March-April - Alexander Graham Bell Association
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March-April - Alexander Graham Bell Association

MARCH/APRIL 2010VOLUME 17ISSUE 2VOICESV O L T AIn Every Issue2 Want to Write for VV?6 voices Contributors38 Directory of Services48 List of AdvertisersDepartmentsVoices from AG Bell3 | Recognizing Dedication toListening and Spoken Language32 | Conversations WithAlex Graham34 | Psychosocial PotentialMaximization: Tactics ofGoodness of Fitin this issue5 | Research in Hearing Loss8 | Soundbites36 | Around the WorldFeatures14What Is Action Research?By Maura Martindale, Ed.D., LSLS Cert. AVEd,and Viva Tomlin, M.A.This article explains how Action Research is away for teachers and practitioners to improvepractices in an educational setting.18Insights into a Ph.D. CareerBy Melody FelzienAn interview with Jace Wolf, Ph.D., explores thebenefits of obtaining a Ph.D. for those pursuinga career in the field of hearing loss and spokenlanguage communication.20What the Research ShowsBy Melody FelzienA continuation of an ongoing article series highlightingresearch published in the most recentissues of The Volta Review.24Temporal Bones: The Gift of Hearing andBalanceBy Nicole Pelletier and Saumil N. Merchant, M.D.Learn how the National Temporal Bone Registryis vital to the ability of researchers to furtherunderstand hearing loss and develop newtreatments.26Impacting Decisions on Hearing LossBy Melody Felzien and Julie MathenyThis article explores the results of a recentreadership survey that gauged readers’ attitudes,opinions and expectations of the The Volta Review.28Tips for Parents: Play to LearnBy Tiffani Hill-PattersonIn this issue’s column, parents will learn aboutgames and activities they can use at home tofacilitate their child’s development of spokenlanguage.VERSIÓN EN ESPAÑOL30Consejos para Padres: Aprender JugandoPor Tiffani Hill-PattersonEn la columna de este número, los padres aprenderánjuegos y actividades que pueden utilizaren casa para ayudar a sus hijos a desarrollar ellenguaje verbal.Alexander Graham BellAssociation for the Deaf and Hard of Hearing3417 volta place, nw, washington, dc 20007 •

V O L T AVOICESAdvocating Independencethrough Listening and Talking— Adopted by the Alexander Graham Bell Associationfor the Deaf and Hard of HearingBoard of Directors, November 8, 1998Alexander Graham BellAssociation for the Deafand Hard of Hearing3417 Volta Place, NW, Washington, DC | v o i c e 202.337.5220t t y 202.337.5221 | fa x 202.337.8314Volta Voices StaffProduction and Editing ManagerMelody FelzienDirector of Communications andPublic AffairsCatherine MurphyManager of Advertising and Exhibit SalesGarrett W. YatesDesign and LayoutAlix Shutello and Jake NeedhamEEI CommunicationsAG Bell Board of DirectorsPresidentJohn R. “Jay” Wyant (MN)President-ElectKathleen S. Treni (NJ)Secretary-TreasurerChristine Anthony, M.B.A., M.E.M. (IL)Immediate Past PresidentKaren Youdelman, Ed.D. (NY)Executive DirectorAlexander T. Graham (VA)Corrine Altman (NV)Holly Clark (VA)Meredith K. Knueve, Esq. (OH)Donald M. Goldberg, Ph.D. (OH)Catharine McNally (VA)Michael A. Novak, M.D. (IL)Peter S. Steyger, Ph.D. (OR)Want to Write for Volta Voices?Submissions to Volta VoicesVolta Voices welcomes submissions fromboth AG Bell members and non-members.The magazine is published six timesannually. Its audience consists of individualswho are deaf or hard of hearing, parentsof children who are deaf or hard of hearingand professionals in fields related tohearing loss (audiology, speech-languagepathology, psychology, otology, socialservices, education).Visit the Volta Voices page at www.agbell.orgfor submission guidelines and to submitcontent.Subjects of Interestn Technology – related to hearing loss,new technology, improvements to orproblems with existing technology, orhow people are using existing technology,accommodations.n Education – related to public or privateschools through post-secondary education,new approaches and teaching methods,legal implications and issues, etc.n Advocacy – information on legislation,hearing health, special or mainstreameducation, and accessibility.n Health – audiology issues relating tochildren or adults with hearing loss and/ortheir families and friends.n Action – stories about people with hearingloss who use spoken language as theirprimary mode of communication; deafnessneed not be the focal point of the article.Editorial GuidelinesThe periodicals department reserves theright to edit material to fit the style and toneof Volta Voices and the space available.Articles are selected on a space-availableand relevancy basis; submission of materialsis not a guarantee of use.Transfer of CopyrightThe revised copyright law, which went intoeffect in January 1978, provides that fromthe time a manuscript is written, statutorycopyright is vested with the author(s). Allauthors whose articles have been acceptedfor publication in Volta Voices are requestedto transfer copyright of their articles to AGBell prior to publication. This copyright canbe transferred only by written agreement.Without copyright ownership, the AlexanderGraham Bell Association for the Deaf andHard of Hearing cannot issue or disseminatereprints, authorize copying by individualsand libraries, or authorize indexing andabstracting services to use material fromthe magazine.Art Submission GuidelinesVolta Voices prefers digital images over originalartwork. When submitting electronic files,please provide them in the following formats:TIF, EPS or JPG (no BMP or GIF images).Digital images must be at least 300 dpi(at size).Submit Articles/Items to:Volta VoicesAlexander Graham Bell Association for theDeaf and Hard of Hearing3417 Volta Place, NW • Washington, DC 20007Email: editor@agbell.orgSubmit online at www.agbell.orgV O L T AVOICESLetters to the EditorLet us know how we are doing. Write a Letter to theEditor, and you could see your comment in the next issue.Media KitVisit and select “About AG Bell”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 BellAssociation for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., NW, Washington, DC 20007. Postmaster: Send address changes to Volta Voices, Subscription Department, 3417 Volta Pl.,NW, Washington, DC 20007, 202/337-5220 (voice) or 202/337-5221 (TTY).Claims for undelivered issues must be made within 4 months of publication. Volta Voices is sent to all members of the association. Yearly individual membership dues are $50. Volta Voicescomprises $30 of membership dues. Subscriptions for schools, libraries and institutions are $95 domestic and $118 international (postage included in both prices). Back issues, whenavailable, are $7.50 plus shipping and handling.Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing.Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to theaccuracy or validity of the advertisers’ offer.PUBLICATIONS MAIL AGREEMENT NO. 40624074Return Undeliverable Canadian Addresses to:P.O. Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6On the cover: A teacher instructs a young boy with hearing loss on listening exercises. Photo Credit: iStock Photography.

Whenever we get close toconvention, it’s alwaysa great reminder of theenergy a convention yearhas at AG Bell. After all, it’s the onlytime that AG Bell’s diverse constituenciesall come together in one place tobuild relationships, reconnect and shareexperiences. Perhaps one of the mostsignificant events in a convention yearis the announcement and presentationof AG Bell’s three prestigious awards– the AG Bell Award of Distinction,the Volta Award and the Honors of theAssociation.We are recognizing these incredibleindividuals and organizations bothfor their efforts over the years andfor the impact their work has had,and will have, on generations ofchildren and adults who are deafor hard of hearing and who usespoken language.Begun in 1963, AG Bell’s associationawards recognize individualsor organizations whose efforts havemade a significant impact on thehearing loss community or haveraised public awareness of hearingloss issues. Past recipients includeInternet pioneer Vinton Cerf andformer Miss America HeatherWhitestone; U.S. presidents andelected officials; and organizationsVOICES FROM AG BELLRecognizing Dedicationto Listening and SpokenLanguagesuch as the National GeographicSociety, AT&T and ABC News.Award recipients are selected by theAG Bell Board of Directors from memberand staff nominations and aftermuch contemplation and discussion.In some cases, individuals or organizationsare considered for awards foryears before they are finally selected.Marion Downs, who received the VoltaAward in 2008, is a good example. Noone can question her years of dedicationto newborn hearing screeningand the impact her efforts have hadon listening and spoken language.However, it wasn’t until 2008 that AGBell was finally in a position to honorher appropriately. The same holds truefor all of this year’s award recipients –although they have worked tirelessly,over the course of decades in someinstances, it wasn’t until now thatwe were able to honor them and theircommitment to AG Bell’s mission.We are recognizing these incredibleindividuals and organizations both fortheir efforts over the years and for theimpact their work has had, and willhave, on generations of children andadults who are deaf or hard of hearingand who use spoken language.The 2010 award recipients are:The Alexander GrahamBell Award of Distinction –Representative Chris Van Hollen(D-MD). This award recognizes anindividual or organization outside thefield of hearing loss that has made anoutstanding contribution to hearingloss issues. Congressman VanHollen has been a strong proponentof fully funding the Individuals withDisabilities Education Act (IDEA)through legislation introduced in theHouse in September (H.R. 3578) andof the Hearing Aid Tax Credit (H.R.1646/S. 1019), among other issuesrelated to individuals with hearingloss. Please contact your Congressionalrepresentative and encourage him orher to co-sponsor both of these importantpieces of legislation!The Volta Award – Ms. JoannaNichols and The Children’sHearing Foundation of Taiwan.This award is given to an individualand/or organization who has made asignificant contribution within thefield of listening and spoken language.This year, the award posthumouslyrecognizes the life work of JoannaNichols as well as the ongoing workof the Children’s Hearing Foundation(CHF), which Ms. Nichols, alongwith her husband, Mr. Kenny Cheng,established in 1996. The CHF islargely credited with revolutionizingdeaf education in Taiwan by being thefirst organization to offer a listeningand spoken language alternative toVOLTA VOICES • MARCH/APRIL 2010 3

VOICES FROM AG BELLchildren with hearing loss in thatcountry, as well as raise awarenessthroughout Asia of the listening andspoken language option for childrenwith hearing loss.The Honors of the Association –Inez K. Janger. This award recognizesan individual who is directlyinvolved in the hearing loss communityand exhibits proven dedicationtoward the goals and purposes ofAG Bell. Among Ms. Janger’s manyaccomplishments at AG Bell, she is apast president of the AG Bell Boardof Directors and the founder of theAG Bell New York Chapter. She alsospearheaded the strategic analysis,restructuring and streamlining ofAG Bell’s membership and chapteroperations; oversaw the mergerof Auditory-Verbal International(which is today known as the AG BellAcademy for Listening and SpokenLanguage); and led the design anddevelopment of AG Bell’s acclaimedParent Advocacy Training (PAT)program, which has provided morethan 700 parents with the resourcesto guide their children’s publiceducation. The PAT program is beingrelaunched this summer at the AGBell 2010 Biennial Convention.The Volta Award and the Honors ofthe Association award will officiallybe presented at the Opening GeneralSession of the AG Bell 2010 BiennialConvention the evening of Friday, June25. The Award of Distinction will bepresented to Congressman Van Hollenthis April in Washington, D.C.As one of my final acts as presidentof AG Bell, I very much look forwardto presenting these awards to theseincredible and deserving individualsand organizations. It’s been an honorto know and work with them, and weshould all congratulate them on theirtireless efforts to make listening andspoken language an option for allchildren with hearing loss.Sincerely,Jay WyantPresidentQUE S TIONS?COMMENTS?CONCERNS?Write to us:AG Bell3417 Volta Place, NWWashington, DC20007Or email us:voltavoices@agbell.org4 VOLTA VOICES • MARCH/APRIL 2010

EDITOR’S NOTEResearch in Hearing LossThis issue of Volta Voicesprovides a valuable overviewto the benefits of conductingresearch in the field of listeningand spoken language development.In “What Is Action Research?” authorsMaura Martindale and Viva Tomlinoffer a step-by-step process for teachersand practitioners in listening andspoken language to design, implementand produce valuable research data. Theknowledge that the teacher/practitionerhas is invaluable to the field, but oftenthese individuals are unsure about howto properly create and execute researchprojects. This article will guide even themost novice researcher in producing thedata necessary to support listening andspoken language development strategiesand techniques.In “Insights into a Ph.D. Career,” VoltaVoices talks with Jace Wolfe, an audiologistat the Hearts for Hearing programin Oklahoma City, Okla., about thebenefits and career rewards of pursuinga Ph.D. degree. In a continuing effortto provide research to parents andteachers, “What the Research Shows”summarizes the research on spokenlanguage development and decisionaids recently published by The VoltaReview. “Temporal Bones” is a fascinatinglook at the importance of temporalbone donations and how this valuablegift can help advance the research andtechnology for individuals with hearingloss. Finally, “Impacting Decisions onHearing Loss” reviews the recent TheVolta Review readership survey, whichproduced some very surprising and positiveresults. Read about how the journalcontinues to play an important role inimpacting decisions about hearing lossand spoken language communication.This issue’s “Tips for Parents” columnoffers a wide range of games and activitiesthat parents can utilize at home toencourage their child with hearing loss’spoken language development. Dr. PaulJacobs continues his series on maximizingpotential of individuals with hearingloss who listen and talk with a columncalled “Tactics of Goodness of Fit.” Don’tforget to check out the online archiveof this column and discussion forum In Conversations, AlexGraham introduces us to Laurie Hanin,the executive director of The Center forHearing and Communication (formerlythe League for the Hard of Hearing).Learn about how leaders like Hanin areimproving and expanding services forindividuals with hearing loss. Finally,“Around the World” introduces you totwins Corey and Kyle Sergerstrom, whohave relied on each other and their familyto successfully acquire listening andspoken language.On a final note, I encourage everyonewho is planning to go to the AGBell 2010 Biennial Convention June25-28 in Orlando, Fla., to make plansto attend the Research Symposium,Sunday, June 27, from 8:00 to 11:30a.m. This year’s Research Symposiumwill focus on advancements andlimitations of stem cell and cochlearsensory cell regeneration and featureworld-renowned scientists in the fieldof hearing loss and research. Anyonewith an interest in science and thefuture of hearing loss technologywon’t want to miss this event, whichis included in the cost of your registration.To register for the Convention,visit’t delay; the early bird rates endApril 2, 2010.Thank you for reading. As always, ifyou have a story idea or would like tosubmit an article for publication, pleasecontact me at withyour comments and suggestions.Best regards,Melody FelzienEditor, Volta VoicesVOLTA VOICES • MARCH/APRIL 2010 5

VOICES FROM AG BELLVoices contributorsDipika Chawla,author of “Aroundthe World” and“SoundBites,”is an editorialassistant at AGBell. She is a seniorin GeorgetownUniversity’s Schoolof Foreign Serviceand is working toward a degree ininternational culture and politics with afocus on social sciences.Alexander T.Graham, authorof “Conversations,”is the executivedirector of AGBell. He has abachelor’s degreefrom LynchburgCollege inLynchburg, Va., and masters’ degreesin organizational effectiveness and businessadministration from MarymountUniversity in Arlington, Va. His latemother had a hearing loss as a result ofa childhood illness. He can be contactedat Hill-Patterson,author of “Tipsfor Parents,” is afreelance writer,newspaper copyeditor, sportsenthusiast andcochlear implantawarenessadvocate. She has a bachelor’s degreein journalism from the University ofNorth Alabama. She lives in Harvest,Ala., with her husband, Ryan, anddaughter, Riley, a bilateral cochlearimplant user. Patterson can be contactedat GordonJacobs, Ph.D.,author of“PsychosocialPotential Maximization,”works for theInstitute of SocialParticipationat La TrobeUniversity in Australia. Profoundlydeaf since age 5, Dr. Jacobs is theauthor of “Neither-Nor: A YoungAustralian’s Experience with Deafness”(available from Gallaudet UniversityPress). Please visit Dr. Jacobs’ columnsand discussion forums online at VOLTA VOICES • MARCH/APRIL 2010

