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March/April 2010
DEVELOPING an ACTION PLAN
CAREERS and DIRECTIONS
W W W. A G B E L L . O R G • V O L 17, I S S U E 2
MARCH/APRIL 2010
VO LU M E 17
ISSUE 2
VOICES
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Features
14
26
What Is Action Research?
Impacting Decisions on Hearing Loss
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.
In Every Issue
2
6
38
48
Want to Write for VV?
voices Contributors
Directory of Services
List of Advertisers
Departments
Voices from AG Bell
3 | Recognizing Dedication to
Listening and Spoken Language
32 | Conversations With
Alex Graham
34 | Psychosocial Potential
Maximization: Tactics of
Goodness of Fit
in this issue
5 | Research in Hearing Loss
8 | Soundbites
36 | Around the World
18
By 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.
28
Tips for Parents: Play to Learn
Insights into a Ph.D. Career
By Tiffani Hill-Patterson
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.
20
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
30
What the Research Shows
By Melody Felzien
A continuation of an ongoing article series highlighting research published in the most recent
issues of The Volta Review.
24
Consejos para Padres: Aprender Jugando
Por Tiffani Hill-Patterson
En la columna de este número, los padres aprenderán juegos y actividades que pueden utilizar
en casa para ayudar a sus hijos a desarrollar el
lenguaje verbal.
Temporal Bones: The Gift of Hearing and
Balance
By 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.
Alex ander Graham Bell
A ssocia t io n f or t he D ea f a n d H ard o f H eari n g
3417 volta pl ace, nw, was hington, dc 20 0 07 • w w w. agbell .org
V
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VOICES
Advocating 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
Ale x ander Gr aham Bell
Association for the Deaf
and Hard of Hearing
3417 Volta Place, NW, Washington, DC 20007
www.agbell.org | voice 202.337.5220
tty 202.337.5221 | fax 202.337.8314
Volta Voices Staff
Production and Editing Manager
Melody Felzien
Director of Communications and
Public Affairs
Catherine Murphy
Manager of Advertising and Exhibit Sales
Garrett W. Yates
Design and Layout
Alix Shutello and Jake Needham
EEI Communications
AG Bell Board of Directors
President
John R. “Jay” Wyant (MN)
President-Elect
Kathleen S. Treni (NJ)
Secretary-Treasurer
Christine Anthony, M.B.A., M.E.M. (IL)
Immediate Past President
Karen Youdelman, Ed.D. (NY)
Executive Director
Alexander 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)
Want to Write for Volta
Volta Voices?
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
nTechnology – related to hearing loss,
new technology, improvements to or
problems with existing technology, or
how people are using existing technology,
accommodations.
nEducation – related to public or private
schools through post-secondary education,
new approaches and teaching methods,
legal implications and issues, etc.
nAdvocacy – information on legislation,
hearing health, special or mainstream
education, and accessibility.
nHealth – audiology issues relating to
children or adults with hearing loss and/or
their families and friends.
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).
nAction – 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.
Submit Articles/Items to:
Volta Voices
Alexander Graham Bell Association for the
Deaf and Hard of Hearing
3417 Volta Place, NW • Washington, DC 20007
Email: editor@agbell.org
Submit online at www.agbell.org
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.
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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
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Let us know how we are doing. Write a Letter to the
Editor, and you could see your comment in the next issue.
Media Kit
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for advertising information.
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
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On the cover: A teacher instructs a young boy with hearing loss on listening exercises. Photo Credit: iStock Photography.
VOICES FROM AG BELL
W
Recognizing Dedication
to Listening and Spoken
Language
henever 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 constituencies 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.
such as the National Geographic
Society, AT&T and ABC News.
Award recipients are selected by the
AG Bell Board of Directors from member and staff nominations and after
much contemplation and discussion.
In some cases, individuals or organizations 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 dedication to newborn hearing screening
and the impact her efforts have had
on listening and spoken language.
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.
Begun in 1963, AG Bell’s association 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
VOLTA VOICES • MARCH /APRIL 201 0
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 hearing 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 important 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 ­l istening
and spoken language alternative to
3
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 recognizes an individual who is directly
involved in the hearing loss community 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
4
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 Wyant
President
QUESTIONS?
C O MMEN T S ?
C O N C ERN S ?
Write to us:
AG Bell
3417 Volta Place, NW
Washington, DC
20007
Or email us:
voltavoices@agbell.org
VOLTA VOICES • M ARCH/ APRIL 201 0
EDITOR’S NOTE
Research in Hearing Loss
T
his issue of Volta Voices
provides a valuable overview
to the benefits of conducting
research in the field of listening and spoken language development.
In “What Is Action Research?” authors
Maura Martindale and Viva Tomlin
offer a step-by-step process for teachers 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 strategies and techniques.
In “Insights into a Ph.D. Career,” Volta
Voices talks with Jace Wolfe, an audiologist 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 fascinating 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 positive 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 activities that parents can utilize at home to
VOLTA VOICES • MARCH /APRIL 201 0
encourage their child with hearing loss’
spoken language development. Dr. Paul
Jacobs continues his series on maximizing 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 family to successfully acquire listening and
spoken language.
On a final note, I encourage everyone 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 registration. 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 editor@agbell.org with
your comments and suggestions.
Best regards,
Melody Felzien
Editor, Volta Voices
5
VOICES FROM AG BELL
Voices contributors
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
6
Lynchburg, Va., and masters’ degrees
in organizational effectiveness and business 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 agraham@agbell.org.
Tiffani HillPatterson,
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 contacted at patterson1723@mac.com.
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’ columns and discussion forums online at
http://nc.agbell.org/netcommunity/
Psychosocial_Potential_Maximization.
VOLTA VOICES • M ARCH/ APRIL 201 0
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 experience 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
mmartind@clunet.edu.
VOLTA VOICES • MARCH /APRIL 201 0
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 otologist at MEEI. He is also the co-director
of the NIDCD National Temporal
Bone, Hearing and Balance Pathology
Resource Registry.
Nicole Pelletier is the coordinator 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 candidate 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 students with hearing loss in the Los Angeles
Unified School District and engages
in Action Research projects at Saticoy
Elementary School in Los Angeles, Calif. 7
SOUND
NEWS BITES
CALENDAR OF EVENTS
AG Bell Announces 2010
Award Recipients
AG Bell has announced the 2010
recipients of its highest honors, recognizing individuals or organizations who
have made a significant impact on
the hearing loss community or have
raised public awareness of hearing
loss issues.
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. Stay
tuned to Volta Voices to learn more
about the award recipients and their
contributions to advancing listening and
spoken language.
yy The Alexander Graham Bell Award
of 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).
yy The Volta Award recipient for 2010
is 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.
yy The Honors of the Association award
recipient 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 leading the development of the Parent
Advocacy Training program.
Leadership Opportunities
for Teens (LOFT) Now
Accepting Applications
LOFT is a four-day program designed
for participants to develop skills in
individual leadership, teamwork, public
speaking, self advocacy and understanding group dynamics and communication. 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.
