Canton, OH 44708
How to Evaluate Your Child's
Auditory-Verbal Therapy (PDF)
A Parent's Guide, Ages 0-6
I. The Auditory Environment in the
Home and Clinic
Does your auditory-verbal clinician demonstrate the establishment
of an auditory environment by:
- Speaking to your child even when his/her eyes
are focused away from the clinician's face?
- Drawing your child's attention to environmental
sounds when they occur?
- Teaching your child by performing a variety of
listening activities, such as listening to sounds at a distance, whispered
speech, tape recorded music and speech, different voices, sounds in quiet
and noisy environments, and listening to speech behind your child's back?
- Explaining language, speech, and listening
skills in words you understand?
- Including you and other family members in the
- Teaching you how to make hearing aid checks
daily and whenever changes in auditory behavior occur?
- Observing and coaching you as you speak to your
child, pointing out problems and solutions?
Does your auditory-verbal clinician work to maximize your child's
use of residual hearing through consistently worn hearing aids and other
amplification equipment by:
- Following the AVI protocol for audiological
management of your child?
- Explaining the functioning and management of the
hearing aids, ear molds, and FM systems?
- Re-making earmolds until a satisfactory fit
results so that your child can use the gain supplied by the hearing aids?
- Requiring periodic evaluation of your child's
hearing and hearing aid?
- Obtaining the most appropriate fitting og the
hearing aids through audiological information and behavioral observations
using various hearing aids?
III. Normal Speech and Language
Does your clinician encourage speech and language development by:
- Knowing that most profoundly hearing-impaired
children can hear speech through hearing aids and can learn to talk?
- Talking naturally with your child, speaking
without exaggerated facial (especially mouth and tongue) movements and
without sign language?
- Emphasizing the sounds of speech used with your
child in auditory age-appropriate syntax and content?
- Using natural expressions appropriate to the
child's age and language level and the activities being presented?
- Including familiar storybooks, nursery rhymes,
songs, and other culturally based materials in therapy?
- Understanding normal child language and speech
- Taking turns in therapy to give your child time
to process what was said and time to respond?
- Encouraging your child to use babbling and
jargon as normal hearing infants do rather than pushing the child to
IV. Learning Behaviors
Does your auditory-verbal clinician point out behaviors which indicate that
your child is using sound for learning by:
- Noting to you the evidence that your child
perceived some aspect of speech or other sound signal whenever your child
makes a response?
- Helping your child know that you expect a
response to sound?
- Allowing your child time to respond to sound
through the use of appropriate pauses?
- Not touching or tapping your child for the
purpose of getting your child's attention, particularly when an auditory
cue, such as calling the child's name, has been given. Your clinician
should cover her ears or touch the child's ears and remind the child to
V. Program Management and Planning
Does your clinician help you understand auditory-verbal goals and procedures
- Emphasizing that the primary therapeutic goal is
training your child's mind to be aware of, attend to, and use sound?
Speech and language activities are founded in this mental training.
- Explaining and following the sequence of
listening activities ranging from: 1) initial response to loud sounds; 2)
from easy to more difficult auditory discrimination tasks; 3) and from
short attention span to longer processed units of auditory language?
- Noting your child's changing vocalization
patterns and responses to sound?
- Keeping accurate notes and/or videotaped records
of your child's progress?
- Using the information about normal hearing
children's language and speech development when discussing your child's
- Having a friendly, straight-forward relationship
with you, giving suggestions in a helpful manner?
- Coordinating services with other professionals
who may be involved with your child?