MauraMartindale,Ed.D., LSLS Cert.AVEd, co-authorof “What Is ActionResearch?” holdsa doctorate ineducationalleadership fromthe Universityof Southern California and a master’sdegree in deaf education from SmithCollege. She has over 30 years of experiencein general and deaf education asa credentialed teacher, auditory-verbaleducator, parent educator, universityprofessor and administrator in thefield of listening and spoken languagefor students who are deaf and hard ofhearing. Dr. Martindale developed andcurrently serves as the director of theCalifornia Lutheran University (CLU)Deaf Education Master’s and Credentialprogram as well as teaching coursesin Action Research and educationalmeasurement. She can be contacted Matheny,co-author of“ImpactingDecisions onHearing Loss,”was an editorialassistant at AGBell. She has amaster’s degree incommunicationfrom Virginia Commonwealth University– Brandcenter and is currently pursuinga career in copywriting.Saumil N. Merchant, M.D., co-authorof “Temporal Bones: The Gift of Hearingand Balance,” is the Eliasen Professorof Otology and Laryngology at HarvardMedical School in Boston, Mass. Heis the director of the OtopathologyLaboratory at the Massachusetts Eyeand Ear Infirmary (MEEI) in Boston aswell as a full-time academic staff otologistat MEEI. He is also the co-directorof the NIDCD National TemporalBone, Hearing and Balance PathologyResource Registry.Nicole Pelletier is the coordinatorof the NIDCD National TemporalBone, Hearing and Balance PathologyResource Registry at the MassachusettsEar and Ear Infirmary. Contact her byvisiting Tomlin, M.A.,co-author of “WhatIs Action Research?”has masters’ degreesin deaf educationfrom the Universityof San Diego andin education fromthe University ofAlabama. She is currently a doctoral candidateat King’s College, Oxford University,in the United Kingdom. She has taughtstudents nationally and internationallyfor over 35 years and has a backgroundin Persian languages, art and the study ofreligions. She is currently teaching studentswith hearing loss in the Los AngelesUnified School District and engagesin Action Research projects at SaticoyElementary School in Los Angeles, Calif.VOLTA VOICES • MARCH/APRIL 2010 7

SOUNDNEWS BITESAG Bell Announces 2010Award RecipientsAG Bell has announced the 2010recipients of its highest honors, recognizingindividuals or organizations whohave made a significant impact onthe hearing loss community or haveraised public awareness of hearingloss issues.•y The Alexander Graham Bell Awardof Distinction award recipient for2010 is Representative Chris VanHollen (D-MD). Congressman VanHollen has been a strong proponentof funding for the Individuals withDisabilities Education Act (IDEA)(H.R. 3578) and of the Hearing AidTax Credit (H.R. 1646/S. 1019).•y The Volta Award recipient for 2010is Ms. Joanna Nichols and Taiwan’sChildren’s Hearing Foundation(CHF). The award posthumouslyrecognizes the life work of JoannaNichols as well as the ongoing workof CHF, which provides servicesin Taiwan and raises awareness ofthe listening and spoken languageapproach throughout Asia.•y The Honors of the Association awardrecipient for 2010 is Inez K. Janger.Janger has been actively involvedin AG Bell for more than 30 years,including serving on its board ofdirectors for 16 years and leadingthe development of the ParentAdvocacy Training program.Janger and Nichols/CHF will bepresented with their awards at the AGBell 2010 Biennial Convention, June25-28 in Orlando, Fla. Van Hollen will bepresented with his award at an eventin Washington, D.C. Past recipients ofAG Bell awards include Internet pioneerVinton Cerf and former Miss AmericaHeather Whitestone; U.S. presidentsand elected officials; and organizationssuch as the National GeographicSociety, AT&T and ABC News. Staytuned to Volta Voices to learn moreabout the award recipients and theircontributions to advancing listening andspoken language.Leadership Opportunitiesfor Teens (LOFT) NowAccepting ApplicationsLOFT is a four-day program designedfor participants to develop skills inindividual leadership, teamwork, publicspeaking, self advocacy and understandinggroup dynamics and communication.Participants increase their selfconfidence and understanding of theirown strengths and abilities throughactivities designed to challenge themto push beyond their comfort zone in asupportive environment.This program has a capacity to serve20 participants and is a great opportunityfor high school and college-boundteens interested in a leadership experienceaway from home and with theirpeers. The 2010 program will take placeJune 20-24, 2010, at the Hilton OrlandoBonnet Creek, Orlando, Fla. Visit tolearn more or to download an application.Applications must be receivedby April 8, 2010.AG Bell Announces 2010Financial Aid DeadlinesAG Bell offers a variety of financial aidprograms designed to support childrenand youths with hearing loss who arepursuing spoken language education.For more information about eachCALENDAR OF EVENTS6/25-28 2010Join friends, colleagues andfamilies in Orlando, Fla., forthe AG Bell 2010 BiennialConvention. Advance yourknowledge and skills, learnabout the latest products andservices, and expand yournetwork of people committedto listening and spokenlanguage for individuals withhearing loss. To register, Don’t delay! Early birdrates end April 2.7/19-23 2011Save the Date! The AG Bell2011 Listening & SpokenLanguage Symposium will beheld July 19-23, 2011, at theOmni Shoreham in Washington,D.C. Stay tuned as moredetails are announced.program, please visit & Sciences Award ProgramInformation and application will be availableon the AG Bell Web site on January15. Deadline for applications is April 9 at5:00 p.m. Eastern Time.8 VOLTA VOICES • MARCH/APRIL 2010

BITESSchool-Age Financial Aid ProgramInformation and application will be availableon the AG Bell Web site on March15. Deadline for applications is May 27at 5:00 p.m. Eastern Time.Preschool-Age Financial Aid ProgramInformation and application will be availableon the AG Bell Web site on May 3.Deadline for applications is July 30 at5:00 p.m. Eastern Time.Parent-Infant Financial Aid ProgramInformation and application will beavailable on the AG Bell Web siteon June 15. Deadline for applicationsis September 24 at 5:00 p.m.Eastern Time.Studies Show CochlearImplant Users Strugglewith Pitch ControlA Canadian study published in theJanuary 2010 issue of Archives ofOtolaryngology-Head & Neck Surgerysuggests that children with bilateralcochlear implants may face difficultycontrolling the loudness andpitch of their voices. The researchersexamined 27 children ages 3 to 15who either had bilateral cochlearimplants or one cochlear implant,and compared their control over thepitch and volume of their voices withchildren with typical hearing. Thosewho had bilateral cochlear implantsshowed poorer control over the pitchand loudness of their voice than thosewith typical hearing. Control of pitchimproved over time as the childrencontinued to use their implants andgained more exposure to hearing.“Targeted speech therapies that assistchildren using cochlear implants inmonitoring and modifying the pitchand loudness of their voice would beuseful in this setting,” the researchersconcluded. “Future work is plannedto develop and evaluate therapeutictools that will specifically addressthese areas in implant recipients,with the objective of minimizing oreliminating the voice variances.” Visit to accessthe article.ENTRY POINT! SummerInternship ProgramThe ENTRY POINT! program ofthe American Association for theAdvancement of Science is stillaccepting applications for internshipsin Summer 2010. Undergraduate orgraduate students from any collegeor university who have any typeof disability may apply to ENTRYPOINT! Students must be studyingsubjects in the science, technology,engineering and mathematics (STEM)fields. Some business majors are alsoconsidered. For more details, pleasevisit ProcessFinalized for “Hear Now”ProgramThe Starkey Hearing Foundation’s“Hear Now” program has finalized its2010 application process. “Hear Now”is a national nonprofit program thatassists permanent U.S. residents whoare deaf or hard of hearing and havelimited financial resources. The programprovides those who are approvedwith free hearing aid technology andservices. To learn more, Aid Tax CreditAttracts Record 113th Co-SponsorOn January 21, 2010, RepresentativeTim Perriello (D-VA) became the 113thsponsor of the Hearing Aid Tax legislation(H.R. 1646). The legislation wouldCompiled by:Dipika Chawla and Melody Felzienprovide a $500 tax credit per devicefor children and people over age55 with hearing loss, and is activelysupported by AG Bell, the HearingIndustries Association, the AmericanAcademy of Audiology and theAmerican Speech-Language-HearingAssociation. To learn more, Offers Productsin the United StatesOn January 11, 2010, Hansaton, aGerman-based hearing systemsprovider, announced that they arenow offering their products to U.S.-based audiologists and hearing aiddispensers. Hansaton’s productsinclude a full range of hearing systemsto address virtually any hearing lossand stylistic preference, includingproducts for both adults andchildren. Hansaton-USA is based outof Minneapolis, Minn. For more information,visit Joseph InstituteDebuts I-Hear DistanceLearning ProgramAn auditory-verbal therapist from the St. JosephInstitute for the Deaf conducts an online therapysession.The St. Joseph Institute for the Deafin Chesterfield, Mo., now offers a newway of providing listening and spokenPhoto Credit: St. Joseph Institute for the Deaf.VOLTA VOICES • MARCH/APRIL 2010 9

SOUND BITESCHAPTERSIn April, the Pennsylvania Chapter of AG Bell will participate inthe 2010 Pennsylvania Speech-Language-Hearing Association (PSHA)Convention in State College, Pa. Pennsylvania Chapter members JudySexton, 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 theAG Bell PA booth. In addition, Chapter members Deborrah Johnston, M.A.,AuD., CCC-A, and Jennifer Rakers, MSLP, CCC-SLP, will provide a presentationentitled “Preparing Children With Cochlear Implants for MainstreamEducation” at the convention.People in the NewsAG Bell member LisaColangelo Fischer, Ph.D.,has been named presidentof the Southwest PsychoanalyticSociety, an organizationin Arizona comprised ofpsychiatrists, psychoanalysts,psychologists and other mentalhealth professionals interestedin psychoanalytic thought. Dr.Fischer, who was born profoundlydeaf and uses a cochlear implantand spoken language, is the firstperson with hearing loss to leadthis 30-year old society. She isalso a psychologist in privatepractice providing psychoanalyticpsychotherapy. Dr. Fischer’smaster’s degree thesis on anassessment instrument for peoplewho are deaf or hard of hearing was published in 2001 in the Journal ofCounseling Psychology. Her assessment instrument has since been usedinternationally in Australia, Canada, England, Israel and Italy as well as in theUnited States.language therapy via secure Internetconnection. The virtual instructionprogram, called I-Hear, offers childrenwith hearing loss who may not live neara facility comprehensive listening andspoken language services. Families whomay only need support and not full-timeenrollment at a school for the deaf andhard of hearing can also benefit fromthe program. According the CherylBroekelmann, early childhood educationdirector and I-Hear coordinator, “It’sreally mind-blowing that this programmay have few limitations to reach childrenwho need our services…technologyand the Internet break down distancebarriers.” For more information, Introduces HearingCheck FacebookApplicationThe Royal National Institute for DeafPeople (RNID), the largest charityorganization for people who are deaf orhard of hearing in the United Kingdom,recently launched a Hearing Checkapplication on, thepopular, international social networkingWeb site. The application allowsusers to measure their ability to hearsomeone speaking when there isbackground noise, recreating theexperience of having a conversationin a crowded room. Anyone witha Facebook account can access theapplication, complete the hearingcheck, post the story to their wall andencourage their friends to do the same.For more information, visit Study ProteinLinked to DeafnessA research team at RockefellerUniversity led by A. James Hudspethand Michelle R. Gleason found newconnections between the protein Tmieand deafness in zebra fish. The precisegene that encodes for the protein hadtwo mutations affecting the functionof hair-like sensors in the ear, leadingto hearing loss. The findings, saysGleason, suggest that Tmie playsa bigger role in the transmission ofsound than previously thought. “At theultra-structural level, we specificallyshow that these mutant defects mapto a very specific cog in the transductionmachinery,” says Gleason.“And that’s exciting because we nowhave a clearer target for therapy.” Toaccess the article, visit Identifies GeneLinked to Rare Form ofHearing Lossin MalesAn international team of researchersfunded by the National Institute onDeafness and Other CommunicationDisorders (NIDCD) has identified agene associated with a rare form ofprogressive hearing loss in males. Thegene, PRPS1, appears to be crucial10 VOLTA VOICES • MARCH/APRIL 2010

IN MEMORIAMAndrew Broughton, an AG Bell international affiliate representativeand advocate for the deaf and hard of hearing community, died onJanuary 1, 2010, at the age of 57 from a brief illness. He was the internationalaffiliate representative for the Sensory Inclusion Service, whichsupports children with hearing loss as they transition into their local communities.He also served as a member of AG Bell’s School Age FinancialAid committee. Broughton is remembered as a loving husband, fatherand friend. In lieu of flowers, the family requests donations be made inhis name to Ward 23H of the Royal Shrewsbury Hospital at Mylton OakRoad, Shrewsbery, United Kingdom, SY3 8XQ, or DELTA (Deaf EducationThrough Listening and Talking) at INTEREST GROUPSIn 2009, AG Bell launched its Shared Interest Group (SIGs) through AGBell’s “Virtual Voices” e-community platform. Since that time, eightnew SIGs have been established as a result of requests by members ofthe AG Bell community. SIGs are just one way for AG Bell members tonetwork, trade information or simply connect with others with sharedexperiences. Just some of the SIGs most AG Bell members can getinvolved with include:•y Parents and Families•y Itinerant Teachers•y Cochlear Implants Users•y LSL Students and New Professionals•y Deaf and Hard of Hearing SIG – open to members who self-identify asan adult with hearing lossSIGs are a great opportunity for you to help take AG Bell to the nextlevel in member networking and increase volunteer participation. Staytuned to AG Bell Update and Volta Voices as new SIGs are announcedor visit to learn more and find out how you can create aSIG inner ear development and maintenance.The findings are published inthe December 17, 2009, early onlineissue of the American Journal ofHuman Genetics. Scientists hope thatthis new information will eventuallylead to at-risk boys being tested atbirth and immediately put on enzymereplacement therapy to reduce orprevent the hearing loss that wouldordinarily occur later in life. In addition,the knowledge that scientistsgather about the mechanisms of thisgene could potentially be used todevelop treatments for other typesof acquired hearing loss. To learnmore, visit Buys InSoundMedicalOn January 6, 2010, Swiss companySonova announced that it is buyingInSound Medical Inc., a privately heldcompany based in Newark, Calif.Marketed under the Lyric brand,InSound’s hearing aids sit deep in theear canal for months at a time andare virtually invisible from the outside.This announcement follows Sonova’srecent acquisition of AdvancedBionics Corporation. For moreinformation, visit Patient ResourcesThe American Academy ofOtolaryngology – Head and NeckSurgery now offers an online patientresource on the health of the ear, noseand throat, the history of otolaryngology,and much more. Visit for more information.Siemens Donates100 Free HearingInstrumentsSiemens Hearing Instruments,Inc. announced its third annualpartnership with Quota International’s“Sound Beginnings” program. Aspart of the partnership, Siemens isexpanding the program to providevouchers for 100 free hearinginstruments to both children andyoung adults, age 17 years andunder, who have been diagnosed withhearing loss. For more information,visit Say MusicCould Help CureTinnitusGerman researchers have publishedfindings in the The Proceedings ofthe National Academy of Sciencesthat say music therapy may helpreduce noise feedback in peoplesuffering from tinnitus, or ear ringing.The researchers helped patients bydesigning and adapting their tastesof music and then stripping out thesound frequencies that matchedthe individual’s tinnitus frequency.After listening to these speciallytuned musical therapies for oneyear, patients reported a distinctdecrease in the loudness of theringing compared with those whohad listened to non-altered placeboVOLTA VOICES • MARCH/APRIL 2010 11