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
8
This program has a capacity to serve
20 participants and is a great opportunity for high school and college-bound
teens interested in a leadership experience 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 application. 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 education. For more information about each
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 committed 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 2011
Save the Date! The AG Bell
2011 Listening & Spoken
Language Symposium will be
held July 19-23, 2011, at the
Omni Shoreham in Washington, D.C. Stay tuned to
www.agbell.org as more
details are announced.
program, please visit http://nc.agbell.
org/netcommunity/financialaid.
Arts & Sciences Award Program
Information and application will be available on the AG Bell Web site on January
15. Deadline for applications is April 9 at
5:00 p.m. Eastern Time.
VOLTA VOICES • M ARCH/ APRIL 201 0
BITES
Preschool-Age Financial Aid Program
Information and application will be available 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 Program
Information and application will be
available on the AG Bell Web site
on June 15. Deadline for applications is September 24 at 5:00 p.m.
Eastern Time.
Studies Show Cochlear
Implant Users Struggle
with Pitch Control
A Canadian study published in the
January 2010 issue of Archives of
Otolaryngology-Head & Neck Surgery
suggests that children with bilateral
cochlear implants may face difficulty 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
VOLTA VOICES • MARCH /APRIL 201 0
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 Program
The 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”
Program
The 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 CoSponsor
On January 21, 2010, Representative
Tim Perriello (D-VA) became the 113th
sponsor of the Hearing Aid Tax legislation (H.R. 1646). The legislation would
Compiled by:
Dipika Chawla and Melody Felzien
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 States
On 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 information, visit www.hansaton-usa.com.
St. Joseph Institute
Debuts I-Hear Distance
Learning Program
An auditory-verbal therapist from the St. Joseph
Institute for the Deaf conducts an online therapy
session.
The St. Joseph Institute for the Deaf
in Chesterfield, Mo., now offers a new
way of providing listening and spoken
9
Photo Credit: St. Joseph Institute for the Deaf.
School-Age Financial Aid Program
Information and application will be available on the AG Bell Web site on March
15. Deadline for applications is May 27
at 5:00 p.m. Eastern Time.
SOUND BITES
CHAPTERS
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 presentation entitled “Preparing Children With Cochlear Implants for Mainstream
Education” at the convention.
People in the News
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.
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 education director and I-Hear coordinator, “It’s
really mind-blowing that this program
10
may have few limitations to reach children who need our services…technology
and the Internet break down distance
barriers.” For more information, visit
www.sjid.org.
RNID Introduces Hearing
Check Facebook
Application
The 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 conversation 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 Deafness
A 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 transduction 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 Males
An 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
VOLTA VOICES • M ARCH/ APRIL 201 0
IN MEMORIAM
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 international affiliate representative for the Sensory Inclusion Service, which
supports children with hearing loss as they transition into their local communities. 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.
SHARED INTEREST GROUPS
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:
yy
yy
yy
yy
yy
Parents and Families
Itinerant Teachers
Cochlear Implants Users
LSL Students and New Professionals
Deaf and Hard of Hearing SIG – open to members who self-identify as
an 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.
in inner ear development and maintenance. 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 addition, the knowledge that scientists
gather about the mechanisms of this
gene could potentially be used to
develop treatments for other types
VOLTA VOICES • MARCH /APRIL 201 0
of acquired hearing loss. To learn
more, visit www.nih.gov/news/health/
dec2009/nidcd-17.htm.
Sonova Buys InSound
Medical
On 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 Resources
The 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 otolaryngology, 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
Tinnitus
German 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
11
SOUND BITES
music. Visit www.pnas.org/content/
early/2009/12/15/0911268107.
abstract for more information.
through various setting options on the
hearing aid while it is being worn.
For more information, visit
www.clik-hearing.com.
graphics for a completely unique look.
Visit www.advancedbionics.com/skinit
to learn more.
Technology Watch
New “Clik” Hearing
Aid Gives Users More
Independence
The “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 environments so as to avoid spending extra
time and money on multiple trips to
their provider. The patient or hearing
health care professional can “clik”
Hearing Aids with Touch
Technology
Touch technology, most commonly
associated with PDAs such as
the Apple iPhone, has now been
applied to the S-series behind-theear (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. New Technology
to Customize the
Appearance of Cochlear
Implants
Advanced Bionics has partnered with
Skinit, Inc., the leading company in
consumer electronics personalization, 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
PSSST! Have you heard?
GREAT THINGS ARE HAPPENING AT TUCKER-MAXON!
STUDENTS WITH HEARING LOSS
• 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.
�����������������������������
Early Intervention • Preschool • Elementary • On-site Audiology and Speech/Language Pathology
2860 SE Holgate Blvd. • Portland, OR 97202 • Phone: 503.235.6551 • TTY: 503.235.1711 • tminfo@tmos.org
WWW.TMOS.ORG
12
VOLTA VOICES • M ARCH/ APRIL 201 0
Build your Listening
and Spoken Language
Library Today!
Don’t forget to
visit AG Bell’s
Bookstore in the
Exhibition Hall!
Convention
attendees will
receive a
25% discount
and FREE shipping
on every purchase.
AG Bell offers reading materials recommended
by the AG Bell Academy for Listening and Spoken
Language 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 on
Professional Preparation and Development.
*These items are recommended for reading by the AG Bell Academy
TEL 202.337.5220
EMAIL PUBLICATIONS@AGBELL.ORG
WEB WWW.AGBELL.ORG
What Is
Photo Credit: Viva Tomlin, M.A.
Action
Research?
By Maura Martindale, Ed.D., LSLS Cert. AVEd,
and Viva Tomlin, M.A.
I
n 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 education 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, teachers 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 graduate programs are being guided to seek
14
Students participate in a classroom study aimed at tracking
rates of reading fluency and literacy skill acquisition.
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 educational 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 evaluates 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 difference 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 supports problem solving, self-assessment
and continued improvement.
Action Research, step by step, nurtures a symbiotic living partnership
between academia and the teacher/
practitioner. Conducting one’s own
research in the field of deaf education 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 addition, 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
VOLTA VOICES • M ARCH/ APRIL 201 0
knowledge that could be gained from
today’s teachers/practitioners. While
there is a great deal of excellent basic
research published in journals regarding 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 Step
First, ask yourself, “what are you concerned 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
VOLTA VOICES • MARCH /APRIL 201 0
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 studies. 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, practitioners 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 welldocumented 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 current 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, researchers 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 integral 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 particularly 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, intervention 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,
15
Photo Credit: Viva Tomlin, M.A.
What Is Action Research?
Students discuss Saturn as part of a classroom activity that also functioned as a research study of reading fluency.
