [email protected] (e-mail). IESDB 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 Auditory/Oral Center, 5900 Metro Drive, Baltimore, MD 21215 • (voice) 410-318-6780 • (TTY) 410-318-6759 • (fax) 410-318-6759 • Email: [email protected] • Website: www.hasa.org. Jill Berie, Educational Director, Olga Polites, Clinical Director, Heather Eisgrau, Teacher of the Deaf/Director. Auditory/Oral education and therapy program for infants and young children who are deaf or hard of hearing. 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, audiological management and occupational therapy. The Hearing and Speech Agency’s Auditory/Oral preschool program, “Little Ears, Big Voices” is the only Auditory/Oral preschool in Baltimore. In operation for more than five years, it focuses on preparing children who are deaf or hard of hearing to succeed in mainstream elementary schools. Applications for all Auditory/Oral Center programs 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.

AA/EOE/ADAI UC 62132.10035 1.10

DuBard Association Method™ CoursesSummer Courses (Hattiesburg, Mississippi)

• Basic CourseJune 7-11, 2010

• SeminarJune 21-25, 2010

• Professional PracticumJune 7-July 1, 2010

601.266.5223 • www.usm.edu/dubardE-mail: [email protected] IMSLEC ACCREDITED

A phonetic, multisensory approach to teaching language and speech to children with hearing loss, language disorders, severe speech disorders and dyslexia

TM



Clarke (Boston Campus), 1 Whitman Road, Canton, MA 02021 • 781-821-3499 (voice) • 781-821-3904 (tty) • [email protected], www.clarkeschools.org. Cara Jordan, Director. Serving families of young children with hearing loss, services include early intervention, preschool, kindergarten, parent support, cochlear implant habilitation, and mainstream services (itinerant and consultation).

Clarke (Northampton Campus), 47 Round Hill Rd, Northampton, MA 01060 • 413-584-3450 (voice/tty) • [email protected], www.clarkeschools.org. Bill Corwin, President. Early intervention, preschool, day and boarding school through 8th grade, cochlear implant assessments, summer programs, mainstream services (itinerant and consultation), evaluations for infants through high school students, audiological services, and graduate-teacher-education program.

SoundWorks for Children, 18 South Main Street, Topsfield, MA 01983 • 978-887-8674 (voice) • [email protected] (e-mail) • Jane E. Driscoll, MED, Director. A comprehensive, non-profit program dedicated to the development of auditory-verbal 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

For more information, contact the Program Information Office at 413.584.3450, [email protected] or visit www.clarkeschools.org.

Two week program in Northampton, MA for children ages 9–14. Activities led by experienced teachers of the deaf. Rec-reation, arts & crafts, academics, hiking, swimming, field trips and more! Children will improve their self confidence and make new friends while engaging with young alumni role models.

Summer Adventure

July 11–23

Program in Northampton, MA for families of children who are deaf & hard of hearing ages birth–12. Meet other families, learn from Clarke professionals and enjoy our beautiful campus. Fun activities for children, parents and siblings!

Family Weekend

July 23–25

Building friendships and confidence

for over 25 years

Clarke’s Summer Programs 2010

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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.

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) • 908-231-9091 (fax) • [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 is an exclusionay auditory-oral/auditory-verbal school for deaf and hard of hearing children located at 705 Central Ave., New Providence, NJ 07974 • 908-508-0011 (voice/TTY) • 908-508-0012 (fax) • [email protected] (email) • www.summitspeech.org (website) • Pamela Paskowitz, Ph.D., CCC-SLP, Executive Director. Programs include Early Intervention/Parent Infant (0-3 years), Preschool (3-5 years) and Itinerant Mainstream Support Services for children in their home districts. Speech and language, OT and PT and family support/family education services available. Pediatric audiological services are available for children birth-21 and educational audiology and consultation is available for school districts.

n new mexico

Presbyterian Ear Institute – Albuquerque, 415 Cedar Street SE, Albuquerque, NM 87106 • 505-224-7020 (voice) • 505-224-7023 (fax) • Contact: Dawn Sandoval, Co-Lead Teacher. A cochlear implant center, auditory/oral school for deaf and hard-of-hearing children and parent infant program. Exists to assist people with hearing loss to better listen and speak and integrate into mainstream society.

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 (New York Campus), 80 East End Avenue, New York, NY 10028 • 212/585-3500 (voice/tty) • [email protected], www.clarkeschools.org Meredith Berger, Director. Serving families of children with hearing loss, services include early intervention, preschool, evaluations (NY state approved Committee on Preschool Education Services; early intervention, Audiology, PT, OT and speech), hearing aid and FM system dispensing and related services including occupational and physical therapy in a sensory gym 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). Long Island Jewish Medical Center: Hearing & Speech Center. A complete range of audiological and speech-language services is provided for infants, children and adults at our Hearing and Speech Center and Hearing Aid Dispensary. The Center participates in the Early Intervention Program, Physically Handicapped Children’s Program and accepts Medicaid and Medicare. The Cochlear Implant Center provides full diagnostic, counseling and rehabilitation services to individuals with severe to profound hearing loss. Support groups for parents of hearing impaired children and cochlear implant recipients are available.