SOUND BITESmusic. Visit for more information.Technology WatchNew “Clik” HearingAid Gives Users MoreIndependenceThe “Clik” Hearing Aid, newlydeveloped by the Ear TechnologyCorporation, is the first digital hearingaid that is programmed withoutcables or computers. It is designedso that patients, under the guidanceof their provider, can configure soundsettings in their own listening environmentsso as to avoid spending extratime and money on multiple trips totheir provider. The patient or hearinghealth care professional can “clik”through various setting options on thehearing aid while it is being worn.For more information, Technologyto Customize theAppearance of CochlearImplantsAdvanced Bionics has partnered withSkinit, Inc., the leading company inconsumer electronics personalization,to offer customizable covers forHarmony or Auria sound processors.With Skinit designs, recipients cancustomize their sound processorswith everything from favorite colors tosports team logos, personalized motifsor works of art. The Skinit Web siteoffers hundreds of designs to choosefrom or the option to upload your owngraphics for a completely unique look.Visit learn more.Hearing Aids with TouchTechnologyTouch technology, most commonlyassociated with PDAs such asthe Apple iPhone, has now beenapplied to the S-series behind-theear(BTE) hearing aids made byStarkey Laboratories. With a touchof the hearing aid’s casing, userscan adjust the settings to best suitcurrent listening conditions. Starkey’sSweep Technology recently won theInnovations 2010 Award in the healthand wellness category at this year’sConsumer Electronics Show. For moreinformation about this product,! Have you heard?GREAT THINGS ARE HAPPENING AT TUCKER-MAXON!STUDENTS WITH HEARING LOSS• Learn in small, collaborativeclassrooms with typically hearingpeers.• Average 17 months of languagegrowth per school year.• Progress by at least 1 grade level perschool year, on average, in reading,writing, and math.Early Intervention • Preschool • Elementary • On-site Audiology and Speech/Language Pathology2860 SE Holgate Blvd. • Portland, OR 97202 • Phone: 503.235.6551 • TTY: 503.235.1711 • tminfo@tmos.orgWWW.TMOS.ORG12 VOLTA VOICES • MARCH/APRIL 2010

Build your Listeningand Spoken LanguageLibrary Today!Don’t forget tovisit AG Bell’sBookstore in theExhibition Hall!Conventionattendees willreceive a25% discountand FREE shippingon every purchase.AG Bell offers reading materials recommendedby the AG Bell Academy for Listening and SpokenLanguage for LSLS Cert. AVT and Cert. AVEdwritten test preparation and for professionalsworking with children with hearing loss. In addition,the AG Bell bookstore carries a wide selection ofbooks, videos and resource materials on deafnessand spoken language for parents of childrenwith 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 EarlyInterventionists 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 monographand of a special Volta Voices issue both focused onProfessional Preparation and Development.*These items are recommended for reading by the AG Bell AcademyTEL 202.337.5220EMAIL PUBLICATIONS@AGBELL.ORGWEB WWW.AGBELL.ORG

What IsActionResearch?Photo Credit: Viva Tomlin, M.A.By Maura Martindale, Ed.D., LSLS Cert. AVEd,and Viva Tomlin, M.A.Students participate in a classroom study aimed at trackingrates of reading fluency and literacy skill acquisition.In the field of listening and spokenlanguage for children and youthwith hearing loss, there is a paucityof research literature from the verybest of today’s practitioners on specificstrategies that they use every day andbelieve work with parents and students.However, practitioners in deaf educationrarely conduct their own research,or have time to read the research that isavailable. And much of that research isnot always presented in a manner thatis useful to teachers and therapists.Increasingly, with growing emphasison evidence-based practices, teachersand parents need to be fully armedwith data to support their practicesand strategies.In Action Research courses atCalifornia Lutheran University (CLU)in Thousand Oaks, Calif., teachers andpractitioners in auditory-based graduateprograms are being guided to seekanswers to their problems, improvepractices and evaluate their programsvia Action Research. Action Research “isa type of applied research, conducted bypractitioners to improve practices in educationalsettings” (Glanz, 2003, p. 4). Itis a highly collaborative process designedto encourage practitioners to evaluatetheir own programs, to discover whetheror not interventions and strategies areworking with their own students, and tosolve real problems.With Action Research, a practitionerplans, designs, carries out and evaluateshis or her own project. Teacherschoose an area of interest or concern ineducation (in this case, auditory-basedpractices), assess the scope of the issue,find out what others have published onthis topic, design their own solutions,try to solve a problem, improve theirown practices and evaluate their results.Teachers work collaboratively with othersat their school sites to make a real differencein teaching outcomes. They “takeaction” or make changes, based on theirproject. Beyond just an individual teacheror therapist working toward a goal, aschool-wide climate emerges that supportsproblem solving, self-assessmentand continued improvement.Action Research, step by step, nurturesa symbiotic living partnershipbetween academia and the teacher/practitioner. Conducting one’s ownresearch in the field of deaf educationcan be difficult to carry out alonedue to lack of time, small numbers ofsubjects, too many variables to controlfor, difficulty randomizing subjects,inappropriate instruments or lack ofsupport from administrators. In addition,the time and expertise neededto write a grant to hire an outsideresearcher can be overwhelming. Asa result, we are left with a vacuum of14 VOLTA VOICES • MARCH/APRIL 2010

knowledge that could be gained fromtoday’s teachers/practitioners. Whilethere is a great deal of excellent basicresearch published in journals regardinglistening and spoken language, agiven practitioner may be looking forsolutions closer to home.This article explains how teachersand practitioners can bridge the gapbetween problems and solutions usingAction Research. The following stepsfor creating an Action Research projectinclude an example of the process asfollowed by a professor at CLU anda teacher in a special day class forstudents with hearing loss at SaticoyElementary School in the Los AngelesUnified School District in California.Designed for students who are not readyfor a general education setting, a specialday classroom (SDC) is situated on ageneral education campus but all of thestudents in the class have a significanthearing loss.Conducting ActionResearch: Step By StepFirst, ask yourself, “what are you concernedabout?” What is the problem inyour classroom or school? What do youwant to know about a specific practice,program or strategy? We recommendthat practitioners try to articulatethis in a single sentence or question.The following question was asked bythe teacher of the classroom in ourexample:What best practices do students withhearing loss, who are also Englishlanguage learners (ELL), need inorder to meet grade level standardsfor literacy in elementary school?Second, practitioners should sharetheir specific concern with others andmake a list of all the terms that needto be defined for a lay reader. In thisexample, a reader would want to knowwhat is meant by “ELL” and “readingfluency.” The good news is that manyof these definitions have already beendeveloped by other people in otherplaces, and they can be used by you andcited. Information about the concernat a specific school site can be gleanedfrom school records, staff meetings andparents. Information about the nationalor regional prevalence of the concerncan be found at many government andorganizational Web sites.Third, it is important to find out ifthe concern is shared or if it has beenaddressed by others, and how prevalentthe concern is nationally and regionally.What do others have to say about thisissue? A search and review of currentresearch should be conducted. Articlesin peer-reviewed journals are best,as opposed to opinion pieces from anewspaper or magazine. We recommendfinding studies conducted with similarpopulations. Librarians at the localuniversity can be extremely helpful inlocating full-texts of landmark studies.If there is little or no research ona specific area of concern, try to locatestudies conducted in related areas. Thereferences cited in one article can oftenlead to other recent articles that providethe information needed.By reading scholarly research, practitionerscan become better informedon a variety of levels and may findreal-world solutions. They may alsolearn about a different writing stylethat is more formal, or discover thata practice they thought they alonehad implemented was in fact welldocumentedin parallel forms. Farfrom being disappointed, an ActionResearcher learns to appreciate supportfor an idea, and learns to then look atthe methods used and the failures andsuccesses documented. The teachers/practitioners can then isolate variablesin their own classroom situation thatmust be considered when looking atapparent correlations. For example,the teacher in our example observed acolleague’s undocumented success inpairing younger and older students forreading and found support in a studyby Friedland, Ellen, Truesdell and Kim(2006) on the effect of establishingwhat the authors called a buddy readingsystem on reading fluency.Fourth, after critically reading currentresearch (six to eight articles arerecommended), Action Researchersshould take note to see if there isa common thread among them, ifthemes present themselves or if thereis considerable disagreement. Someof the articles may be quantitative(results reported in numbers that testa hypothesis) or qualitative (resultsreported in language following aquestion about a new or unknownsituation). Case studies often examinetypical or atypical situations that areof interest to auditory practitioners.Practitioners should then reflect: didthe literature or studies provide anyhelpful suggestions or ideas on whatdirection to go? For example, researcherslearn to notice when an articlesays that further research is neededin a particular area and what researchshows significant outcomes. One suchstudy provided the data that trulydrove the research of the teacher inour example, namely the findings ofMercer, Campbell, Miller, Mercer andLane (2000) regarding why assessmentfor reading fluency had become an integralpart of reading instruction:“Approximately 75 percent of studentswho are poor readers in third gradecontinue to be lower achieving readersin ninth grade and, in essence, do notrecover their reading abilities even intoadulthood” (Mercer et. al., 2000).Based on the review of the literature,the Action Researcher in this exampledecided to use a quantitative study tomeasure outcomes in reading fluencyfollowing the implementation of ideaspresented in the literature.Fifth, the teacher/practitioner needsto plan the project. This is where auniversity professor can be particularlyhelpful in thinking through studydesign, study approach, data collectionand analysis prior to beginning theproject. If it is a quantitative study, whatspecific practice, treatment, interventionor solution to the problem do youwant to try with your students? Whatoutcome do you expect to see? When willyou begin and end the project? Will yoube able to have a control group (studentswho do not receive the intervention)?How will you measure whether or not atreatment (practice) was successful? Youwill likely be using “human subjects,”your students, as your participants.Also, you may need to use “conveniencesampling,” or choosing participantsbased on availability rather than trulyrandomizing groups. A more focusedand detailed project should emerge,with specific ideas on the participants,VOLTA VOICES • MARCH/APRIL 2010 15

What Is Action Research?Photo Credit: Viva Tomlin, M.A.Students discuss Saturn as part of a classroom activity that also functioned as a research study of reading fluency.the design, the setting, treatments (ifany), instruments, data collection andanalysis, timelines, extraneous variablesand potential logistical roadblocks. Withthe abundance of assessments alreadyconducted with students today, theAction Research may choose to use thesedata and instruments, saving time andresources. Valid and reliable instrumentsare best.In our example, the teacher decidedto use ideas gleaned from the literaturereview to design a series ofreading fluency activities designedfor students with typical hearingas her new practice. She used thereading fluency assessment dataalready required and conducted by herschool for the student pre-tests. Sheemployed a one-group, pre/post testdesign and looked for a correlation orrelationship between the number ofminutes spent on her fluency activitiesand fluency scores on the district’sassessments at the beginning and endof the academic year.Sixth, once the project has beenplanned completely, the practitionermust receive permission in writing toconduct Action Research from a siteadministrator as well as consent fromthe parents and the students themselves.Many school districts have anInstitutional Review Board (IRB) thatapproves projects like this in order tobe sure that any human subjects (thestudents) are protected. If the practitioneris collaborating with a university,the university will have an IRBconsisting of faculty. An IRB applicationrequesting detailed informationabout the project must be completedand submitted prior to beginning.Sample consent and assent forms willbe submitted as well.This process may take time. Theteacher in our example experiencedenthusiastic support once the parentsand students felt engaged in the process,and the project fostered a sense of family,trust and appreciation. The consentrequirement was also a contributingvariable toward attitude. The courtesyof the teacher touched the parentsand students and seemed to motivatecollabo ration. The research seemed toaffect attitudes toward schooling in thestudent participants and motivated themto improve their spoken English. The roleof the parents went beyond the outcomeshoped for in the research. But theseoutcomes seemed connected with thepartnership of classroom and university,the same being true of the support of theschool administration.Seventh, collaborate with othersto conduct the project after the IRBapproval is received and informedconsent is granted. The teacher in thisexample set up an in-depth class projecton the Solar System that provided alanguage-rich, high interest context for16 VOLTA VOICES • MARCH/APRIL 2010

improving students’ reading fluency.This context became a motivation forcharting “a flight path” of minutes spentreading to improve. Reading fluencyactivities were presented to the studentsas “Away Missions” to different planetsand space phenomena. A colorful chartof the planets was displayed in the classroomand, as a student presented evidenceof minutes participating at homein the fluency activities to the teacher,the student visited another planet onthe “flight path.” At the conclusion of theproject, the Action Researcher conductedthe post tests and entered her data into astatistical computer program to analyzethe differences between the pre- andpost test scores.The availability of the statisticalprograms turned the classroom assessmentinformation into significant data,both exciting and useful! These computerprograms can be found at mostuniversities. Expertise and support forwriting up conclusions and presentingthe research to others is also part of theprocess. For the teacher in our example,FinAidAd_HALF PG_School Age:1 1/14/10 2:51 PM Page 1the university setting gave her accessto professionals with expertise in theprocess of writing about the research andpresenting the outcomes at a Master’sColloquium, which was of paramountimportance.ConclusionThe Action Researcher found that thattime spent by students on readingfluency activities were significantlyassociated with improved scores onthe post tests! She shared her resultswith parents, administrators andother practitioners who teach studentswith hearing loss. She is now engagedin follow-up Action Research with alarger number of students. She added acontrol group and is including studentswith typical hearing at her school. Thestudents expressed pride in participatingin a university-based project and intheir accomplishments. We encouragepractitioners in listening and spokenlanguage to learn more about ActionResearch so that we are better able toshare what is working in our practicesand classrooms in order to improvelearning for all students.Editor’s Note: If you are interested inlearning more about conducting andsetting up your own Action Researchproject, please contact Dr. Martindale, J.W. (2005). Educational research:Planning, conducting, and evaluatingquantitative and qualitative research.Upper Saddle River, N.J.: Pearson, MerrillPrentice Hall.Friedland, E.S., & Truesdell, K.S. (2004). Kidsreading together: Ensuring the success ofa buddy reading program. The ReadingTeacher, 58(1), 76-79.Glanz, J. (2003). Action research: Aneducational leader’s guide to schoolimprovement. (2nd ed.). Norwood MA:Christopher-Gordon Publisher.Mercer, C.D., Campbell, K U., Miller, M.D.,Mercer, K.D., & Lane, H.B. (2000). Effectsof a reading fluency intervention formiddle schoolers with specific learningdisabilities. 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 Hear from the StartAdvances in newborn hearing screening and early detection and intervention are givingmore children with hearing loss the opportunity to learn to listen, talk and thrive alongwith their hearing peers. That’s why AG Bell offers programs designed to support childrenand youth with hearing loss who are pursuing spoken language education.SCHOOL-AGEFINANCIAL AID AWARDSDEADLINE: MAY 27, 2010Eligibility criteria, program deadlines and applications areavailable at Email requests for anapplication to or fax to 202.337.8314.TEL 202.204.4681 • TTY 202.337.5221VOLTA VOICES • MARCH/APRIL 2010 17