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 literature 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 activities and fluency scores on the district’s
16
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 themselves. 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 practitioner is collaborating with a university, the university will have an IRB
consisting of faculty. An IRB application 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 family, 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
collabo­ration. 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
VOLTA VOICES • M ARCH/ APRIL 201 0
the university setting gave her access
improving students’ reading fluency.
to professionals with expertise in the
This context became a motivation for
charting “a flight path” of minutes spent process of writing about the research and
presenting the outcomes at a Master’s
reading to improve. Reading fluency
activities were presented to the students Colloquium, which was of paramount
importance.
as “Away Missions” to different planets
and space phenomena. A colorful chart
of the planets was displayed in the class- Conclusion
room and, as a student presented eviThe Action Researcher found that that
dence of minutes participating at home
time spent by students on reading
in the fluency activities to the teacher,
fluency activities were significantly
the student visited another planet on
associated with improved scores on
the “flight path.” At the conclusion of the the post tests! She shared her results
project, the Action Researcher conducted with parents, administrators and
the post tests and entered her data into a other practitioners who teach students
statistical computer program to analyze
with hearing loss. She is now engaged
the differences between the pre- and
in follow-up Action Research with a
post test scores.
larger number of students. She added a
The availability of the statistical
control group and is including students
programs turned the classroom assesswith typical hearing at her school. The
ment information into significant data,
students expressed pride in participatboth exciting and useful! These coming in a university-based project and in
puter programs can be found at most
their accomplishments. We encourage
universities. Expertise and support for
practitioners in listening and spoken
writing up conclusions and presenting
language to learn more about Action
the research to others is also part of the
Research so that we are better able to
process.
For
the
teacher
in
our
example,
FinAidAd_HALF PG_School Age:1 1/14/10 2:51 PM share
Page 1 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
mmartind@clunet.edu.
References
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.
Every Child Deserves a Chance
...to Learn...to Grow...
to Hear from the Start
dvances in newborn hearing screening and early detection and intervention are giving
A
more 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 children
and youth with hearing loss who are pursuing spoken language education.
SCHOOL-AGE
FINANCIAL AID AWARDS
DEADLINE: MAY 27, 2010
Eligibility criteria, program deadlines and applications are
available at www.agbell.org. Email requests for an
application to financialaid@agbell.org or fax to 202.337.8314.
TEL 202.204.4681 • TTY 202.337.5221
VOLTA VOICES • MARCH /APRIL 201 0
17
Photo Credit: iStock Photography.
Insights into a
Ph.D. Career
By Melody Felzien
M
any professionals in the
field of hearing loss and
spoken language communication view post-secondary
education as critical to success when pursuing a career in this field. However, most
professionals seek a master’s degree without 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 available for a Ph.D. career in today’s environment of listening and spoken language
development.
Volta Voices: For professionals with
masters’ degrees who have been
working in either a clinical or educational setting, how would obtaining
a Ph.D. degree enhance their career?
Jace Wolfe: In most cases, the attainment of a Ph.D. degree would better
prepare the practicing clinician to
critically evaluate research involving new technology and services, and
subsequently put him or her in a better
position to establish evidenced-based
18
practice in the clinic. Of course, holding 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 excellent 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 significant benefit that auditory-verbal practice 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, however, a need for more published studies
demonstrating the benefits of auditoryverbal 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 services to receive compensation.
The same is true for education of
children with hearing loss. As technology
changes and we continue to provide better intervention at even earlier ages for
children with hearing loss, we must continually evaluate the best model of education for these children. Well-designed
research studies are needed to determine
the ideal educational curriculum and setting for children with different otologic,
developmental and health histories.
VOLTA VOICES • M ARCH/ APRIL 201 0
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 hearing 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 parameter 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 wellcontrolled 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 manufacturers and provide assistance in the development and evaluation of their products,
and serve as a reviewer for several professional journals. The variety of professional
opportunities provided by my Ph.D. has
guaranteed high job satisfaction.
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.
the case. In fact, most professionals I
know with Ph.D. degrees are, at the very
least, indirectly tied to the clinical management 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. candidates 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 individual 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 number of professionals with Ph.D.s?
VOLTA VOICES • MARCH /APRIL 201 0
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 personally 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, department chairpersons at most universities
would be more than happy to discuss
Ph.D. opportunities with interested
individuals. 
SPEAK MIRACLES





VV: What are some of the misconceptions of holding a Ph.D. degree?
JW: I think the primary misconception 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)
JW: Technology and services are changing by the minute. It is critical that we
have individuals with Ph.D. degrees to
assist in the continued evolution of technology, to validate new developments,
to facilitate questions and identify areas
of need that will continue to encourage new development, and to train
future and current professionals on new
developments.






www.speakmiracles.org
412-924-1012
19
Photo Credit: Jace Wolfe, Ph.D.
VV: With a Ph.D., what type of contributions can professionals expect
to make to the field of listening and
spoken language development?
Shows
Spoken Language Development and Decision Aids
By Melody Felzien
F
or over 110 years, researchers
have explored questions about
spoken language communication, 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 technology, 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 Development
The rate of spoken language development of children with hearing loss is an
20
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 published 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 development 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 typical hearing. These steps include the initial
stage of monosyllabic word production,
the pre-minimal word stage of preserving
the final and stressed syllable, the minimal 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 development. 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 identification and intervention with hearing aids
coupled with early cochlear implantation
play a crucial role in the rate of language
development.
VOLTA VOICES • M ARCH/ APRIL 201 0
Photo Credit: Funtup Productions, Inc.
What the Research
VOLTA VOICES • MARCH /APRIL 201 0
Photo Credit: Funtup Productions, Inc.
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, examines the progress of speech and language
development of 25 children with hearing
loss in an auditory-verbal therapy program. These children were tested initially,
and then 21 months later, on a battery
of language assessments. The speech and
language results over time were compared 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 articulation 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 phonemegrapheme 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 effectiveness of a semantic association strategy
for teaching phoneme-grapheme correspondences. Research of children with
typical hearing has shown that instructional strategies that create meaningful
associations between letters and sounds
or names improve learning. These strategies include picture mnemonics that
Several articles in The Volta Review focus on the rate at which children with hearing loss develop
spoken language.
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 embedded 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
corres­pondences. The studies suggest that
the semantic association strategy may be
an effective and efficient technique, providing evidence that children who are deaf
or hard of hearing and who have some
speech perception abilities can learn critical phoneme-grapheme correspondences
through explicit auditory skill instruction
with language and visual support.
Decision Aids for
Parents
Increasingly, parents of children with
hearing loss who use a unilateral cochlear
implant are being presented with
the option for their child to receive a
seco­nd 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 sequential 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 clinicians 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 clinicians. Changes in conflict over the decision 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
Vocabulary
Alphabetic Principle –
Alphabetic knowledge, the foundation of the alphabetic principle, is
knowledge that “written graphemes 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 parallels the morphologic word, which
consists of a base and affixes.
21
What the Research Shows
considering sequential bilateral cochlear
implantation has potential as a support
tool. Future work could examine the influence of the decision aid on decisional
conflict of various subgroups of parents
as well as their expectations of educational and communication outcomes.
A Look Back
The Volta Review celebrated its 110th anniversary 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.”
22
Conclusion
The 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 intervention 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 logon to www.agbell.org/TheVoltaReview
to review this important research for
yourself. References
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.
VOLTA VOICES • M ARCH/ APRIL 201 0
Every Child Deserves a Chance
...to Learn...to Grow...
to Hear from the Start
AG Bell Financial Aid & Scholarship Programs Can Help.