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 • 646-438-7801 (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 45140513-791-1458 (voice) • 513-791-4326 (fax) • [email protected] (e-mail) www.ohiovalleyvoices.org (website). Ohio Valley Voices teaches children who are deaf and hard of hearing how to listen and speak. The vast majority of our students utilize cochlear implants to give them access to sound, which in turn, allows them to learn and speak when combined with intensive speech therapy. We offer birth-to-age three program, a preschool through second grade program, a full array of on-site audiological services, parent education and support resources.

n OklahomaHearts for Hearing, 3525 NW 56th Street, Suite A-150, Oklahoma City, OK. • 73112 • 405-548-4300 • 405-548-4350(Fax) • 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 are provided. 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 (Philadelphia Campus), 455 South Roberts Rd., Bryn Mawr, PA 19010 • 610-525-9600 (voice/tty) • [email protected], www.clarkeschool.org. Judith Sexton, Director. Serving families with young children with hearing loss, services include early intervention, preschool, parent support, individual auditory speech and language services, cochlear implant habilitation, audiological services, and mainstream services (itinerant and consultation).

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). Lillian r. Lippencott, Outreach Coordinator. DePaul, western Pennsylvania’s only auditory-oral school, has been serving families for 101 years. DePaul is a State Approved Private School and programs are tuition-free to parents and caregivers of approved students. Programs include: 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 audiology, speech therapy, cochlear implant mapping/habilitation services, physical and occupational therapy, mainstreaming support, parent education programs and support groups. AV services are also available.

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, South Dakota 57103, 605-367-5200 (phone) or Video Relay or 605-367-5209 (Fax) [email protected] (website). South Dakota School for the Deaf (SDSD) serves children with hearing loss by offering services onsite for the Bilingual Program, with the Auditory Oral Program located at Fred Assam Elementary and Brandon Elementary with the Brandon Valley School District, and through its Outreach Program. Academic options include a Bilingual Program offering American Sign Language with literacy in English preschool through sixth grade and an Auditory/Oral Program for students using listening, language and speech for preschool through fifth grade. SDSD utilizes curriculum specific to meeting the needs of individual students with the goal of preparing students to meet state standards. Instructional support in other areas is available as dictated by the IEP, speech-language pathology, auditory training, dual enrollment and special education. Outreach Consultants provides support to families across the state with newborns and children through the age of three while continuing to work with the families and school district personnel of children through age 21 who may remain in their local districts. Any student in South Dakota with a documented hearing loss may be eligible for services through Outreach, Bilingual or Auditory Oral Programs including complete multidisciplinary assessments.

n TennesseeMemphis Oral School for the Deaf, 7901 Poplar Avenue, Germantown, TN 38138 • 901-758-2228 (voice) • 901-531-6735 (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 37232-8718 • 615-936-5000 (voice) • 615-936-1225 (fax) • [email protected] (email) • www.mc.vanderbilt.edu/VanderbiltBillWilkersonCenter (web). Tamala Bradham, Ph.D., Director. The NCCDFC Service Division is an auditory learning program serving children with hearing loss from birth through 21 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 Division includes audiological evaluations, hearing aid services, cochlear implant evaluations and programming, speech, language, and listening therapy, educational assessments, parent-infant program, 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 mapping; Speech-Language Pathology Clinic providing Parent-Infant therapy, Auditory-Verbal 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.

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 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) http:// 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, assistive listening devices, Aural Rehabilitation, counseling, support groups, school consultations, professional training workshops, community days, library. Three sites: Seattle, Federal Way, Issaquah.

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-Verbal Center, Inc (Atlanta)................................................................................. 5

Central Institute for the Deaf ........................................................................................... 38

Clarke School for the Deaf .............................................................................................. 43

DePaul School for Hearing and Speech ....................................................................... 19

DuBard School for Language Disorders ....................................................................... 42

Ear Technology Corporation ........................................................................................... 33

Harris Communications ................................................................................................... 39

Jean Weingarten Peninsula Oral School for the Deaf ................................................... 35

John Tracy Clinic ............................................................................................................. 40

Moog Center for Deaf Education .............................................................................. 22, 29

National Cued Speech Association ............................................................................... 31

National Technical Institute for the Deaf/RIT.................................................................... 6

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

St. Joseph Institute for the Deaf ...................................................................................... 46

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

SoundAid Hearing Aid Warranties ................................................................................. 41

Sound Clarity, Inc. ............................................................................................................. 4

Sprint Relay ........................................................................................................................ 7

Tucker-Maxon Oral School .............................................................................................. 12

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

AG Bell – Art & Science Awards Program ..................................................................... 23

AG Bell – Bookstore ........................................................................................................ 13

AG Bell – School-Age Financial Aid Program ............................................................... 17

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network of people committed to listening

and spoken language for all children

with hearing loss.

JUNE 25-28, 2010

HILTON BONNET CREEK HOTEL

ORLANDO, FLORIDA

endlesspossibilities

AGB 2010 Convention Teaser_mail label:1 8/13/09 11:08 AM Page 1

Volta Voices March-April 2010 Magazine

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Transcript of Volta Voices March-April 2010 Magazine