Insights into aPh.D. CareerPhoto Credit: iStock Photography.By Melody FelzienMany professionals in thefield of hearing loss andspoken language communicationview post-secondaryeducation as critical to success when pursuinga career in this field. However, mostprofessionals seek a master’s degree withoutconsidering how a Ph.D. may enhancetheir practice. In an effort to emphasizethe benefits of a Ph.D. career, Volta Voicessat down with Jace Wolfe, Ph.D., thedirector of audiology at the Hearts forHearing Foundation in Oklahoma City,Okla., to discuss the opportunities availablefor a Ph.D. career in today’s environmentof listening and spoken languagedevelopment.Volta Voices: For professionals withmasters’ degrees who have beenworking in either a clinical or educationalsetting, how would obtaininga Ph.D. degree enhance their career?Jace Wolfe: In most cases, the attainmentof a Ph.D. degree would betterprepare the practicing clinician tocritically evaluate research involvingnew technology and services, andsubsequently put him or her in a betterposition to establish evidenced-basedpractice in the clinic. Of course, holdinga Ph.D. degree opens many doors inuniversity settings. Most likely, it wouldbetter position the individual to teachcourses in a university-level program,and also allow the individual to serve onthe committee of a prospective doctoralstudent. Additionally, in the case ofaudiology, there is and will continue to bea paucity of audiologists who are trainedto conduct clinical research. This is amajor problem facing our field, becausetechnology and audiological services areevolving at a rapid rate. It is absolutelycritical that well-trained researchersare available to evaluate the efficacy ofthese new developments. Holding a places an audiologist in an excellentposition to pursue employment withmanufacturers who produce hearingaids, cochlear implants and diagnosticequipment. These companies will needPh.D. audiologists to train clinicianswho are using their products as well as todesign and implement research studiesthat develop and validate new products.I feel it is also critically importantthat we continue to see more researchfrom auditory-verbal therapists andeducators of children with hearing loss.Professionals serving children withhearing loss are well aware of the significantbenefit that auditory-verbal practiceplays in the child’s development ofthe listening and spoken language skills.In my experience, I truly believe that alistening and spoken language specialistmay well be the most important factorinvolved in optimizing outcomes for achild with hearing loss. There is, however,a need for more published studiesdemonstrating the benefits of auditoryverbalpractice for children with hearingloss. These studies are especially neededas health care monies dwindle, and wehave to justify the efficacy of our servicesto receive compensation.The same is true for education ofchildren with hearing loss. As technologychanges and we continue to provide betterintervention at even earlier ages forchildren with hearing loss, we must continuallyevaluate the best model of educationfor these children. Well-designedresearch studies are needed to determinethe ideal educational curriculum and settingfor children with different otologic,developmental and health histories.18 VOLTA VOICES • MARCH/APRIL 2010

VV: With a Ph.D., what type of contributionscan professionals expectto make to the field of listening andspoken language development?JW: The possibilities run the completegamut. Personally, having a Ph.D. degreehas allowed me to pursue multipleinterests. I spend a good deal of my timeserving patients in a clinical capacity.I love to see the immediate differencethat clinical audiology can make in thelives of children and adults with hearingloss, so every day in the clinic is veryrewarding. Furthermore, my clinicalexperiences shape the research I conduct.Oftentimes, we reach a point in theclinic where we don’t have the means tofurther improve a patient’s performance,or we don’t know the answer to a clinicalquestion. For example, we might ask howwe should set a certain adjustable parameterof a young child’s cochlear implant.The research training I received whileearning my Ph.D. has equipped me withthe knowledge needed to design wellcontrolledstudies to answer pressingclinical questions, and almost all of myresearch projects are clinically driven.In an ideal world, clinical practice andresearch would share many commonthreads. Of course, a researcher in ourdiscipline may participate in a wide arrayof research including, but not definitelylimited to, the evaluation of typicaland atypical childhood development,the assessment of new technology andclinical services, the genetics of hearingloss, inner ear therapies for hearing loss,etc. I also continue to teach classes at thedoctorate of audiology program at theUniversity of Oklahoma Health ScienceCenter, participate in collaborativeresearch with hearing device manufacturersand provide assistance in the developmentand evaluation of their products,and serve as a reviewer for several professionaljournals. The variety of professionalopportunities provided by my Ph.D. hasguaranteed high job satisfaction.VV: What are some of the misconceptionsof holding a Ph.D. degree?JW: I think the primary misconceptionis that you are confined to a stuffyresearch lab and are consequentlydetached from real clinical practice. Thisdoes not have to be (and should not be)Who is Jace Wolfe?Jace Wolfe, Ph.D., is the director of audiology at the Heartsfor Hearing Foundation. He also is an adjunct assistantprofessor in the audiology department at the University ofOklahoma Health Sciences Center. He serves the editorfor the American Speech-Language-Hearing Association’sDivision 9 journal, Perspectives on Hearing and HearingDisorders in Childhood, and is on the editorial advisoryboard for The Hearing Journal. His areas of interests arepediatric amplification and cochlear implantation, personalFM systems, and signal processing for children with hearingloss. He provides clinical services for children and adults with hearing lossand is also actively engaged in research in several areas pertaining to hearingaids, cochlear implants and personal FM systems.the case. In fact, most professionals Iknow with Ph.D. degrees are, at the veryleast, indirectly tied to the clinical managementof persons with hearing loss.VV: What types of characteristicsdo you consider ideal for a Ph.D.candidate?JW: I think most good Ph.D. candidateswill be ambitious, meticulousand harbor a healthy work ethic. Theindividual should also be naturallycurious and should never settle for thestatus quo. In other words, the individualshould always strive to push theenvelope while developing new clinicalpractices, technology and interventionstrategies. Finally, the prospectivecandidate should obviously have a lovefor education. It is imperative that heor she is self-motivated to learn.VV: Why is it important to the fieldof listening and spoken languagecommunication to have a large numberof professionals with Ph.D.s?SPEAK MIRACLESJW: Technology and services are changingby the minute. It is critical that wehave individuals with Ph.D. degrees toassist in the continued evolution of technology,to validate new developments,to facilitate questions and identify areasof need that will continue to encouragenew development, and to trainfuture and current professionals on newdevelopments.VV: Is there anything else we shouldknow about the Ph.D. process?JW: If you’re interested in pursuing aPh.D., I would encourage you to personallycontact a Ph.D.-level researcher,professor or clinician whom you admireor respect and query them about hisor her experiences. Ask for adviceon what you should do to develop asimilar career. Furthermore, departmentchairpersons at most universitieswould be more than happy to discussPh.D. opportunities with 412-924-1012Photo Credit: Jace Wolfe, Ph.D.VOLTA VOICES • MARCH/APRIL 2010 19

What the ResearchShowsSpoken Language Development and Decision AidsPhoto Credit: Funtup Productions, Inc.By Melody FelzienFor over 110 years, researchershave explored questions aboutspoken language communication,publishing their findingsin The Volta Review, a scholarly journalfounded by Alexander Graham Bell toprovide professionals with informationabout the ways in which hearing technology,health care, early interventionand education contribute to listeningand spoken language development.Because best practices now focus onfamily-centered intervention, parentsincreasingly need access to research inorder to make informed decisions aboutthe health care and education optionsavailable to their children. With busyprofessionals and parents in mind, AGBell is continuing an ongoing articleseries that highlights and summarizesresearch published in the most recentissues of The Volta Review.Examining SpokenLanguage DevelopmentThe rate of spoken language developmentof children with hearing loss is animportant area of study. This type ofresearch has implications for parents inthe process of making decisions abouttheir child’s hearing loss and languagedevelopment, and for early interventionapproaches. In three manuscripts publishedin 2009, various aspects of spokenlanguage acquisition were studied andanalyzed. This body of work contributesto a wide range of research supportingsuccessful strategies for spoken languagedevelopment.In “The Acquisition of the ProsodicWord by Children with Hearing Loss,”authors Limor Adi-Bensaid, Ph.D., andTova Most, Ph.D., explore the developmentof complex word structures bychildren who have a cochlear implantand who are acquiring spoken Hebrew.Data collection started two to fourmonths after the children received theirimplant, when the first words wereproduced, and continued until eachchild had completed acquisition of theprosodic, or complex, word.The results were analyzed throughcomparison with the stages of complexword development of children with typicalhearing. These steps include the initialstage of monosyllabic word production,the pre-minimal word stage of preservingthe final and stressed syllable, the minimalword stage of producing polysyllabicwords with a different stress pattern,the pre-final stage of producing threesyllables of a word, and the final stage ofproducing four syllables of a word.Results show that the earlier a child wasidentified and fitted with hearing aids, thequicker the overall rate of word development.In addition, the early introductionof a cochlear implant also increased therate of progress. Researchers found thatthe age of hearing aid fitting and the ageof implantation had a reciprocal effect,decreasing the amount of time it took thechild to acquire the prosodic word. Theauthors further break down their analysisto the stages of word development. Theauthors conclude that early identificationand intervention with hearing aidscoupled with early cochlear implantationplay a crucial role in the rate of languagedevelopment.20 VOLTA VOICES • MARCH/APRIL 2010

Another article, the “LongitudinalStudy of Speech Perception, Speech, andLanguage for Children with Hearing Lossin an Auditory-Verbal Therapy Program”by Dimity Dornan, Ba.Sp.Th., F.S.P.A.A.,LSLS Cert. AVT, and colleagues, examinesthe progress of speech and languagedevelopment of 25 children with hearingloss in an auditory-verbal therapy program.These children were tested initially,and then 21 months later, on a batteryof language assessments. The speech andlanguage results over time were comparedwith those for a control group ofchildren with typical hearing, matchedfor initial language age, receptive vocabulary,gender and socioeconomic level.Results show that speech perceptionscores for the children with hearingloss displayed significant improvementfor live-voice presentations, but not forrecorded voice. Both groups showedsignificant improvement over 21 monthsin scores for auditory comprehension, oralexpression, total language and articulationof consonants. Most interestingly,the amount of improvement was notsignificantly different between groups. Atthe 21-month test point, 84 percent of thechildren with hearing loss scored withinthe typical range for total language age,compared to 58.6 percent at the initialassessment. The results indicate that thechildren with hearing loss have improvedspeech perception skills over time, andthat their rate of progress for speech andlanguage skills was similar to that ofchildren with typical hearing.Finally, “Building the AlphabeticPrinciple in Young Children Who AreDeaf and Hard of Hearing” by JessicaPage Bergeron, M.E.D., and colleagues,examines the acquisition of phonemegraphemecorrespondences, a key conceptof the alphabetic principle, in youngchildren with hearing loss (alphabeticknowledge provides an early foundationfor later literacy success). The purpose ofthe research was to assess the effectivenessof a semantic association strategyfor teaching phoneme-grapheme correspondences.Research of children withtypical hearing has shown that instructionalstrategies that create meaningfulassociations between letters and soundsor names improve learning. These strategiesinclude picture mnemonics thatSeveral articles in The Volta Review focus on the rate at which children with hearing loss developspoken language.create a meaningful association betweenletter shape and a word that begins withthe letter, and providing a kinesthetic cuefor producing the phoneme.The research was conducted using asemantic association strategy embeddedin two interventions, the Children’sEarly Intervention and Foundations forLiteracy. The experiments were designedto examine the relationship betweenstudent outcomes and the interventionprovided over a specific time period. Onlystudents who were able to identify spokenwords were included in the studies. StudyOne was conducted with five children3.10-7.10 years of age in oral or signingprograms. Study Two was conducted withfive children 3.10-4.5 years of age in anoral program. All children successfullyacquired taught phoneme-graphemecorres pondences. The studies suggest thatthe semantic association strategy may bean effective and efficient technique, providingevidence that children who are deafor hard of hearing and who have somespeech perception abilities can learn criticalphoneme-grapheme correspondencesthrough explicit auditory skill instructionwith language and visual support.Decision Aids forParentsIncreasingly, parents of children withhearing loss who use a unilateral cochlearimplant are being presented withthe option for their child to receive aseco nd implant. “The Development andPiloting of a Decision Aid for ParentsConsidering Sequential Bilateral CochlearImplantation for Their Child WithHearing Loss” by J. Cyne Johnston, Ph.D.,and colleagues, provides a much-neededguide for clinicians and families facedwith the decision to proceed with sequentialbilateral cochlear implantation. Thedecision aid was developed using localand published evidence. Eight parentsof children currently using one cochlearimplant who faced a decision regarding asecond cochlear implant and five cliniciansinvolved in the bilateral cochlearimplantation process participated in apilot of the decision aid.Analysis found that the decision aidwas acceptable to both parents and clinicians.Changes in conflict over the decisionand knowledge about the procedurewere examined among parents beforeand after use of the decision aid, showingthat parents significantly increased theirknowledge of the procedure’s options,risks and benefits following use of thedecision aid. A decision aid for parentsVocabularyAlphabetic Principle –Alphabetic knowledge, the foundationof the alphabetic principle, isknowledge that “written graphemescorrespond to the phonemesof spoken words” (Scarborough &Brady, 2002, p. 322).Decisional Conflict – Thestate of uncertainty about the bestcourse of action (O’Connor, 1995).Prosodic Word – Refers to thephonological structure of a word interms of the numbers of syllablesand stress position and usually parallelsthe morphologic word, whichconsists of a base and affixes.Photo Credit: Funtup Productions, Inc.VOLTA VOICES • MARCH/APRIL 2010 21

What the Research Showsconsidering sequential bilateral cochlearimplantation has potential as a supporttool. Future work could examine the influenceof the decision aid on decisionalconflict of various subgroups of parentsas well as their expectations of educationaland communication outcomes.ConclusionThe studies and research published byThe Volta Review in 2009 provide parents,clinicians, educators and therapists withthe tools they need to navigate today’sclimate of education and interventionservices. Much of this research iscomplimented by commentary and bookreviews. The Volta Review is availableelectronically to members through theAG Bell Web site. I encourage you to logonto review this important research foryourself.A Look BackThe Volta Review celebrated its 110th anniversaryin 2009. To commemorate thisevent, the journal published two originalarticles from the journal’s early dayscombined with commentary reflectingthe changes, or constancy, of the conceptsover the last 110 years. Dr. Ruth Bentlerdiscusses the advancement of hearingtechnology in “Hearing Aid Innovations:100+ Years Later.” Marianne Gustafsondiscusses how the attitudes toward therole of speech in developing language hasadjusted and stayed the same since theearly 1900s in “Contemporary Reflectionson Speech-Based Language Learning.”ReferencesAdi-Bensaid, L., & Most, T. (2009). The acquisition of the prosodic word by children with hearing lossusing 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 VoltaReview, 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. TheVolta Review, 109(2-3), 61-85.Gustafson, M. (2009). Contemporary reflections on speech-based language learning. The VoltaReview, 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 cochlearimplantation 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 speechand reading: A glossary of the ‘phon’ words and some related terms. Journal of Literacy Research,34, 299–334.22 VOLTA VOICES • MARCH/APRIL 2010

Every Child Deserves a Hear from the StartAG Bell Financial Aid & Scholarship Programs Can Help.AG Bell offers Arts and Sciences Awards to students, ages 6 to 19, to participatein after school, weekend or summer programs focused on developing skills in thearts or sciences. Programs can be sponsored by museums, nature centers, art ormusic centers, zoological parks, space and science camps, dance and theaterworkshops, music, voice anddance lessons, or any otherprogram with a focus on the artsor sciences, including martialarts. Awards cannot be used forprograms that offer academiccredit, travel or study abroad,recreational or sports camps,or sports programs, includingfigure skating or gymnastics.2010 ARTS & SCIENCESAWARDS PROGRAMPROGRAM OPENS: FEBRUARY 1, 2010PROGRAM DEADLINE: APRIL 9, 2010Eligibility criteria, program deadlines and applications are availableat Email requests for an application or fax to 202.337.8314.TEL 202.337.5220 • TTY 202.337.5221EMAIL • ONLINE