A
G Bell offers Arts and Sciences Awards to students, ages 6 to 19, to participate
in after school, weekend or summer programs focused on developing skills in the
arts or sciences. Programs can be sponsored by museums, nature centers, art or
music centers, zoological parks, space and science camps, dance and theater
workshops, music, voice and
dance lessons, or any other
program with a focus on the arts
or sciences, including martial
arts. Awards cannot be used for
programs that offer academic
credit, travel or study abroad,
recreational or sports camps,
or sports programs, including
figure skating or gymnastics.
2010 ARTS & SCIENCES
AWARDS PROGRAM
PROGRAM OPENS: FEBRUARY 1, 2010
PROGRAM DEADLINE: APRIL 9, 2010
Eligibility criteria, program deadlines and applications are available
at www.agbell.org. Email requests for an application to
financialaid@agbell.org or fax to 202.337.8314.
TEL 202.337.5220 • TTY 202.337.5221
EMAIL financialaid@agbell.org • ONLINE www.agbell.org
Temporal Bones:
The Gift
of Hearing
and
Balance
By Nicole Pelletier and Saumil N. Merchant, M.D.
D
isorders 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 further 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 vestibular (balance) systems, are located
deep within the temporal bone and are
difficult to examine directly in living
individuals. Studying donated temporal 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
24
and subsequently develop new treatments. Major advances in our understanding 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 balance. 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 collection 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 genetically determined hearing loss and
VOLTA VOICES • M ARCH/ APRIL 201 0
dizziness problems, sudden idiopathic
sensorineural hearing loss, cytomegalovirus-induced hearing loss, bacterial 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, donations from individuals with typical
hearing and balance are needed to contrast the specimens with documented
disorders. Lastly, as new therapeutic
modalities and scientific methods of
study are developed, such as immunostaining 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 difficult to extract DNA from temporal
bones. During tissue processing, DNA
is often fragmented and contaminated.
As a means of obtaining uncompromised 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
VOLTA VOICES • MARCH /APRIL 201 0
A Gift to the Next Generation
By Joseph B. Nadol, Jr., M.D.
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 respective 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 advancements in hearing technology that we have today – such as the cochlear
implant – which has benefitted a whole new generation of children with hearing 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 otologylaryngology department at Harvard Medical School and chief of otolaryngo­
logy at Massachusetts Eye and Ear Infirmary.
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 tbregistry@meei.harvard.edu.
The Registry publishes a semiannual
newsletter, available in print or electronically, which details current advances in
temporal bone research as well as provides
information about new publications concerning hearing loss and balance disorders
and upcoming conventions.
25
Photo Credit: AG Bell
Impacting
Decisions on
Hearing
Loss
By Melody Felzien and Julie Matheny
F
irst 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 editors of The Volta Review recently conducted
a survey to gauge the attitudes, opinions
and expectations of the journal’s audience. The results were surprising in some
respects, and validating in others.
Content and Impact
Seventy 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 potential content categories. Overall, respondents 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 communication rather than dwelling on the possible
26
reasons for an instance of hearing loss.
Respondents were then asked to rate,
based on their own knowledge, the availability 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 professionals 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 information 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 professionals 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 connection 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 community 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 investing 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 primary purpose of the journal should be to
VOLTA VOICES • M ARCH/ APRIL 201 0
Potential Manuscript Content Categories
Audiological Assessment
Mild-to-Moderate Hearing Loss
Auditory (Re)habilitation
Multiple Disabilities
Auditory-Verbal Practice (AVT and AVEd)
Otolaryngology (Ear, Nose and Throat)
Causes of Hearing Loss
Professional Development/
Preparation
Early Intervention
Educational Outcomes
Family Support
Hearing Assistive Technology
(HA, CI, FM, Implantable)
Language Development
Literacy Development/Outcomes
Manual Communications
(ASL, Cued Speech)
report on clinical strategies that successfully support the development of listening
and spoken language and to report on outcomes of listening and spoken language.
Looking Ahead
The editors were also interested in gathering information about different types
of research and recruitment tactics the
journal may employ to increase submission rates. Respondents noted that personal recruitment through peer-to-peer
interaction, workshops and graduate
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
programs would be the most effective
method. This feedback clearly suggests
that personal interaction, (whether in
a group setting like a workshop or communication 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 picture 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 addition, 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, quality and esteem within the field of listening
and spoken language development. 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 what
you think is the primary purpose of The Volta Review:
To report on clinical strategies that successfully support the
development of listening and spoken language
To report on outcomes of hearing assistive technology on
listening 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
VOLTA VOICES • MARCH /APRIL 201 0
0.50
1.00
1.50
2.00
2.50
3.00
3.50
27
tips for parents
Play to Learn
Games that make language development fun
By Tiffani Hill-Patterson
Off to a Good Start
When 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 making 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.
28
Plop It in the Water
For 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 Box
If 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
Photo Credit: Funtup Productions, Inc.
W
hen 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.
Games are a great and fun way to help your child
with hearing loss develop spoken language.
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 Directions
To 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.”
VOLTA VOICES • M ARCH/ APRIL 201 0
“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 Play
When you want to focus on conversation 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
Lead
As 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 favorite 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 patterson1723@mac.com
or tiffanihillpatterson.com.
Resources
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
VOLTA VOICES • MARCH /APRIL 201 0
29
CONSEJOS PARA PADRES
Aprender Jugando
Juegos que hacen divertido el desarrollo del lenguaje
Por Tiffani-Hill Patterson
C
Empezar con buen pie
Cuando se está empezando, una de las
cosas que hay que hacer primero es enseñarle a su hijo la relación que existe entre
los sonidos y los objetos. Los sonidos
básicos son los que yo conozco como sonidos “que hay que aprender a escuchar”.
En www.listeningforlife.com/parentsupport.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 hacien­do
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.
30 Photo Credit: Funtup Productions, Inc.
uando mi hija Riley estaba aprendiendo 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 implantes 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.
Los juegos son una gran manera de la diversión y para ayudar a su niño con pérdida auditiva a
desarrollar el lenguaje hablado.
Hacer plaf en el agua
Para 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 imágenes 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
caja
Si 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.
VOLTA VOICES • M ARCH/ APRIL 201 0
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 instrucciones
Para que su hijo aprenda el concepto de
espacio, haga que siga instrucciones sencillas 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 simbólico
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 preguntas 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 divertidos y adecuados a la edad. Al final, su hijo
será muy mayor para los juegos y disfrutarán 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
patterson1723@mac.com o
tiffanihillpatterson.com.
Recursos
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 algunos 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
Cuando quiera centrarse en las habilidades 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?”
VOLTA VOICES • MARCH /APRIL 201 0
31
VOICES FROM AG BELL
Conversations
With Alex Graham
D
edication defines the subject
of “Conversations” in this edition 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 conversation, 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 hearing loss in infants and fitting hearing 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 language 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
Meet Laurie Hanin
32 Photo Credit: Laurie Hanin.
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.”
VOLTA VOICES • M ARCH/ APRIL 201 0
speech-and-language therapy session
with 3½-year-old children who are profoundly 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, especially 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 mission remains the same today as always:
To improve the quality of life for people
with hearing loss, regardless of age, ability 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 reimbursement 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 beginning 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 people 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. Experience better hearing today.
