Auditory-Verbal Therapy in Action
Auditory-Verbal Strategies
Essentials to Teach Parents
Auditory Strategies
Accessibility
 Know
how to check the equipment
 Every
day
 The technology
 The child
Auditory Strategies
Accessibility
 The
Ling Six Sound Test
 Different
ages
 At loud levels
 At soft levels
 At distance
Auditory Strategies
Audition First
 Giving
children a message through listening
before adding other information
 Giving children a chance to show us what
they understand through listening
 Giving children a chance to respond using
spoken language
 Building expectations that children CAN DO
IT!
Auditory Strategies
Audition First
 Call
children by name
 From
the natural place in natural tone
 Move closer if no response
 Add more suprasegmental information
 Continue to move closer
 Get into visual space, call again
Auditory Strategies
Audition First
 Auditory
hooks
 Words/phrases/sentences
attention using audition
Uh oh
 Look!
 Oh no
 Whoopsy daisy
 Pack up time

that ‘hook’ a child’s
Auditory Strategies
Audition First
 Everyday
phrases and instructions
 Increasing
 1,2,3,4
complexity
rule
Present through audition…..wait
 Present through audition again…wait
 Give clue/prompt
 Present through audition again

Auditory Strategies
Audition First
 While
 Add
reading
mystery
 Increasing complexity
Auditory Strategies
Signal to noise ratio
 Desired
signal to noise ratio for new
language learners
 We do a lot of filling in the gaps, based on
our experiences
 Give parents this understanding
 SOUND METER APP
Auditory Strategies
Signal to noise ratio
 Desired
signal to noise ratio for new
language learners
 We do a lot of filling in the gaps, based on
our experiences
 Give parents this understanding
http://www.phonakpro.com/au/b2b/en/products
/fm.html
Auditory Strategies
Signal to noise ratio
 Turn
 If
off the television/radio
the child with hearing loss is watching, it
should be on
Auditory Strategies
Signal to noise ratio
 Turn
off other competing noises
 Aquarium
 Air
conditioning/heating
 Chaos
Auditory Strategies
Signal to noise ratio
 Exclude
 Close
noise where possible
doors
 Close windows
Auditory Strategies
Signal to noise ratio
 Soft=good;
 Cushions,
hard=bad
drapes, throws
 Dobs on doors
 Dobs under furniture that moves
Auditory Strategies
Signal to noise ratio
 Move
 Leg
closer
work
 Get down
 Move child up (bench, high chair at dining
table)
 Establish the best side
 Mark the best side (eg. Brooch, badge)
Auditory Strategies
Auditory closure
 Gives
an understanding of the two way
nature of communication
up up …….. Wheee
 1, 2, 3………Go!
 Ready, steady………..Go!
 Up
Auditory Strategies
Auditory closure
 Singing
 Row
row row your boat
 Some Danish examples?
Auditory Strategies
Auditory closure
 Family
 We’re

going we’re going we’re going…..
Yay
 Who

chants
is your favourite…..
Mummy!
Auditory Strategies
Auditory closure
 Increasing
complexity
 Categories
 Clues
Auditory Strategies
The Auditory Feedback Loop
A
cornerstone of auditory-verbal practice
 The only way to know if you sound right or
not is to listen to yourself
 Imitation
Auditory Strategies
The Auditory Feedback Loop
 Singing
 Songs
with echoes
 Pass the line
Auditory Strategies
The Auditory Feedback Loop
 Pass
the Sound
 Learning
to Listen Sounds
Auditory Strategies
The Auditory Feedback Loop
 Speaking
‘lines’ of characters
 Sequence
stories
 Repetition in stories
 Play scripts
Auditory Strategies
The Auditory Feedback Loop
 Sentence
 Begins

tracking
with sequence stories
Set up real situations to tell the story (eg.
Mummy leaves the room)
 Can
be used with any age
 As part of the reading program
Auditory Strategies
The Thinking Place
needs to map onto a child’s
thinking in order for new word learning to
take place
 Language
Auditory Strategies
The Thinking Place
 Follow
the child’s lead
and ‘read their thoughts’
 If he could talk, what would he say?
 Try
Eg. Dropping something over the highchair “uh
oh”
 Climbing up the stairs “up up up”
 ‘Mmm yummy’

Auditory Strategies
The Thinking Place
 Or
use an auditory hook to have the child
follow yours!
 Call
their name
 Auditory hook + point
 Not repetition for the sake of it!
Auditory Strategies
Auditory Memory
 The
ability to hold multiple auditory items in
one’s working memory
 Short
term
 Long term
Auditory Strategies
Auditory Memory
 The
ability to hold multiple auditory items in
one’s working memory
1
item per year of age up until 7 items +/- 2
 A skill to be practised
 Simser resources
Auditory Strategies
Acoustic Highlighting
 Making
less acoustically available sounds
more accessible
 Highlight
error corrections
 Highlight high frequency sounds
 Highlight quiet sounds
 Highlight important grammatical features
Auditory Strategies
Acoustic Highlighting
 Making
 Put
new information accessible
space around the word
 Put the word at the end of the sentence
 Add acoustic energy to the word
Auditory Strategies
Some useful websites:
 www.hearingjourney.com
Auditory Strategies
Some useful websites:
 www.cochlear.com
Auditory Strategies
Some useful websites:
 www.babyhearing.org
exceLSLS
excelsls@yahoo.com
Donna Sperandio, Dip Tch ECE., Dip EOD., M Ed., LSLS
CertAVT®
Jayne Simpson Allen, Dip T., B Ed., M Ed., LSLS Cert AVT®