Temporal Bones:The Giftof HearingandBalanceBy Nicole Pelletier and Saumil N. Merchant, M.D.Disorders of hearing andbalance affect millions ofindividuals all over theworld. In the U.S. alone,every 2 or 3 out of 1,000 children areborn with a hearing loss (NIDCD,2010). While many advances are beingmade in hearing and balance disorders,much more research is needed to furtherunderstanding and developmentof new treatments. Essential to thescientific study of hearing and balanceconditions is the temporal bone of theskull. The middle and inner ears, whichcontain the auditory (hearing) and vestibular(balance) systems, are locateddeep within the temporal bone and aredifficult to examine directly in livingindividuals. Studying donated temporalbones, removed after death andprepared using a variety of researchtechniques such as light and electronmicroscopy, immunohistochemistryand molecular biology, is one of thebest ways to learn about hearing lossand subsequently develop new treatments.Major advances in our understandingof many common hearingand balance disorders (otosclerosis,presbycusis and Meniere’s disease, toname a few) can be directly attributedto temporal bone studies.The National Institute for Deafnessand Other Communication Disorders(NIDCD) National Temporal Bone,Hearing and Balance Pathology ResourceRegistry (“the Registry”) was establishedin 1992 by NIDCD, part of the NationalInstitutes of Health. The Registry is anonprofit organization dedicated topromoting temporal bone research,particularly studies on hearing and balance.Created to continue and expandupon the former National TemporalBone Banks program founded in 1960by the Deafness Research Foundation,the Registry has received pledges fromover 6,000 persons with hearing andbalance disorders. The main activities ofthe Registry are to arrange for temporalbone donations through its 24-hourprocurement network, to update donorrecords and to educate the scientificcommunity about new findings fromtemporal bone research.In the U.S., there are 27 temporal boneresearch laboratories and collectionsthat work closely with the Registry.Together, the 27 laboratories house morethan 12,000 well-documented humantemporal bone specimens that have beenstudied, largely by light microscopy.The Registry maintains an electronicdatabase of these specimens, which is avaluable resource for researchers in theirsearch for relevant specimens as theystudy hearing and balance problems.It is imperative that the collectionand study of new temporal bonespecimens be continued for a numberof reasons. First, there are many eardisorders for which there exist veryfew or no specimens. Examples includeseveral types of congenital and geneticallydetermined hearing loss and24 VOLTA VOICES • MARCH/APRIL 2010

dizziness problems, sudden idiopathicsensorineural hearing loss, cytomegalovirus-inducedhearing loss, bacterialand viral labyrinthitis, vestibularneuronitis, perilymphatic fistula andBell’s palsy. Second, very few or nospecimens exist from individuals whohave undergone surgical proceduressuch as cochlear implantation, removalof acoustic neuroma, surgery forMeniere’s disease and surgery for otitismedia. Examination of such specimensreveals a great deal about the efficacyof surgical procedures and will helpto improve surgical techniques. Third,many well-documented specimensfor any given disorder are necessaryto understand the full expressionand natural variability of a particulardisorder and to have confidence thatthe observed changes in the temporalbones are truly representative of thedisorder. For this same reason, donationsfrom individuals with typicalhearing and balance are needed to contrastthe specimens with documenteddisorders. Lastly, as new therapeuticmodalities and scientific methods ofstudy are developed, such as immunostainingand molecular biologictechniques, additional specimens willbe needed to further temporal boneresearch.In addition to studying the changesin temporal bones caused by hearingand balance disorders, DNA studies canyield supplemental genetic informationabout hearing and balance disorders.Research over the last several yearshas revealed that the functions ofhearing and balance are controlledand determined by a large number ofgenes – estimates range from 200 tomore than 1,000. However, it is difficultto extract DNA from temporalbones. During tissue processing, DNAis often fragmented and contaminated.As a means of obtaining uncompromisedDNA samples from temporalbone donors, the Registry initiated abuccal (cheek) swab DNA program in2002. A clean, uncontaminated sourceof DNA is obtained from registeredtemporal bone donors by means of acheek swab. A donor is sent three cheekswabs by mail that they rub againstthe inside of their cheek and mail backA Gift to the Next GenerationBy 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 rememberthat 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 andscientists the opportunity to further medical advancements in their respectivefields.That’s what a donation to a national registry like the National Temporal Bone,Hearing and Balance Pathology Resource Registry signifies – a gift to thenext generation of individuals who are deaf or hard of hearing. Temporalbone donation provides researchers the tools with which to learn more abouthearing loss, its forms and causes, and to develop advancements towardsolutions. It is through this important research that we have the advancementsin hearing technology that we have today – such as the cochlearimplant – which has benefitted a whole new generation of children with hearingloss who have had greater success with developing spoken languagethrough listening.As an otolaryngologist, I can attest to the need for increased study of thetemporal bone. In fact, it is vital to our continued development of advancedhearing assistive devices and in determining the causes of hearing loss.Nearly half of the cases of childhood hearing loss are due to unknownfactors; at the same time, technological innovation to address hearing lossis advancing exponentially. Only through greater research of the medicalcomponent of this process can we continue this momentum and benefitfuture generations.Dr. Nadol is the Walter Augustus Lecompte professor and chair of the otologylaryngologydepartment at Harvard Medical School and chief of otolaryngologyat Massachusetts Eye and Ear the Registry. The donor’s DNA isthen frozen with a unique ID numberthat will match with the temporalbone when it is received. This excitingprogram offers a way for researchersto view both the genetic componentand the acquired effects of hearing andbalance disorders, ultimately leading tobetter treatments.Anyone can be a temporal bonedonor. In particular, those who have ahearing or balance problem can makea valuable contribution by enrollingin the donor program of the Registry.Upon the death of a donor, the next ofkin, caretaker or physician contacts theRegistry’s 24-hour hotline. The Registryarranges for a small portion of eachtemporal bone to be surgically removedwithin 24 hours and transferred to aparticipating laboratory nearest thedonor’s home. Temporal bone removaldoes not affect the appearance of thedonor’s outer ear, face or head and isperformed at no cost to the donor’sfamily or estate. Another crucial partof the bequest is the donor’s medicalrecords and audiograms throughoutlife. All donor records (including DNA)are kept confidential.Donating to the National TemporalBone Registry is a wonderful way tomake a positive contribution to futuregenerations who consequently might nothave to suffer from the same hearing orbalance disorders of today.Contact the NIDCD NationalTemporal Bone, Hearing and BalancePathology Resource Registry online, by phone at (800)822-1327/(888) 561-3277 (TTY) or byemail at Registry publishes a semiannualnewsletter, available in print or electronically,which details current advances intemporal bone research as well as providesinformation about new publications concerninghearing loss and balance disordersand upcoming conventions.VOLTA VOICES • MARCH/APRIL 2010 25

ImpactingDecisions onHearingLossBy Melody Felzien and Julie MathenyPhoto Credit: AG BellFirst published in 1899, The VoltaReview has established itself asthe preeminent scholarly journalin the field of listening and spokenlanguage research. For over 110 years, thejournal has provided scientific evidence tosupport professionals and families seekinga spoken language outcome for childrenwith hearing loss. To ensure the journal’sesteem in the eyes of its readers, the editorsof The Volta Review recently conducteda survey to gauge the attitudes, opinionsand expectations of the journal’s audience.The results were surprising in somerespects, and validating in others.Content and ImpactSeventy percent of respondents ratedthe quality of content in The Volta Reviewhighly. Singled out positively were boththe range of topics the journal covers andthe overall quality of writing.Respondents were asked to rate theirlevel of interest in a wide range of potentialcontent categories. Overall, respondentswanted to see research on auditory(re)habilitation, early intervention, andlanguage and literacy development, butdid not indicate a high interest in researchon manual communication, causes ofhearing loss or unilateral hearing studies.A possible explanation might be that thereaders are more interested in strategiesto achieving spoken language communicationrather than dwelling on the possiblereasons for an instance of hearing loss.Respondents were then asked to rate,based on their own knowledge, the availabilityof research for the same categories.Overall, the same categories that readersindicated high interest in also receivedhigh marks for availability. Therefore,not only is there clear interest in specifictopics of research, but those topics arealready being studied and focused on.When asked if readers believed that theinformation they read in The Volta Reviewinfluenced how they dealt with hearingloss and spoken language developmentissues among children and families, anoverwhelming 71 percent agreed it did.Some respondents were parents that usethe research to learn about technologyand language acquisition strategies fortheir children, while others were professionalswho found the research helpedconvince parents to choose spokenlanguage by providing evidence to back upthe statements the professionals asserted.Still others, mostly professionals, used theresearch to help them make documentedand informed decisions in their practices.According to one respondent, “I base mypractice on evidence, and families oftenlike knowing that ideas they have notcome across before have evidential basis.”Another respondent noted, “I lookforward to reading and sharing informationin The Volta Review with the familieswith whom I work. I feel assured that theinformation has been reviewed with thescrutiny of peer review and is valid andup-to-date. I view it as a major source ofinfluence and education for all professionalsand families dealing with or withinterests in issues related to hearing loss.”Approximately the same number ofrespondents, 70 percent, reported thatThe Volta Review strengthened their connectionwith AG Bell as an organization.Readers who lived in other countries, forexample, felt the journal helped themstay connected with the AG Bell communitybecause of the limited resourcesin their own country. Many also cited thejournal’s goals and quality of research asa gateway into learning about and investingmore in the organization as a whole.One respondent noted, “I am glad to bepart of an organization that strengthensits cause (listening and spoken language)by providing research on best practicesin the field. It lends credibility to theassociation and provides support forour positions. It encourages professionaldevelopment and a strengthening ofthe professions related to listening andspoken language. It informs professionalsoutside of the field about what we do andhow it is supported by empirical research.”Finally, respondents were provided alist of goals and asked what they believedto be the primary purpose of the journal.Overall, respondents noted that the primarypurpose of the journal should be to26 VOLTA VOICES • MARCH/APRIL 2010

Potential Manuscript Content CategoriesAudiological AssessmentAuditory (Re)habilitationAuditory-Verbal Practice (AVT and AVEd)Causes of Hearing LossEarly InterventionEducational OutcomesFamily SupportHearing Assistive Technology(HA, CI, FM, Implantable)Language DevelopmentLiteracy Development/OutcomesManual Communications(ASL, Cued Speech)report on clinical strategies that successfullysupport the development of listeningand spoken language and to report on outcomesof listening and spoken language.Looking AheadThe editors were also interested in gatheringinformation about different typesof research and recruitment tactics thejournal may employ to increase submissionrates. Respondents noted that personalrecruitment through peer-to-peerinteraction, workshops and graduateMild-to-Moderate Hearing LossMultiple DisabilitiesOtolaryngology (Ear, Nose and Throat)Professional Development/PreparationPsychology, cognitive developmentPsychology, social-emotionaldevelopmentSevere-to-Profound Hearing LossSpeech DevelopmentSpeech and Language ProcessingUnilateral Hearing LossUniversal Newborn Hearing Screeningprograms would be the most effectivemethod. This feedback clearly suggeststhat personal interaction, (whether ina group setting like a workshop or communicationfrom a friend or advocate ofThe Volta Review) is the most preferableway to increase the number and qualityof manuscript submissions.The survey also aimed to gaugeinformation about the different typesof manuscripts that may broaden theinformation included in The Volta Review.Overwhelmingly, readers felt stronglyabout the inclusion of both qualitativeand quantitative research studies. Theyalso expressed great interest in case andclinical observation studies, with onereviewer noting, “This is the only placeclinical information [on listening andspoken language] can be presented. It iscritical that The Volta Review get back tothis.” These results suggest an interestin expanding the types of manuscriptspublished to provide a more complete pictureof the effects of listening and spokenlanguage on individuals with hearing loss.Armed with the feedback provided, theeditors hope to improve and expand theofferings of the journal. As a start, TheVolta Review archives are now availableto members online at (you must be logged in asa member to access the archives). In addition,the next monograph issue, which willbe distributed at the AG Bell 2010 BiennialConvention in June, provides a blueprintfor training professionals in listening andspoken language, solidifying the journal’splace as a groundbreaking and distinctivesource of information. AG Bell and theeditors of The Volta Review look forward totaking all the feedback from its readers andimproving the journal’s functionality, qualityand esteem within the field of listeningand spoken language development.Figure: Readers’ opinions on the primary purpose of The Volta ReviewPlease rank the following on a scale of 1-4, with 4 being the most purposeful, based on whatyou think is the primary purpose of The Volta Review:To report on clinical strategies that successfully support thedevelopment of listening and spoken languageTo report on outcomes of hearing assistive technology onlistening and spoken languageTo report on socio-emotional or cognitive development implicationsfor individuals pursing listening and spoken languageTo report on outcomes of using listening and spokenlanguage combined with other communications modalitiesTo educate parents about the challenges and benefits tousing listening and spoken languageTo report on outcomes on the use of listening andspoken languageTo raise awareness about listening and spoken languageTo provide a forum for doctoral candidates to publish their work0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50VOLTA VOICES • MARCH/APRIL 2010 27

tips for parentsPlay to LearnGames that make language development funBy Tiffani Hill-PattersonWhen my daughter, Riley, wasfirst learning to listen andtalk, I was amazed at howquickly our auditory-verbal therapistcould come up with ways to continuetherapy at home. Whenever I triedto come up with games to boost herlanguage skills, I just drew a blank. Wewere under enough pressure as it was,making sure her cochlear implantswere working properly, making sureshe wore the processors…we had to becreative too?Thankfully, there are plenty ofresources available to help your childlearn to listen and speak at home. Hereare a few games you can play with yourchild using everyday items.Off to a Good StartWhen you’re just starting, one of thefirst things you should do is introducethe relationship between sounds andobjects. These basic sounds are whatI know as the “Learning to Listen”sounds. You can view examples 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 fewsounds, you can start some auditoryrecall games to see if your child is makingthe connection between the soundsand the objects.The main thing to remember at theearly stages is input, input, input. Themore you talk to your child, the morehe or she will listen and learn. If a childnever hears a word, you cannot expecthim or her to say it.Plop It in the WaterFor this game, you’ll need a small glassbowl or fishbowl about half full of water,small plastic toys that represent theLearning to Listen sounds, and a towel,because if your child is anything likemine, you’re in for a big splash.To play, say a sound and have yourchild pick out the matching toy. When hepicks the correct toy, let him drop it intothe water. Continue until he gets all thesounds right.A variation is to use picture cards andmarbles instead of toys. Just have yourchild point to the correct card and lethim plop a marble into the water.Another game to play utilizingLearning to Listen sounds is to showyour child a toy and have her make thecorresponding sound. Show her a cowand have her say “moo.” Show her a carand have her say “brrr beep beep.” Pointto the clock and have her say “tick tock.”Guess What’s in the BoxIf your child is older, you can play gamesthat focus on descriptive terms. You’llneed a box filled with items your childis familiar with, a barrier so your childcan’t see what you pull out, and somekind of reward, such as a piece of candyor some other small treat.Choose a toy from the box and describeit: “It’s brown. It’s an animal. It has fourlegs. It can run and jump. It says ‘neighneigh.’ It has a long tail.” You can alsosneak in some new vocabulary, such as“mane,” “gallop,” and “hooves.” When yourchild guesses correctly, offer a small treat.Reverse the rules and have your childpull a toy from the box and describe it toyou, letting you guess. But don’t guesstoo quickly. Give your child time toGames are a great and fun way to help your childwith hearing loss develop spoken language.describe the object in as much detail aspossible.As your child’s vocabulary grows, addnew toys and expand your descriptions.You can group items into themes too,such as cooking, cleaning, bedtime andbath time items.Follow the DirectionsTo teach the concept of place, have yourchild follow simple directions using wordslike “over” and “under,” “in” and “out,” “infront of” and “behind,” “beside” and “nextto,” “on top of” and “above,” “between”and “in the middle of,” and “on” and “in.”For example, tell your child, “Put thebook on top of the table.”“Take your doll and put her in front ofthe radio.”Photo Credit: Funtup Productions, Inc.28 VOLTA VOICES • MARCH/APRIL 2010