®
www.dryandstore.com
800.327.8547
Finally hear
what you’ve
been missing.
For Single-Sided Deafness
www.transear.com 888.382.9327
VOLTA VOICES • MARCH /APRIL 201 0
33
Psychosocial potential maximization
Tactics of Goodness of Fit
By Paul Jacobs, Ph.D.
T
here 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 professional 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 percent 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: Career
My Desire column**in the November/
December issue of Volta Voices mostly
explained Goodness of Fit in regards to
professional pursuits. Tristan’s longterm 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
34 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 everybody. That is why I asked, “What are your
child’s talents and weaknesses?” in my
last column. These talents and weaknesses 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 deafnessrelated 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 People
My 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 conversation are high-percentage pursuits. Given
this, impersonal topics are low-percentage pursuits. Using personalized conversational topics therefore improves your
chances of finding a Goodness of Fit
with another person.
The percentage game also works in dating: Daniel is an average kind of guy with
an endearing, easy-going manner. He had
a friendly, enjoyable and lasting conversation 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 pursuing 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
Settings
Through 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
VOLTA VOICES • M ARCH/ APRIL 201 0
high and the chances of social rejection
are minimal. Examples of such social
settings include one-on-one conversations, watching captioned movies with
friends, and a party or workplace/classroom 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
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 settings. When you do find yourself in such
situations, the conversational strategy
Much luck and chance are
removed when one actually
thinks about and plays the
percentage game.
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 achievable, 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 communication needs or our persona­lity. Regardless,
the key is to persevere in these social or
professional settings.
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 percentage 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 actually thinks about and plays the percentage game.
Goodness of Fit is the sixth of
eight themes that create Psychosocial
Potential Maximization. The following
exercise will assist your practical application 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 individual 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, available 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.
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
VOLTA VOICES • MARCH /APRIL 201 0
35
kid's zone
Around the World
By Dipika Chawla
36 Photo Credit: The Segerstroms.
F
ive-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 diagnosed 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
The Segerstrom family poses for a family picture.
and enjoy many activities together, Kyle
and Corey have also proven themselves
to be unique individuals with their own
distinct personalities. “Kyle is the happygo-lucky sort,” says Heather. “He is always
smiling and loves just dreaming and enjoying 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 counting!” 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 acquiring 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 perception of individuals with hearing loss has
not yet caught up to the modern miracles
VOLTA VOICES • M ARCH/ APRIL 201 0
is the best way to get an idea of what decisions you will be making in the near future.
“Other parents have walked in the same
shoes and can relate to the emotional journey 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 hopeful 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
Photo Credit: The Segerstroms
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 generation, 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
Kyle and Corey Segerstrom prepare to play
outdoors on a winter day.
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!” Get
Connected
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services to place a 911 call, please visit Sorenson’s website at: www.sorenson.com/disclaimer.
VOLTA VOICES • MARCH /APRIL 201 0
37
Directory of Services
Directory of Services
nAlabama
Alabama 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 AuditoryVerbal 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.
nArizona
Desert Voices, 3426 E. Shea Blvd., Phoenix, AZ
85028 • 602-224-0598 (voice) • 602-224-2460 (fax)
• info@desertvoices.phxcoxmail.com (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.
nCalifornia
Auditory 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 jan@auditoryoralsf.org.
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.
Auditory-Verbal Services, 10623 Emerson
Bend, Tustin, CA 92782 • 714-573-2143 (voice) •
email KarenatAVS@aol.com • 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) • bsackett_certavt@live.com (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.
38 VOLTA VOICES • M ARCH/ APRIL 201 0
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, parentinfant 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) • 310838-0479 (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.
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) • jwposd@jwposd.org
(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.
HEAR to Talk, 547 North June Street, Los Angeles,
CA 90004 • 323-464-3040 (voice) • Sylvia@hear2talk.
com (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.
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) •
bklauss.avt@gmail.com (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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VOLTA VOICES • MARCH /APRIL 201 0
39
D I R E C T O R Y
O F
S E R V I C E S
Directory ofUniversity
Services
of Michigan Cochlear Implant
SoundWorks for Children, 18 South Main
Street, Topsfield, MA 01983 • 978-887-1284 (voice)
• soundworksforchildren@verizon.net (e-mail) •
Jane E. Driscoll, MED, Director. Satellite program
No
Limits
Speech
andKatelyn
Language
Educational
serving
Southern
Maine.
Driscoll,
MED,
9801 Washington
Center
TheatreAProgram,
Programand
Coordinator.
comprehensive
non-profit
Blvd.,
2nd dedicated
Floor, Culver
CA 90232 • 310-280-0878,
program
to City,
the development
of auditory800-948-7712
• www.nolimitsspeaksout.org
• Free
oral skills in children
who are deaf or hard-of-hearing.
individual
auditory,
speechimplant
and language
therapyand
for dhh
Specializing
in cochlear
habilitation
children
the ages ofoffive-and-eighteen
as well as
offering between
a full continuum
inclusionary support
amodels
biweekly
literacy
program,
computer
from
preschool
through
hightraining,
school.weekly
Early
parent
classes services
and a nationwide
theatrical program.groups
Intervention
and social/self-advocacy
for mainstreamed students are offered at our Family
Oralingua
School
for thein-service
Hearing training,
Impaired,
Center. Summer
programs,
and
North
Campus available.
– 7056 S. Washington Avenue, Whittier,
consultation
CA 90602 – 562-945-8391 (voice) 562-945-0361 (fax)
info@oralingua.org (email) www.oralingua.org (website)
n Michigan
South
Campus – 221 Pawnee Street, San Marcos, CA
92078
– 760-471-5187
(voice) 760-591-4631
(fax)
Monroe
County Program
for Hearing
Where
Children
are Listening
andPrairie
Talking!St.,
An Ida,
auditory/oral
3145
MI
Impaired
Children,
program
serving
children from (voice/TTY)
infancy to 11•years old.
48140-9778
• 734-269-3875
Audiological,
Speech,
AVI Therapy, and other
734-269-3885
(fax) •Itinerant,
whitman@ida.k12.mi.us
related
Instructional Services
available.
(e-mail)Designated
• www.misd.k12.mi.us
• Kathleen
Whitman,
Contact
ElisaAuditory/oral
J. Roche, Executive
Director.
Supervisor.
program,
full continuum of
services, birth to 25 years. Staff: 21.
Training and Advocacy Group for Deaf & Hard
11693 San
of
Hearing
Children
Teensfor
(TAG),
Redford
Union
Oraland
Program
Children
Vicente
Blvd. #559,Impairments,
Los Angeles, CA 90049,
18499 310-339-7678,
Beech Daly
with Hearing
tagkids@aol.com,
Leah Ilan,
Executive
Rd. Redford, MIwww.tagkids.org.
48240 • 313-242-3510
(voice)
•
Director.
Offers (fax)
free group
meetings for(tty)
ddh children
313-242-3595
• 313-242-6286
• Dorothea
and
teens from
5th Director.
grade through
high schoolday
to provide
B. French,
Ph.D.,
Auditory/oral
program
socialization
and advocacy
training.