“Put your race car under the chairbeside the door.”You can also switch sides and haveyour child tell you what to do. However,occasionally mess up and have himcorrect you. For instance, when he says,“Put the car under the box,” put it ontop of the box, feign ignorance andlet him tell you the right way to do it.My daughter loves to correct me whenI don’t follow her directions, and it isgood language practice.Pretend PlayWhen you want to focus on conversationskills, grab your child’s Barbies orsuperhero figures and start talking. Setup a room for the dolls and let them havea conversation.Maybe Barbie is just getting off thebus and Mom Barbie wants to know howschool went. The following is a samplescript, but a script isn’t necessary as longas your child responds in an appropriatemanner.Mom: “Hi, Barbie.”Child: “Hi, Mom.”Mom: “Did you read a story today?”Child: “Yes.”Mom: “What story did you read? Whatwas it about?”Child: “We read ‘The Three Little Pigs,’and it was about three pigs and a big wolfthat chased them and blew down theirhouses.”Mom: “Did he blow down all theirhouses?”Child: “No. He didn’t blow down thebrick house.”Mom: “Why didn’t he blow down thebrick house?”Child: “Because it was too strong.”Make your questions specific and try toget as many details from your child as youcan. 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 theLeadAs your child continues developingspoken language, notice what motivateshim or her to learn and use those thingsin your everyday teaching.If he likes books, incorporate thoseby having him make an experiencebook – photograph him doing a favoriteactivity, put the pictures in a smallbook and let him tell others the story. Ifsports are your daughter’s passion, printa softball field and have her answerscorrespond to a single, double, tripleand home run. Riley likes board games,so we use those in our language practice.Language games don’t have to becomplicated – just try to make them funand age-appropriate. Eventually, yourchild will outgrow the games and youwill enjoy having everyday conversationstogether…without all the work.Tiffani Hill-Patterson writes abouthealth, parenting, fitness and pop culture.She is author of Sound Check Mama, ablog about her passions: sports, cochlearimplant awareness, music and writing.Contact her at patterson1723@mac.comor major hearing device manufacturers offer resources to aid parents indeveloping their child’s spoken language at home. The following are a few ofthe many Web sites that include resources for parents.Advanced Bionics – Americas – for Life – Up – – – VOICES • MARCH/APRIL 2010 29

CONSEJOS PARA PADRESAprender JugandoJuegos que hacen divertido el desarrollo del lenguajePor Tiffani-Hill PattersonCuando mi hija Riley estaba aprendiendoa escuchar y hablar, mesorprendía la rapidez que teníanuestro terapeuta auditivo verbal parainventarse maneras de seguir con laterapia en casa. Cada vez que yo tratabade inventarme un juego para mejorarsu habilidad lingüística me quedaba enblanco. Ya estábamos bajo suficientepresión asegurándonos que sus implantescocleares funcionaran perfectamente,asegurándonos que usara el procesador...¿También teníamos que ser creativos?Menos mal que hay un gran númerode recursos disponibles para que en casaayude a su hijo a escuchar y hablar. Estosson algunos juegos que usted puede jugarcon su hijo utilizando objetos cotidianos.Empezar con buen pieCuando se está empezando, una de lascosas que hay que hacer primero es enseñarlea su hijo la relación que existe entrelos sonidos y los objetos. Los sonidosbásicos son los que yo conozco como sonidos“que hay que aprender a escuchar”.En pueden ver ejemplos.Por ejemplo, si usted dice “bram brambram”, enseñe a su hijo un autobús. Sidice “cua cua” enséñele un pato. Y asísucesivamente. Después de que le hayaenseñado unos cuantos sonidos puedeempezar con algunos juegos de memoriaauditiva para ver si su hijo está hacien dola conexión entre los sonidos y losobjetos.En las primeras etapas es importanterecordar: estímulo, estímulo, estímulo.Cuanto más le hable a su hijo, másescuchará y aprenderá. Si un niño nuncaoye una palabra, no se puede esperar quela diga.Los juegos son una gran manera de la diversión y para ayudar a su niño con pérdida auditiva adesarrollar el lenguaje hablado.Hacer plaf en el aguaPara este juego necesitará: un bol de cristalo una pecera pequeña llena de agua hastala mitad, juguetes pequeños de plásticoque representen los sonidos que hay queaprender a escuchar, y una toalla, porque sisu hijo es igual al mío terminará empapado.Juego: haga un sonido y su hijo lo tieneque relacionar con el juguete. Cuando elniño elija el juguete correcto deje que lotire dentro del agua. Siga jugando hastaque el niño acierte todos los sonidos.También se puede jugar usando imágenesy canicas en lugar de juguetes. Dejeque su hijo señale la imagen correcta yluego que tire una canica dentro del agua.Otro juego que se puede jugar usandolos sonidos que hay que aprender aescuchar es mostrarle a su hijo unjuguete y dejar que él haga el sonidocorrespondiente. Muéstrele una vaca yque él diga “muuu”. Muéstrele un cochey que él diga “brram biip biip”. Señale elreloj y que él diga “tic tac”.Adivinar lo que hay en lacajaSi su hijo es más grande, puede jugar juegosque se centren en términos descriptivos.Necesitará una caja llena de objetos con losque esté familiarizado su hijo, una barrerapara que su hijo no pueda ver lo que ustedsaca, y algún tipo de premio, como uncaramelo o una pequeña recompensa.Elija un juguete de la caja y descríbalo:“Es marrón. Es un animal. Tiene cuatropatas. Puede correr y saltar. Hace ‘jiiiiiijiiiiii’. Tiene una cola larga”. Tambiénpuede incorporar un poco de vocabularionuevo, como “crin”, “galopar” y “pezuñas”.Cuando su hijo adivine lo que es, dele unpequeño premio.Photo Credit: Funtup Productions, Inc.30 VOLTA VOICES • MARCH/APRIL 2010

Invierta las reglas del juego. Que sea suhijo el que saca el juguete de la caja y lodescribe para que usted lo adivine. No loadivine demasiado rápido. Dele tiempoa su hijo para que describa el objeto contantos detalles como sea posible.A la vez que el vocabulario de su hijovaya creciendo, añada más juguetes yhaga sus descripciones más elaboradas.También puede agrupar los objetos entemas, tales como objetos para cocinar,limpiar, dormir y bañarse.Seguir las instruccionesPara que su hijo aprenda el concepto deespacio, haga que siga instrucciones sencillasusando palabras como “por encima”y “debajo”, “dentro” y “fuera”, “delante”y “detrás”, “al lado” y “cerca de”, “encimade” y “arriba”, “entre” y “en medio de”, y“sobre” y “en”.Por ejemplo, dígale a su hijo “pon ellibro encima de la mesa”.“Coge tu muñeca y ponla delante de laradio”.“Pon tu coche de carreras debajo de lasilla que está al lado de la puerta”.También puede cambiar los papeles yque sea su hijo el que le diga a usted lo quetiene que hacer. Sin embargo, equivóquesede vez en cuando para que su hijo la tengaque corregir. Por ejemplo, si él dice “ponel coche debajo de la caja”. Usted póngaloencima de la caja, haga como que no sabe ydeje que él le diga como lo tiene que hacer.A mi hija le encanta corregirme cuando nosigo sus instrucciones. Esta es una buenamanera de practicar el lenguaje.Juego simbólicoCuando quiera centrarse en las habilidadesde conversación, coja las Barbiesde su hija o los muñecos de acción de suhijo y empiece a hablar. Cree un escenariopara las muñecas y deje que tengan unaconversación.A lo mejor Barbie acaba de llegar ymamá Barbie quiere saber cómo le fue enel colegio. A continuación hay un sencilloguión, pero no es necesario si su hijaresponde de manera adecuada.Mamá: “Hola, Barbie”.Niña: “Hola, mamá”.Mamá: “¿Leíste un cuento hoy?”Niña: “Sí”.Mamá: “¿Qué cuento leíste?” “¿De quéiba el cuento?”Niña: “Leímos ‘Los tres cerditos’, y setrataba de tres cerditos y un lobo grandeque los perseguía y soplaba tan fuerteque derribaba sus casas.”Mamá: “¿Derribó todas sus casas?”Niña: “”No. La casa de ladrillo no lapudo derribar.”Mamá: “¿Por qué no pudo derribar lacasa de ladrillo?”Niña: “Porque era demasiado fuerte.”Trate que su hija le cuente tantosdetalles como sea posible haciéndole preguntasespecíficas. Pregúntele que comióa 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 desarrollandoel lenguaje verbal, preste atención a lascosas que lo motivan a aprender y úselasen su enseñanza diaria.Si le gustan los libros, incorpóreloshaciendo que el niño haga un libro deexperiencias: hágale una foto realizandoRecursossu actividad favorita, ponga las fotos enun libro pequeño y deje que él le cuente aotros la historia. Si a su hija le apasionanlos deportes, imprima una cancha debaloncesto y que sus respuestas equivalgana tiros libres, tiros de 2 puntosy triples. A Riley le gustan los juegos demesa, así que los usamos para nuestrasprácticas de lenguaje.Los juegos de lenguaje no tienen que sercomplicados, sólo trate que sean divertidosy adecuados a la edad. Al final, su hijoserá muy mayor para los juegos y disfrutaránjuntos manteniendo conversacionescotidianas... sin todo este trabajo.Tiffani Hill-Patterson escribe sobre salud,crianza, fitness y cultura pop. Es la autorade Sound Check Mama, un blog sobre suspasiones: el deporte, concientizar sobre losimplantes cocleares, la música y escribir.Puede ponerse en contacto con ella mayoría de los fabricantes de audífonos ofrecen recursos para ayudar a lospadres a desarrollar en casa el lenguaje hablado de sus hijos. Estos son algunosde los tantos sitios web que incluyen recursos para padres.Advanced Bionics – Americas – for Life – Up – – – VOICES • MARCH/APRIL 2010 31

VOICES FROM AG BELLConversationsWith Alex GrahamDedication defines the subjectof “Conversations” in this editionof Volta Voices. On a coldDecember day in 2009, I spentsome time with AG Bell’s president-elect,Kathleen Treni, visiting Laurie Hanin,the executive director of The Center forHearing and Communication (CHC). CHCis the new name for the world-renownedLeague for the Hard of Hearing basedin New York City, N.Y. AG Bell has beenreaching out to a variety of organizationsin the interest of building partnerships.Our conversation included areas whereCHC and AG Bell could explore futurecooperative efforts as well as an excitingtour of their facility. Through our conversation,I realized that dedicated leaderslike Laurie have an important story totell. I hope you will enjoy getting to knowLaurie as much as I have.Alex Graham: What made you chooseaudiology as your specialty?Laurie Hanin: When I was in college, Idid some volunteer work with childrenwho were deaf in a nursery school at theLexington School for the Deaf. I reallyfelt a connection. I decided to majorin Communications, and planned tobecome a speech-language pathologist.When I took my first course in audiologywith Toni Maxon at Queens College inNew York City, I realized I had found thearea I loved.A.G.: How has the field of hearingloss changed over the years?L.H.: I think that there are at leasttwo very significant changes in thefield, especially for young children:cochlear implants and universalnewborn hearing screening. For thefirst ten years or so of my career,when a child was diagnosed with aprofound hearing loss, one of the firstquestions most parents asked was,“Isn’t there some operation that canhelp my baby?” And the answer wasalways “no.” Today, due to cochlearimplant technology, the answer is aresounding “yes.” With the advent ofuniversal newborn hearing screening,our CHC staff are diagnosing hearingloss in infants and fitting hearingaids at much younger ages thanin the past. When you combine earlydiagnosis with hearing aids and/orcochlear implants, and then providehigh quality auditory-verbal services,it is much more possible now thanever for children with hearing loss todevelop excellent speech and languageskills alongside their peers withtypical hearing.A.G.: From fundraising to servicedelivery, these are challenging timesfor nonprofit organizations. How doyou stay motivated?L.H.: Two things really keep me going.First, I believe deeply in the missionof CHC. Our mission is to improvethe quality of life for all people withhearing loss. Second, I am simply awedat the quality of work the cliniciansat the CHC provide on a daily basis.Just last week, I was watching a groupMeet Laurie HaninLaurie has been with CHC since 1992and has been an audiologist for over 30years. She received her master’s degreein audiology in 1979 from Queens Collegeof the City University of New York, andher Ph.D. degree in speech and hearingsciences in 1988 from the Graduate Centerof the City University of New York. Shehas been a researcher in the areas ofhearing loss and cochlear implantation andfocused much of her clinical audiologicalwork in pediatrics. She recently receivedthe New York State DistinguishedClinician Award, is well published andhas made frequent presentations at majorconferences and conventions in additionto numerous television appearances as aleading expert in audiology, particularly onNBC’s “The Today Show.”Photo Credit: Laurie Hanin.32 VOLTA VOICES • MARCH/APRIL 2010

speech-and-language therapy sessionwith 3½-year-old children who are profoundlydeaf. The therapist was talkingabout railroad tracks and the switchesthat they use to operate, and that if theydon’t work the trains can “collide.” Onelittle boy, who was born deaf, aided atabout 3 months old and implanted at 9months old with his first implant andat 12 months old with his second, askedher, “Does collide mean to crash?” WhenI see our therapists in action, and theresults they achieve, that’s all I need tostay motivated.A.G.: Your organization has ahistory that stretches back to1910. What was the motivationfor changing the name from theLeague for the Hard of Hearingto The Center for Hearing andCommunication?L.H.: About two to three years ago, webegan to feel that our name didn’t reflectthe scope of services that we offer, especiallyour work in enhancing communicationskills in children and adults. Weconducted numerous consumer surveys,which revealed that to the majority ofpeople who had no prior experiencewith us, when they heard our namethey believed our primary work was as asocial group for adults with hearing loss.They had no idea that the “League” wasa place to go to for clinical services. Thisconfirmed what we had been hearingfrom many people anecdotally. So, wedecided to start our second century ofservice with a new, more broad-basedname. What hasn’t changed? Our missionremains the same today as always:To improve the quality of life for peoplewith hearing loss, regardless of age, abilityto pay or mode of communication.A.G.: As a leader of an organizationserving individuals with hearingloss, what do you think are the topthree challenges these types ofgroups face today?L.H.: First, getting the word out on thecritical importance of treating hearingloss in the elderly – only 27 percent ofpeople over the age of 70 who have ahearing loss use hearing aids. Second,ensuring that babies diagnosed earlywith hearing loss receive treatmentwithout delay. Finally, working hard togain insurance coverage for hearing aidsin most states and improving reimbursementto providers.A.G.: What’s next for The Center forHearing and Communication?L.H.: This year we celebrate ourCentennial and look forward to beginningour second century of service.While we expect that technology willcontinue to improve and that we willcontinue to offer state-of-the art care toall of our clients, what we will carry intoour next 100 years is the compassionwith which we deal with all of the peoplewho cross our doors. We are movingforward and utilizing new social mediato reach as many people as possible withour new Web site ( our Facebook page.Experience better hearing today.®www.dryandstore.com800.327.8547Finally hearwhat you’vebeen missing.For Single-Sided 888.382.9327VOLTA VOICES • MARCH/APRIL 2010 33

Psychosocial potential maximizationTactics of Goodness of FitBy Paul Jacobs, Ph.D.There are two key aspects ofGoodness of Fit: 1) choosingsocial environments wheresuccess is likely, and 2) avoidingor minimizing entry into social circleswhere success is unlikely.Knowing which social and professionalsettings fit best is often a case ofaimless trial and error for many peoplewho are deaf. But these tribulations canbe significantly reduced by playing the“percentage game.”Golf is a good example of the percentagegame. The pro golfer tees up on a short par4. He considers his options for getting agood score on this hole. He could drive theball 330 yards to the green with a 1-woodif he wished, but a creek snakes beforethe green, which is protected by sandtraps. Smashing a 1-wood to the green istherefore a low percentage shot. There isperhaps a 15 percent chance of getting agood score because the drive could strayinto trouble. The pro instead chooses thehigher percentages – a 5-iron tee shot tothe fairway with a view of then pitchingto the green before putting the ball for abirdie. This strategy has about an 85 percentchance of success with this hole.The percentage game can also be appliedto social contexts, especially when peoplewho are deaf consider their Goodness ofFit with professional pursuits, individualpeople and social settings. Each of thesethree concepts will be explained in thecontext of the percentage game.Goodness of Fit: CareerMy Desire column* * in the November/December issue of Volta Voices mostlyexplained Goodness of Fit in regards toprofessional pursuits. Tristan’s longtermgoal of being an archaeologist was* Dr. Jacobs’ past columns are available on theAG Bell Web site at example of his choosing a good fit.Pursuing academic subjects based onhis personal strengths gave him a highpercentage chance of success. Tristan’slow percentage pursuits, however, wouldbe choosing difficult and boring subjectsthat have a poor fit with his strengthsand desires.Goodness of Fit is different for everybody.That is why I asked, “What are yourchild’s talents and weaknesses?” in mylast column. These talents and weaknesseswill significantly determine yourchild’s Goodness of Fit – socially andprofessionally. For example, someonewho has a passion for cars may makean excellent mechanic, body painter orpanel beater. Their career of best fit iswith cars and not a profession with, say,an academic slant (e.g., archaeology).Given these concepts, mentors playan important role in helping youngerpeople who are deaf achieve theirGoodness of Fit. For example, I met avery talented 17-year-old writer who isdeaf who wanted to move from Bostonto New York. He explained how a NewYorker journalist who is deaf gave himgood career advice, including deafnessrelatedtips. A mentor can therefore helpsmooth the path of Goodness of Fit intoa world that may be particularly difficultto enter alone.Goodness of Fit:Individual PeopleMy Persistence column publishedin February on the AG Bell Website explained a process of finding aGoodness of Fit with Andrea usingtailor-made conversational strategies. Ifyou re-read that column, you may findthat personalized topics of conversationare high-percentage pursuits. Giventhis, impersonal topics are low-percentagepursuits. Using personalized conversationaltopics therefore improves yourchances of finding a Goodness of Fitwith another person.The percentage game also works in dating:Daniel is an average kind of guy withan endearing, easy-going manner. He hada friendly, enjoyable and lasting conversationwith Helen at a party. He suggestedthey meet again when parting. Helen’scool response was, “I am kind of busy atthe moment.” Later, he had an instantrapport with Melissa that lasted an hour.Her enthusiastic response to meetingagain 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 20percent chance of success whereas pursuingMelissa has a 70 percent chance.Daniel texted Helen the next day, whoreplied 24 hours later, “Can’t make itthis week. Rain check?” He followed upand her slow reply was, “Something haspopped up, maybe later.” Daniel’s pursuitof Helen came to nothing. Melissa,however, replied to Daniel’s text withinan hour. They met, enjoyed two hourstogether and parted with a warm hug.In time, after courting, they becamea couple. These two outcomes are notsurprising. High percentage pursuits aremore likely to produce rewards than lowpercentage pursuits.Goodness of Fit: SocialSettingsThrough social exposure we learn ourindividual strengths and weaknesses, andhow we become familiar to and with otherpeople. We also learn our high, mediumand low percentage zones, which are socialsettings that can be ranked according tolevels of difficulty.High Percentage Zones(75 percent and above)High percentage zones are settingswhere chances of social inclusion are34 VOLTA VOICES • MARCH/APRIL 2010

high and the chances of social rejectionare minimal. Examples of such socialsettings include one-on-one conversations,watching captioned movies withfriends, and a party or workplace/classroomwhere individuals know how tocommunicate with people who are deaf.These settings are familiar to us andcommunication is relatively easy. Peopleappreciate us for who we are and, whennecessary, know our communicationneeds. The key, however, is to spendmuch time in these settings where oursocial or professional success is likeliest.Medium Percentage Zones(50 to 75 percent)Social inclusion in the medium-rankedpercentage zone is reasonably achievable,but the chances of social difficultyor rejection are comparatively higherthan in the high percentage zones.Examples of such settings involvesmall group conversations, a party orworkplace/classroom with a handful ofknown acquaintances, travel to a foreigncountry with a friend and talking witha stranger/acquaintance that has hada close relationship with a person whois deaf. These settings may be familiarto us, but communication is not easy.People may appreciate us for who we arebut may not understand our communicationneeds or our persona lity. Regardless,the key is to persevere in these social orprofessional settings.person who is deaf and traveling alonein a foreign country. These difficultiesmay be enhanced by your deafness, poorlighting, background noise, personalityfactors (e.g., lack of common interests),or not having a trusted friend present toease communication. The key is to avoidor minimize entry into these social settings.When you do find yourself in suchsituations, the conversational strategyMuch luck and chance areremoved when one actuallythinks about and plays thepercentage game.outlined in my Persistence column mayhelp; as too may assertiveness (e.g., “Canwe move to a quieter place with morelight to talk?”).Above all, risk-taking improves ourlifestyle. There are no guarantees, butthere are percentages. It is easy tostumble through a series of low percentagedisasters, to repeat mistakes, curseill-fortune and envy lucky loved ones.But consider this: continuously choosinglow percentage pursuits is mostly poorchoice-making, not bad luck. Much luckand chance is removed when one actuallythinks about and plays the percentagegame.Goodness of Fit is the sixth ofeight themes that create PsychosocialPotential Maximization. The followingexercise will assist your practical applicationof Goodness of Fit.Exercise:Use the list of your child’s talents andweaknesses and rank them according tothe high, medium and low percentagezones outlined above. For example, ifyour child is good at a particular sport,then the sport will be a high percentagezone to pursue. Try listing three individualstrengths and weaknesses for eachof the percentage zones.The following question prepares youfor the next column’s theme of LearnedCreativity.Question:Have you seen the following video ofColdplay’s song “Fix You”“Limitations are troublesome, but theyare effective…To be sparing saves usfrom humiliation…Discretion is ofprime importance in preparing the wayfor momentous things.” – The I Ching,China, approx. 800 B.C.Editor’s Note: Dr. Jacobs’ column iscomplemented by an online blog, availableat The next issue ofthis column, “Learned Creativity,” will bepublished in April 2010, exclusively onAG Bell’s Web site. AG Bell encouragesyou to discuss this and future columnswith Dr. Jacobs through AG Bell’sonline community.Low Percentage Zones(50 percent and below)Low percentage zones are settings inwhich your ability to socially participateare compromised by less-than-idealexternal factors. Examples includelarge group conversations, attending amovie without subtitles, a party full ofindividuals who may have never met aVOLTA VOICES • MARCH/APRIL 2010 35

kid's zoneAround the WorldBy Dipika ChawlaFive-year-old brothers Kyle andCorey Segerstrom are bright andenergetic twins from Hudson,Ill., whose intimate bond hashelped them through their journey oflearning to listen and talk. They livewith their 9-year-old sister, Diana, their12-year-old brother, Dylan, and theirparents, Heather and Kevin.After failing multiple newborn hearingscreenings, Kyle and Corey were both diagnosedwith severe-to-profound hearingloss at birth. Although Heather and Kevin’sinitial reactions were that of disbelief andsadness, they quickly became proactive insecuring the best possible future for theirkids. “We got information on all types ofcommunication, but we met patients at theimplant center in our own area and sawhow wonderfully the kids were doing withthe implants,” recalls Heather. “We felt thatif others benefited so much from them, wewanted to give our boys a chance at thatsame success.” After having little to nosuccess with hearing aids, they proceededwith the cochlear implant procedure whenthe boys were 8 months old. Today, bothboys have bilateral cochlear implants andare kindergarteners at the Carle AuditoryOral School in Urbana, Ill., a school thatteaches students who are deaf and hardof hearing to communicate by listeningand talking. Last year, the Segerstromsreceived a Preschool-Age Financial Aidscholarship from AG Bell, which helpedwith the expenses of transporting the boysto and from their therapy sessions at Carle,located an hour away from their home.Like many 5-year-olds, Kyle and Corey’sendless amounts of energy have led themto pursue physical activities such as soccer,baseball and basketball, as well as playingtag and climbing around on playgroundequipment. They also love swimming andare looking forward to starting gymnasticsin the near future. Though they are twinsThe Segerstrom family poses for a family picture.and enjoy many activities together, Kyleand Corey have also proven themselvesto be unique individuals with their owndistinct personalities. “Kyle is the happygo-luckysort,” says Heather. “He is alwayssmiling and loves just dreaming and enjoyingbeing alive.” He has an affectionate andcreative nature, likes animals and is oftenconcerned about others. Kyle’s favoriteschool subject is science because he lovesthe hands-on experiments, and his favoriteplaytime games are role-playing and othermake-believe games. Corey is more serious,but at the same time loves telling silly jokesand startling people by jumping out frombehind something. His favorite subject ismath because, as Corey says, “I like counting!”Corey loves to have his whole familytogether and is concerned when others arein trouble. “He also has a much quickertemper and louder voice than his brother!”says Heather. “He likes to be heard and incharge!”Regardless of their differences, Kyle andCorey’s bond has been a huge factor inhelping them and their family overcomethe challenges that come with being deaf.The boys have significantly benefited fromhaving each other to lean on every stepof the way through the process of acquiringlistening and spoken language. “Weoften take consolation that they have eachother,” says Heather. “As of right now,they are best friends and we hope thatthey remain close as they grow up.” Withsupport from each other, their family andtheir auditory-verbal program at Carle, thetwins hardly notice that they are differentfrom kids with typical hearing. They talkand listen, and are currently learning tobecome strong advocates for themselves.With the development of these skills,their parents hope to transition them intotheir mainstream public school, HudsonElementary.Heather and Kevin say they have learneda lot from their experience with Kyle andCorey’s hearing loss. They are grateful thatdespite their hearing loss, the boys havebeen turned out to be well-adjusted andhappy 5-year-olds. The Segerstroms havealso discovered that the mainstream perceptionof individuals with hearing loss hasnot yet caught up to the modern miraclesPhoto Credit: The Segerstroms.36 VOLTA VOICES • MARCH/APRIL 2010

of hearing technology. While adultsoften marvel at the boys’ implants andare shocked that they can communicateverbally, other children may ask about theimplants but accept simple answers and arequick to move on. Heather expresses hopethat the attitude of the younger generation,who will have grown up with thistechnology, will mean more acceptance andopportunities for her sons as they get older.Another thing the Segerstroms havelearned is that “family time is importanttime.” Since the boys’ school is an houraway and both parents work, findingopportunities for the whole family to betogether is often challenging. Nevertheless,they somehow manage to find time towatch movies, take walks, go to parksand zoos, and visit children’s museumstogether. Traveling to new places is thefamily’s favorite activity.Heather and Kevin’s advice to otherparents of children who are deaf or hard ofhearing is to take time to grieve if you needto, because “there is no shame in beingupset.” Talking to others who have alreadygone through what you are going throughis the best way to get an idea of what decisionsyou will be making in the near future.“Other parents have walked in the sameshoes and can relate to the emotional journeythat you may find yourself on.”In addition, speaking with older childrenwho are deaf or hard of hearing who usespoken language can provide a hopefulglimpse into the future. “We had anopportunity to talk to some teens a coupleof years ago, and it is an experience thatwe will never forget,” says Heather. “Itwas an invaluable insight to know whatthey were thinking about themselves, andalso how the siblings were affected.” TheSegerstroms also emphasize not forgettingother siblings who do not have a hearingloss. Although caring for a child who is deafor hard of hearing will take up a lot of time,it is important to make the other childrenin your family feel special and to let themknow that you love and care for them justas much.“Our hopes for the twins are the same wehave for our other children,” says Heather,“And that’s to be happy, successful andwell-adjusted adults who lead fulfillingKyle and Corey Segerstrom prepare to playoutdoors on a winter day.lives with self-confidence!” Kyle and Corey’sparents hope that they will continue theirprogress with spoken language and go onto thrive at their public elementary schoolalong with their sister and neighborhoodfriends. “Most of all, we hope that thetwins find things in their lives that makethem feel great about themselves!”Photo Credit: The SegerstromsGetConnectedDaily communication made easy.Welcome to the world of Sorenson Communications ® .Now more than ever it’s easy for the deaf and hardof-hearingto communicate with hearing individuals—even in emergencies. Sorenson VRS ® and SIPRelay ®services are free and available 24 hours a day, 365days a year with no scheduling ever needed. Andbecause Sorenson Communications is one of theworld’s largest employers of deaf individuals, you cancount on us to develop other exciting ways to improveyour daily communication. Simply put, Sorensonmakes connecting easy.For more information visit© 2009 Sorenson Communications, Inc. All rights reserved. For more information about local10-digit numbers and the limitations and risks associated with using Sorenson’s VRS or IP Relayservices to place a 911 call, please visit Sorenson’s website at: VOICES • MARCH/APRIL 2010 37

Directory of ServicesDirectory of ServicesThe Alexander Graham Bell Associationfor the Deaf and Hard of Hearing is notresponsible for verifying the credentials ofthe service providers below. Listings do notconstitute endorsements of establishmentsor individuals, nor do they guarantee quality.n AlabamaAlabama Ear Institute, 300 Office Park Drive, Suite210, Birmingham, AL 35223 • (205-879-4234 – voice)• (205-879-4233-fax) – www.alabamaearinstitute.orgAEI Auditory-Verbal Mentoring Program - Training inspoken language development utilizing the A-V approachw/ continuing education workshops & mentoring byLSLS Cert AVTs. AEI Summer Institute in Auditory-Verbal Therapy- two-week immersion in A-V approach- Workshops and practicum experience w/instructionand coaching by LSLS Cert AVTs. The Alabama Schoolfor Hearing: pre-school utilizing auditory/oral classroomapproach - Auditory-Verbal therapy also provided. AEI:Education, research and public policy.n ArizonaDesert Voices, 3426 E. Shea Blvd., Phoenix, AZ85028 • 602-224-0598 (voice) • 602-224-2460 (fax)• (email). EmilyLawson, Executive Director. Oral school for deaf andhard-of-hearing children from birth to nine years of age.Programs include Birth to Three therapy, ToddlerGroup, and full day Educational Program. Other servicesinclude parent education classes, speech and languageevaluations, parent organization and student teacherplacements. Desert Voices is a Moog Curriculum school.n CaliforniaAuditory Oral School of San Francisco, 1234Divisadero, San Francisco, CA 94115 • 415-921-7658(voice) • 415-921-2243 (fax) • Offers auditory-oral dayclasses for toddlers, PreKindergarten and K-2 levels withdaily individual therapy. Also consultation and itinerantteacher of the deaf services; aural rehabilitation forchildren and adults; family education groups; andworkshops. Our experienced staff includes credentialedteachers of the deaf and speech therapists, all withspecialized training in CI technologies. Contact JanetChristensen, M.A., at Services, 10623 EmersonBend, Tustin, CA 92782 • 714-573-2143 (voice) •email • Karen Rothwell-Vivian,M.S.ED. M.A. CCC-A. LSLS-Cert.AVT. Listening andSpoken Language Specialist - Certified Auditory-VerbalTherapist providing Auditory-Verbal Therapy andboth audiological and educational consultation forchildren from infancy through college age. AuditoryRehabilitation is also provided for adults. Extensiveexpertise with amplification, cochlear implants, and FMsystems.Auditory-Verbal Therapy Services, 980 E.Mountain Street, Pasadena, CA 91104 • 626-798-3903(voice) • (e-mail). BeatrizSackett, M.S. Ed., LSLS Cert AVT, bilingual English andEspañol. Offering Auditory-Verbal Therapy services tochildren ages six and above and their families. Servicesprovided to children with hearing aids and/or cochlearimplants. Llámeme para hablar de su hijo(a) y de cómo laterapia Auditiva-Verbal les podría ayudar.38 volta VOICES • MARCH/APRIL 2010