Half-day
workshops
serves 80 center
students/250
teacher
consultant
for
high school
given
prepare students for
students.
Birthseniors
to 25are
years
ofto
age.
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.
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/
West Coast
Cued
Speech
(website)
• Terry
Zwolan,
Ph.D.Programs,
Director • 348
Cernon St., Suite D, Vacaville,
CA 95688
• 707-448zwolan@med.umich.edu
(email).
A multidisciplinary
4060 (voice/TTY)
• www.cuedspeech.org
• A resource
program
that provides
audiology, speech-language
center serving
and hard-of-hearing
children
pathology,
anddeaf
medical
services to children
with
and their
families. Cued
Speech
training available
to
severe
to profound
hearing
impairment.
Services
schools/agencies.
include
pre-operative determination of candidacy,
surgical management, post-operative programming
and
audiological management, speech-language
nColorado
evaluations and provision of Auditory-Verbal therapy,
Billeducational
Daniels Center
forand
Children’s
Hearing,
and
outreach
support provided
The
Children’s
Hospital
- Colorado,
Depart­
by
a joint
grant from
the University
of Michigan
ment of Audiology,
Speechand
Pathology
and
Department
of Otolaryngology
the State of
13123 East
16th Avenue,
Learning
Services,
Michigan
- our
Sound Support
program:
B030 Aurora, CO 80045 • www.thechildrenshospital.
www.med.umich.edu/childhearinginfo/.
org (website) • 720-777-6531(voice) • 720-777-6886
(TTY). We provide comprehensive audiology and
n
Minnesota
speech-language
services for children who are deaf
or hard-of-hearing
birth
through 21years).
Northeast
Metro(ages
#916
Auditory
/ Oral Our
pediatric team
in family-centered
care and
701specializes
West County
Road “B”, Roseville,
Program,
includes audiologists,
speech-language
pathologists,
Minnesota
55113 • 651-415-5399
(voice).
The
a deaf educator,
family consultant,
andan
clinical
social
mission
of the program
is to provide
intensive
worker.
Individual,
group and
parent
educational
oral
education
to children
with
impaired
hearing.
support and programs
areare
designed
to meet
Centered-based
services
provided
in aeach
leastfamily
desire for their
preference
of communication
needs. We
restrictive
public
school environment,
combining
also specific
provide advanced
technologyservices
hearingwithin
aid fitting
oral
early intervention
the
and cochlear setting
implantfor
services.
mainstream
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 West County Road B,
Roseville, MN 55113-1714 • 651-639-2535 (voice) •
651-639-1996 (fax) • director@northernvoices.org
(e-mail) • Kristina Blaiser, Executive Director.
Rocky Mountain
Ear Center,
• 601 East
Northern
Voices is a nonprofit
earlyP.C.
education
center
Hampden
530, Englewood,
CO where
80113
focused
onAvenue,
creatingSuite
a positive
environment
• 303-783-9220
(voice)loss
• 303-806-6292
(fax) • learn
www. to
children
with hearing
and their families
rockymountainearcenter.com
Welanguage.
provide a
communicate
through the use(website).
of spoken
fullgoal
rangeisof
audiology
services
Our
forneurotology
students toand
become
fluent
oral for all
ages, ranging from
seniors.
Using
a multicommunicators
andinfants
to jointotheir
hearing
peers
in a
disciplinary
approach,atour
board-certified
otologist
traditional
classroom
their
neighborhood
schools.
and doctors of audiology test and diagnose hearing,
balance, facial nerve and ear disorders and we provide
nfull-service
Mississippi
hearing aid, cochlear implant and BAHA
services. School
We offer medical
and surgical
treatment as
DuBard
for Language
Disorders,
wellUniversity
as language
andMississippi,
support groups,
and are
The
oftherapy
Southern
118 College
actively
involved
in various research
studies. •
Drive
#10035,
Hattiesburg,
MS 39406-0001
601-266-5223 (voice) • dubard@usm.edu (e-mail) •
www.usm.edu/dubard
• Maureen K. Martin, Ph.D.,
nConnecticut
CCC-SLP, CED, Director • The school is a clinical
CREC of
Soundbridge,
123
Drive,
division
the Department
ofProgress
Speech and
Hearing
Wethersfield,
CT 06109
• 860-from
529-4260
Sciences
and serves
children
birth (voice/
to age TTY)
13 in
(fax)
• www.crec.org/soundbridge
its• 860-257-8500
state-of-the-art
facility.
Working collaboratively
(website).
Dr. Elizabeth
B. Cole,the
Program
with
22 public
school districts,
schoolDirector.
specializes
audiological
and instructional
services,
inComprehensive
coexisting language
disorders,
learning disabilities/
birth through
post-secondary,
settings.
dyslexia
and speech
disorders,public
such school
as apraxia,
Focus onitsproviding
cutting-edge
technology
through
non-graded,
11-month
program.for
The
optimal auditory
access
and listening
in educational
Association
Method,
as refined,
and expanded
by
settings
andEtoile
at home,
development
of spoken
the
late Dr.
DuBard
and the staff
of thelanguage,
school,
advocacy –Comprehensive
all to support each
isdevelopment
the basis of of
theself
curriculum.
individual’s individual
realization therapy,
of social, audiological
academic andservices
evaluations,
vocational
potential.
Birth to Three,
Auditory-Verbal
and
professional
development
programs
also are
Therapy, integrated
preschool, intensive day program,
available.
AA/EOE/ADAI
direct educational and consulting services in schools,
educational audiology support services in all settings,
cochlear implant mapping and habilitation, diagnostic
assessments, and summer programs.
V OLTA•V
OIC E S•
R C H/M
A
P
R I L 2009
VOLTA VOICES
NOVEM
VOICES
BER/
•M
MA
ARCH/
DECE
APRIL
BER
201 0
44VOLTA
40
Directory of Services
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.
nFlorida
Bolesta Center, Inc, 7205 North Habana Avenue,
Tampa, FL 33614 • 813-932-1184 (voice) • 813-9329583 (fax) • jhorvath@bolestacenter.org (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.
VOLTA VOICES • MARCH /APRIL 201 0
Clarke (Jacksonville Campus), 9857 St.
Augustine Rd., Jacksonville, FL 32257 • 904/8809001 (voice/TTY)• info@clarkeschools.org, • 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.
nGeorgia
Atlanta Speech School – Katherine Hamm
Center, 3160 Northside Parkway, NW Atlanta, GA
30327 - 404-233-5332 ext. 3119 (voice/TTY) 404266-2175 (fax) scarr@atlspsch.org (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 languagerich 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) • listen@
avchears.org (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.
41
Directory of Services
Georgia Relay, 866-787-6710 (voice) • garelay@
hamiltonrelay.com (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.
Child’s Voice School, 180 Hansen Court, Wood
nIdaho
nI ndiana
Idaho Educational Services for the Deaf and
the Blind, 1450 Main Street, Gooding, ID 83330 •
208 934 4457 (V/TTY) • 208 934 8352 (fax) • isdb@isdb.
idaho.gov (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.
nIllinois
Alexander Graham Bell Montessori School
(AGBMS), www.agbms.org • 847-297-4660
(voice) • agbms1@comcast.net (email).
Alternatives in Education for the Hearing
Impaired (AEHI) • www.aehi.org (website) • 847-
297-3206 (voice) • info@aehi.org (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.
Dale, IL 60191, (630) 595-8200 (voice) (630) 595-8282
(fax) - info@childsvoice.org (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.
nMaryland
The Hearing and Speech Agency’s Auditory/
Oral Center, 5900 Metro Drive, Baltimore, MD
IN 46268 • (317) 471-8560 (voice) • (317) 471-8627
(fax) • www.sjid.org; touellette@sjid.org (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.)
21215 • (voice) 410-318-6780 • (TTY) 410-318-6759 •
(fax) 410-318-6759 • Email: hasa@hasa.org • 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-ofthe-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.
nKansas
nMassachusetts
St. Joseph Institute for the Deaf –
Indianapolis, 9192 Waldemar Road, Indianapolis,
St. 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
• jfredriksens@sjid.org. 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.)
Auditory-Verbal Communication Center
(AVCC), 544 Washington Street, Gloucester, MA,
01930 • 978-282-0025 (phone) • avcc@avcclisten.com
(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.
DuBard Association Method™ Courses
Summer Courses (Hattiesburg, Mississippi)
•
Basic Course
June 7-11, 2010
•
Seminar
June 21-25, 2010
•
Professional Practicum
June 7-July 1, 2010
601.266.5223 • www.usm.edu/dubard
E-mail: dubard@usm.edu
TM
A phonetic, multisensory approach to
teaching language and speech to children
with hearing loss, language disorders,
severe speech disorders and dyslexia
IMSLEC ACCREDITED
AA/EOE/ADAI
UC 62132.10035 1.10
42 VOLTA VOICES • M ARCH/ APRIL 201 0
Directory of Services
Clarke (Boston Campus), 1 Whitman Road, Canton,
MA 02021 • 781-821-3499 (voice) • 781-821-3904 (tty)
• info@clarkeschools.org, 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).
Northern Voices, 1660 W. County Road B, Roseville,
nMichigan
Monroe County Program for Hearing
Impaired Children, 3145 Prairie St., Ida, MI 48140-
9778 • 734-269-3875 (voice/TTY) • 734-269-3885 (fax) •
whitman@ida.k12.mi.us (e-mail) • www.misd.k12.mi.us •
Kathleen Whitman, Supervisor. Auditory/oral program,
full continuum of services, birth to 25 years. Staff: 21.
Clarke (Northampton Campus), 47 Round Hill
Rd, Northampton, MA 01060 • 413-584-3450 (voice/
tty) • info@clarkeschools.org, 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.
Redford Union Oral Program for Children
with Hearing Impairments, 18499 Beech Daly Rd.
SoundWorks for Children, 18 South Main
Northeast Metro #916 Auditory / Oral
Program, 701 West County Road “B”, Roseville,
Street, Topsfield, MA 01983 • 978-887-8674 (voice) •
soundworksforchildren@verizon.net (e-mail) • Jane E.
Driscoll, MED, Director. A comprehensive, non-profit
program dedicated to the development of auditoryverbal skills in children who are deaf or hard-ofhearing. 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.
Redford, MI 48240 • 313-242-3510 (voice) • 313-2423595 (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.
nMinnesota
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.
MN, 55113-1714, 651-639-2535 (voice), 651-639-1996
(fax), director@northernvoices.org (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.
nMississippi
DuBard School for Language Disorders, The
University of Southern Mississippi, 118 College Drive
#10035, Hattiesburg, MS 39406-0001 • 601-2665223 (voice) • dubard@usm.edu (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
Clarke’s Summer Programs 2010
6
Building friendships
and confidence
for over 25 years
Summer July
Adventure 11–23
9
Two week program in Northampton, MA
for children ages 9–14. Activities led by
experienced teachers of the deaf. Recreation, 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.
Family July
Weekend 23–25
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!
For more information, contact the Program Information Office at
413.584.3450, info@clarkeschools.org or visit www.clarkeschools.org.
VOLTA VOICES • MARCH /APRIL 201 0
3
43
Directory of Services
Magnolia Speech School, Inc., 733 Flag Chapel
Rd., Jackson, MS 39209 • 601-922-5530 (voice) •
601-922-5534 (fax) • sullivandirector@comcast.net
(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 outpatient services available in an 11-month school year.
nMissouri
CID – Central Institute for the Deaf, 825 S.
Taylor Avenue, St. Louis, MO 63110 314-977-0132
(voice) • 314-977-0037 (tty) • lberkowitz@cid.edu (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 • bbrooks@
moogcenter.org (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 • 573-4461981(voice) • 573-446-2031 (fax) • Judith S. Harper,
CCC SLP, Director • jharper@moogschool.org (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; mdaniels@sjid.org, Mary Daniels,
M.A., Principal • mdaniels@sjid.org. An independent,
Catholic auditory-oral school serving hearing impaired
children birth through the eighth grade. Auditoryoral 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.)
nNebraska
Omaha Hearing School for Children, Inc.
1110 N. 66 St., Omaha, NE 68132 402-558-1546
ohs@hearingschool.org An OPTIONschools Accredited
Program offering auditory/oral education for birth to
three, preschool and K – 3rd grades. Serving Omaha
and the surrounding region.
nNew 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.
nNew Jersey
HIP and SHIP of Bergen County Special
Services - Midland Park School District, 41
E. Center Street, Midland Park, N.J. 07432 • 201-3438982 (voice) • kattre@bergen.org (email) • Kathleen
Treni, Principal. An integrated, comprehensive preK-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) • 908231-9091 (fax) • nancy@speech-partners.com (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 HearingImpaired 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) • info@summitspeech.org (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.
nNew Mexico
Presbyterian Ear Institute – Albuquerque,
415 Cedar Street SE, Albuquerque, NM 87106 • 505224-7020 (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.
nNew York
Anne Kearney, M.S., LSLS Cert. AVT, CCCSpeech 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) • info@
auditoryoral.org (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 info@
chchearing.org.
Clarke (New York Campus), 80 East End
Avenue, New York, NY 10028 • 212/585-3500 (voice/
tty) • info@clarkeschools.org, 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 AuditoryOral 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.
44 VOLTA VOICES • M ARCH/ APRIL 201 0
Directory of Services
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 - rhollander@lexnyc.org (email). A statesupported 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) •
JMasone@mail.nasboces.org (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 centerand 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.
VOLTA VOICES • MARCH /APRIL 201 0
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.
nNorth Carolina
BEGINNINGS 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) • raleigh@
ncbegin.org (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.
Ohio Valley Voices, 6642 Branch Hill Guinea Pike,
Loveland, OH 45140513-791-1458 (voice) • 513-7914326 (fax) • mainoffice@ohiovalleyvoices.org (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.
nOklahoma
Hearts for Hearing, 3525 NW 56th Street,
Suite A-150, Oklahoma City, OK. • 73112 • 405548-4300 • 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,
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.
Oklahoma City, OK 73112 • 405-947-6030 (voice) • 405945-7188 (fax) • Amy.arrington@integris-health.com
(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.
nOhio
nOregon
Auditory Oral Children’s Center (AOCC),
Tucker-Maxon Oral School, 2860 S.E. Holgate,
Millridge Center/Mayfield Auditory Oral
Program, 950 Millridge Road, Highland Heights,
nPennsylvania
CASTLE- Center for Acquisition of Spoken
Language Through Listening Enrichment,
5475 Brand Road, Dublin, OH 43017 • 614-5987335 (voice) • auditoryoral@columbus.rr.com (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.
OH 44143-3113 • 440-995-7300 (phone) • 440-9957305 (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.
Portland, OR 97202 • 503-235-6551(voice) • 503-2351711 (TTY) • tminfo@tmos.org (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.
Bucks County Schools Intermediate Unit
#22, Hearing Support Program, 705 North
Shady Retreat Road, Doylestown, PA 18901 • 215-3482940 x1240 (voice) • 215-340-1639 (fax) • kmiller@
bucksiu.org • 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.
45
Directory of Services
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, SpeechLanguage 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) • info@clarkeschools.org, 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) • mdworkin@dciu.org • 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)9241012 (voice/TTY) • ll@depaulinst.com (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.
nSouth Carolina
The 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, daniell@sc.edu
(e-mail). The center provides audiology services, speechlanguage 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).
46 VOLTA VOICES • M ARCH/ APRIL 201 0
Directory of Services
nSouth Dakota
South Dakota School for the Deaf (SDSD), 2001
East Eighth Street, Sioux Falls, South Dakota 57103, 605367-5200 (phone) or Video Relay or 605-367-5209 (Fax)
www.sdsd@sdbor.edu (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.
nTennessee
Memphis Oral School for the Deaf, 7901
Poplar Avenue, Germantown, TN 38138 • 901-7582228 (voice) • 901-531-6735 (fax) • www.mosdkids.org
(website) • tschwartz@mosdkids.org (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 372328718 • 615-936-5000 (voice) • 615-936-1225 (fax) •
nccdfc@vanderbilt.edu (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, parentinfant program, toddler program, all day preschool
through kindergarten educational program, itinerant/
academic tutoring services, parent support groups,
and summer enrichment programs.
nTexas
Bliss Speech and Hearing Services, Inc.,
12700 Hillcrest Rd., Suite 207, Dallas, TX 75230 • 972387-2824 • 972-387-9097 (fax) • blisspeech@aol.com
(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.
VOLTA VOICES • MARCH /APRIL 201 0
Callier Center for Communication
Disorders/UT Dallas, Callier-Dallas Facility,
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.
The Center for Hearing and Speech, 3636
West Dallas, Houston, TX 77019 • 713-523-3633
(voice) • 713-874-1173 (TTY) • 713-523-8399 (fax) info@centerhearingandspeech.org (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, AuditoryVerbal therapy, aural(re) habilitation; family support
services. All services offered on sliding fee scale and
many services offered in Spanish.
Utah Schools for the Deaf and the Blind, 742
Harrison Boulevard, Ogden, UT 84404 • 801/6294714 (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.
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) •
eloyce@utdallas.edu (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.
Denise A. Gage, M.A., CCC, Cert. AVT©
- Certified Auditory-Verbal Therapist,
Speech-Language Pathologist, 3111 West
Arkansas Lane, Arlington, TX 76016-0378 • 817-4600378 (voice) • 817-469-1195 (metro/fax) • denise@
denisegage.com (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.
nUtah
Sound Beginnings of Cache Valley, Utah
State University, 1000 Old Main Hill, Logan,
UT 84322-1000 • 435-797-0434 (voice) • 435-7970221 (fax) • www.soundbeginnings.usu.edu • lauri.
nelson@usu.edu (email) • Lauri Nelson, Ph.D., Sound
Beginnings Director • todd.houston@usu.edu (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
nWashington
Listen and Talk – Education for Children
with Hearing Loss, 8610 8th Avenue, NE, Seattle,
WA, 98115 • 206-985-6646 (voice) • 206-985-6687
(fax) • hear@listentalk.org (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 preschool/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) lsnforlife@vmmc.org (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.
nWisconsin
Center for the Deaf and Hard of Hearing,
10243 W. National Avenue, West Allis, WI 53227 414604-2200(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.
47
Directory of Services
INTERNATIONAL
List of Advertisers
nAustralia
Advanced Bionics...................................................................................Inside Back Cover
Telethon Speech & Hearing Centre for
Children WA (Inc), 36 Dodd Street, Wembley WA
6014, Australia • 61-08-9387-9888 (phone) • 61-089387-9888 (fax) • speech@tsh.org.au • 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.
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
GradSchool, Services Building, University of Newcastle,
Callaghan, NSW, 2308, Australia • 61-2-49218856
(voice) • 61-2-49218636 (fax) • gs@newcastle.edu.au
(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 gs@newcastle.edu.au.
John Tracy Clinic .............................................................................................................. 40
nCanada
Moog Center for Deaf Education............................................................................... 22, 29
DuBard School for Language Disorders . ...................................................................... 42
Ear Technology Corporation............................................................................................ 33
Harris Communications.................................................................................................... 39
Jean Weingarten Peninsula Oral School for the Deaf.................................................... 35
Montreal Oral School for the Deaf, 4670
St. Catherine Street, West, Westmount, QC, Canada
H3Z 1S5 • 514-488-4946 (voice/ tty) • 514-488-0802
(fax) • info@montrealoralschool.com (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) • lynne.brewster@usask.ca (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.
nEngland
The 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) • info@speechlang.
org.uk (e-mail) • www.speech-lang.org.uk • Assessment,
nursery school and therapeutic centre for children
under 5 with hearing impairment or speech/language
difficulties.
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
48 VOLTA VOICES • M ARCH/ APRIL 201 0
We’ve Been in
Your Shoes
Advanced Bionics® has answers
for helping you hear your best.
You want to hear better in noisy settings, enjoy the wonderful harmonies and melodies of music
without missing a note, and easily converse with your friends, family, and colleagues. Cochlear
implants can bring the rich world of sound to you for deeper connections with loved ones and a
more complete hearing experience. With Advanced Bionics’ Connect to Mentor program, you can
learn about cochlear implants and have all your questions answered by someone who’s really been
there—an actual cochlear implant recipient or one of our trained professionals.
Connect to a mentor of your very own and receive a free Bionic Ear kit by visiting
BionicEar.com or calling the Bionic Ear Association at 866-844-HEAR (4327).
J
oin friends, colleagues, advocates and
families in Orlando, Fla., June 25-28, 2010,
for an exciting experience. Advance your
knowledge and skills, learn about the latest
products and services, and expand your
network of people committed to listening
and spoken language for all children
with hearing loss.
endless
possibilities
Advocating Independence through Listening and Talking!
Attend the 2010 AG Bell Biennial Convention
JUNE 25-28, 2010
HILTON BONNET CREEK HOTEL
ORLANDO, FLORIDA