Directory of ServicesChildren’s Choice for Hearing and Talking,CCHAT Center – Sacramento, 11100 ColomaRoad, Rancho Cordova, Ca 95670 • 916-361-7290(voice). Laura Turner, Principal. An auditory/oral dayschool educating children and their families from birththrough early elementary grades. Other programsinclude adult cochlear implant support, parentinfantprogram, on-site audiological services andmainstreaming support services. The school is staffedwith credentialed teachers, licensed speech-languagepathologists and a licensed audiologist.Echo Horizon School, 3430 McManus Avenue,Culver City, CA 90232 • 310-838-2442 (voice) • 310-838-0479 (fax) • 310-202-7201 (tty) • • •Vicki Ishida, Echo Center Director. Private elementaryschool, incorporating an auditory/oral mainstreamprogram for students who are deaf or hard of hearing.Daily support by credentialed DHH teachers in speech,language, auditory skills and academic follow-up.HEAR Center, 301 East Del Mar Blvd., Pasadena,CA 91101 • 626-796-2016 (voice) • 626-796-2320 (fax)• Specializing in audiological services for all ages.Auditory-Verbal individual therapy, birth to 21 years.HEAR to Talk, 547 North June Street, Los Angeles,CA 90004 • 323-464-3040 (voice) • (e-mail) • • Sylvia Rotfleisch,M.Sc.A., CED, CCC, Certified Auditory-VerbalTherapist®, LSLS Cert. AVT, Licensed Audiologist,California NPA Certified. Trained by Dr. Ling. Extensiveexpertise with cochlear implants and hearing aids.InSight Cinema - The Audience is Reading,2800 28th Street, Suite 380, Santa Monica, CA 90405• 310-452-8700 (voice) • 310-452-8711 (fax) • • The “Go To” place for all forms ofcaptioned entertainment - blockbuster movies, livetheatre, opera, museums, lectures and much more inyour area! InSight Cinema is a non-profit organizationdedicated to bringing Captioned EntertainmentExperiences to the 31 million deaf and hard-of-hearingpatrons in the U.S. Captioning the Imagination ofAudiences Nationwide.Jean Weingarten Peninsula Oral School forthe Deaf, 3518 Jefferson Avenue, Redwood City, CA94062 • 650-365-7500 (voice) • • (website)• Kathleen Daniel Sussman, Executive Director; PamelaMusladin, Principal. An auditory/oral program wheredeaf and hard of hearing children listen, think andtalk! Cognitive based program from birth throughmainstreaming into 1st or 2nd grade. Students developexcellent language, listening and social skills withsuperior academic competencies. Cochlear ImplantHabilitation, mainstream support services and FamilyCenter offering special services for infants, toddlersand their families.John Tracy Clinic, 806 West Adams Blvd., L.A.,CA 90007 • 213-748-5481 • 800-522-4582 (parents)• • Since 1942, free worldwide ParentDistance Education Program and onsite comprehensiveaudiological, counseling and educational services forfamilies with children ages birth thru 5 years. Intensive3-week Summer Sessions (ages 2-5) with SiblingProgram. Online and on-campus options for accreditedMaster’s and Credential in Deaf Education.Lets Talk About It 207 Santa Anita Street, #300,San Gabriel, CA • 91776 - 626-695-2965 (voice) • (email) • Bridgette Klaus,M.S. Ed., LSLS Cert. AVT. Providing auditory-verbaltherapy for children with a hearing loss and theirfamilies. Services for individuals with hearing aids and/or cochlear implants, infancy through adulthood.Listen and Learn, 4340 Stevens Creek Blvd., Suite107, San Jose, CA 95129 • 408-345-4949 • Marsha A.Haines, M.A., CED, Cert. AVT, and Sandra HamaguchiHocker, M.A., CED • Auditory-verbal therapy for thechild and family from infancy. Services also includeaural habilitation for older students and adultswith cochlear implants. Extensive experience andexpertise with cochlear implants, single and bilateral.Mainstream support services, school consultation andassessment for children in their neighborhood school.California NPA certified.A Revolutionary NewPersonal Hearing SystemDomino Pro and Domino ClassicFeaturing digital state-of-the art sound processing and wirelesstechnology, the Domino reduces background noise andfeedback, delivering crystal clear stereo sound right to yourears. Use the Domino at work, school or home and followeach conversation down to the last syllable.Request a free catalog! 825-6758Sign up for our email newsletter, find us on Facebook or followus on Twitter to receive updates on new products and specials.Learn more about the Domino is a registered trademark of Facebook, Inc. All other brand names, product names or trademarks are the property of their respective holders.VOLTA VOICES • MARCH/APRIL 2010 39

D I R E C T O R Y O F S E R V I C E SDirectory of ServicesSoundWorks for Children, 18 South MainStreet, Topsfield, MA 01983 • 978-887-1284 (voice)• (e-mail) •Jane E. Driscoll, MED, Director. Satellite programNoservingLimitsSouthernSpeechMaine.andKatelynLanguageDriscoll,EducationalMED,CenterProgramandCoordinator.TheatreAProgram,comprehensive9801 Washingtonnon-profitBlvd.,program2nddedicatedFloor, CulvertoCity,the developmentCA 90232 • 310-280-0878,of auditoryoralskills in children800-948-7712 • www.nolimitsspeaksout.orgwho are deaf or hard-of-hearing.• FreeindividualSpecializingauditory,in cochlearspeechimplantand languagehabilitationtherapyandfor dhhchildrenofferingbetweena full continuumthe ages ofoffive-and-eighteeninclusionary supportas well asamodelsbiweeklyfromliteracypreschoolprogram,throughcomputerhightraining,school.weeklyEarlyparentInterventionclassesservicesand a nationwideand social/self-advocacytheatrical program.groupsfor mainstreamed students are offered at our FamilyOralinguaCenter. SummerSchoolprograms,for thein-serviceHearingtraining,Impaired,andNorthconsultationCampusavailable.– 7056 S. Washington Avenue, Whittier,CA 90602 – 562-945-8391 (voice) 562-945-0361 (fax) (email) (website)South n MichiganCampus – 221 Pawnee Street, San Marcos, CA92078 Monroe – 760-471-5187 County Program (voice) 760-591-4631 for Hearing (fax)Where Impaired Children Children, are Listening 3145 and Prairie Talking! St., An Ida, auditory/oral MIprogram 48140-9778 serving • 734-269-3875 children from (voice/TTY) infancy to 11 • years old.Audiological, 734-269-3885 Speech, (fax) • Itinerant, whitman@ida.k12.mi.usAVI Therapy, and otherrelated (e-mail) Designated • Instructional Services • Kathleen available. Whitman,Contact Supervisor. Elisa Auditory/oral J. Roche, Executive program, Director. full continuum ofservices, birth to 25 years. Staff: 21.Training and Advocacy Group for Deaf & HardofRedfordHearingUnionChildrenOralandProgramTeensfor(TAG),Children 11693 SanVicente with Hearing Blvd. #559, Impairments, Los Angeles, CA 90049, 18499 310-339-7678,Beech, Rd. Redford, MI 48240 • 313-242-3510 Leah Ilan, (voice) Executive •Director. 313-242-3595 Offers (fax) free group • 313-242-6286 meetings for (tty) ddh children • Dorotheaand B. French, teens from Ph.D., 5th Director. grade through Auditory/oral high school day to provide programsocialization serves 80 center and advocacy students/250 training. teacher Half-day consultant workshopsfor students. high school Birth seniors to 25 are years given of to age. prepare students forcollege or employment. Groups are held in schools duringweekdays and in the community during the weekends. Thesessions are each two hours long with 8-12 participants.Parent workshops and special extracurricular outings arealso offered throughout the school year.University of Michigan Cochlear ImplantProgram, 475 Market Place, Building 1 Suite A,Ann Arbor, MI 48108 • 734-998-8119 (voice/tty) •734-998-8122 (fax) • Coast• TerryCuedZwolan,SpeechPh.D.Programs,Director •348zwolan@med.umich.eduCernon St., Suite D, Vacaville,(email).CA 95688A multidisciplinary• 707-448-program4060 (voice/TTY)that provides• www.cuedspeech.orgaudiology, speech-language• A resourcepathology,center servinganddeafmedicaland hard-of-hearingservices to childrenchildrenwithsevereand theirto profoundfamilies. availableServicestoincludeschools/agencies.pre-operative determination of candidacy,surgical management, post-operative programmingand n Coloradoaudiological management, speech-languageevaluations and provision of Auditory-Verbal therapy,andBilleducationalDaniels CenteroutreachforandChildren’ssupport providedHearing,byThea jointChildren’sgrant fromHospitalthe University- Colorado,of MichiganDepart-Department of Audiology,of OtolaryngologySpeechandPathologythe State ofandMichiganLearning- ourServices,Sound Support13123 Eastprogram:16th Avenue, Aurora, CO 80045 • (website) • 720-777-6531(voice) • 720-777-6886(TTY). We provide comprehensive audiology andn speech-language Minnesota services for children who are deafNortheast or hard-of-hearing Metro (ages #916 birth Auditory through 21years). / Oral OurProgram, pediatric team 701 specializes West County in family-centered Road “B”, Roseville, care andMinnesota includes audiologists, 55113 • 651-415-5399 speech-language (voice). pathologists, Themission a deaf educator, of the program family consultant, is to provide and an clinical intensive socialoral worker. education Individual, to children group and with parent impaired educational hearing.Centered-based support and programs services are are designed provided to meet in a each least familyrestrictive desire for their public preference school environment, of communication combining needs. Weoral also specific provide advanced early intervention technology services hearing within aid fitting themainstream and cochlear setting implant for services. students pre-school throughkindergarten age. Birth to 3 services and parent/childgroups are tailored to meet identified needs. Parentand professional workshops are offered. Referralsare through the local school district in which thefamily live.Northern Voices, 1660 West County Road B,Roseville, MN 55113-1714 • 651-639-2535 (voice) •651-639-1996 (fax) • • Kristina Blaiser, Executive Director.NorthernRocky MountainVoices is a nonprofitEar Center,• 601 EastcenterfocusedHampdenonAvenue,creatingSuitea positive530, Englewood,environmentCOwhere80113children• 303-783-9220with hearing(voice)loss• 303-806-6292and their families(fax) •learnwww.tocommunicaterockymountainearcenter.comthrough the use(website).of spokenWelanguage.provide aOurfullgoalrangeisofforneurotologystudents toandbecomeaudiologyfluentservicesoralfor allcommunicatorsages, ranging fromandinfantsto jointotheirseniors.hearingUsingpeersa multidisciplinaryin atraditional classroomapproach,atourtheirboard-certifiedneighborhoodotologistschools.and doctors of audiology test and diagnose hearing,balance, facial nerve and ear disorders and we providen full-service Mississippihearing aid, cochlear implant and BAHADuBard services. School We offer medical for Language and surgical Disorders, treatment asThe well University as language of therapy Southern and Mississippi, support groups, 118 College and areDrive actively #10035, involved Hattiesburg, in various research MS 39406-0001 studies. •601-266-5223 (voice) • (e-mail) • n Connecticut • Maureen K. Martin, Ph.D.,CCC-SLP, CED, Director • The school is a clinicaldivisionCRECofSoundbridge,the Department123ofProgressSpeech andDrive,HearingSciencesWethersfield,and servesCT 06109children• 860-from529-4260birth(voice/to ageTTY)13 inits• 860-257-8500state-of-the-art(fax)facility.• collaborativelywith(website).22 publicDr. Elizabethschool districts,B. Cole,theProgramschoolDirector.specializesinComprehensivecoexisting languageaudiologicaldisorders,and instructionallearning disabilities/services,dyslexiabirth throughand speechpost-secondary,disorders,publicsuchschoolas apraxia,settings.throughFocus onitsprovidingnon-graded,cutting-edge11-monthtechnologyprogram.forTheAssociationoptimal auditoryMethod,accessas refined,and listeningand expandedin educationalbythesettingslate Dr.andEtoileat home,DuBarddevelopmentand the staffof spokenof thelanguage,school,isdevelopmentthe basis ofoftheselfcurriculum.advocacy –Comprehensiveall to support eachevaluations,individual’sindividualrealizationtherapy,of social,audiologicalacademic andservicesandvocationalprofessionalpotential.developmentBirth to Three,programsAuditory-Verbalalso areavailable.Therapy, integratedAA/EOE/ADAIpreschool, intensive day program,direct educational and consulting services in schools,educational audiology support services in all settings,cochlear implant mapping and habilitation, diagnosticassessments, and summer programs.40 44 VOLTA VOICES VOLTA volta • VOICES NOVEMBER/DECEMBER • MARCH/APRIL 2009 2010

Directory of ServicesNew England Center for HearingRehabilitation (NECHEAR), 354 HartfordTurnpike, Hampton, CT 06247 • 860-455-1404(voice) • 860-455-1396 (fax) • Diane Brackett. Servinginfants, children and adults with all degrees ofhearing loss. Speech, language, listening evaluationfor children using hearing aids and cochlear implants.Auditory-Verbal therapy; Cochlear implant candidacyevaluation, pre- and post-rehabilitation, and creativeindividualized mapping. Post-implant rehabilitation foradults with cochlear implants, specializing in prelingualonset. Mainstream school support, including onsiteconsultation with educational team, rehabilitationplanning and classroom observation. Comprehensiveaudiological evaluation, amplification validation andclassroom listening system assessment.n FloridaBolesta Center, Inc, 7205 North Habana Avenue,Tampa, FL 33614 • 813-932-1184 (voice) • 813-932-9583 (fax) • (email) • (website) • Non-profit Listening andSpoken Language Center dedicated to teaching childrenwho are deaf and hard of hearing to listen and speak.No family turned away based on ability to pay. Servicesprovided to families, professionals, and school districts.Specializing in auditory-verbal therapy, educationaloutreach, and professional development programs.Kids and professionals immersion and summerprograms available. Talk to us about our success withlate implanted children! Contact Judy Horvath, LSLCert. AVEd.Clarke (Jacksonville Campus), 9857 St.Augustine Rd., Jacksonville, FL 32257 • 904/880-9001 (voice/TTY)•, • • Susan G. Allen, Director. Servingfamilies with children with hearing loss, servicesinclude early intervention, toddler, preschool, PreK/kindergarten, primary, parent support, individuallistening, speech and language services, and cochlearimplant habilitation and mainstream support.Orange County Auditory-Oral Program forthe Hearing Impaired, Kaley Elementary School,1600 East Kaley St., Orlando, FL 32806 • 407-897-6420(voice) • 407-897-2407 (fax) • •Available to residents of Orange and Lake Counties. Wehave self-contained classes PreK (3 & 4 yrs) to 5th gradewith partial and full-time mainstream options.n GeorgiaAtlanta Speech School – Katherine HammCenter, 3160 Northside Parkway, NW Atlanta, GA30327 - 404-233-5332 ext. 3119 (voice/TTY) 404-266-2175 (fax) (email) (website) A Listeningand Spoken Language program serving childrenwho are deaf or hard of hearing from infancy toelementary school age. Children receive languagerichlessons and highly individualized instruction ina nurturing environment. Teachers and staff workclosely with parents to instill the knowledge andconfidence children need to reach their full potential.Early intervention programs, audiological supportservices, auditory-verbal therapy, mainstreamingopportunities, and independent educationalevaluations. Established in 1938.Auditory-Verbal Center, Inc - Atlanta, 1901Century Boulevard, Suite 20, Atlanta, GA 30345,404-633-8911 (voice) • 404-633-6403 (fax) • (email) • (website).Auditory-Verbal Center, Inc - Macon, 2720 SheratonDrive, Suite D-240, Macon, GA 31204 • 478-471-0019(voice). A comprehensive Auditory-Verbal program forchildren with hearing impairments and their families.Home Center and Practicum Site programs provideintensive A-V training for families and professionals.Complete audiological services for children and adults.Assistive listening devices demonstration center.VOLTA VOICES • MARCH/APRIL 2010 41

Directory of ServicesGeorgia Relay, 866-787-6710 (voice) • (email) • Georgia Relay provides services that enablepeople who are deaf, hard of hearing, deaf-blind andspeech impaired to place and receive calls via a standardtelephone. Free specialized telephones are availableto applicants who financially and medically qualifythrough the Georgia Telecommunications EquipmentDistribution Program (TEDP). Georgia Relay is easilyaccessed by dialing 7-1-1 and is overseen by the GeorgiaPublic Service Commission.n IdahoIdaho Educational Services for the Deaf andthe Blind, 1450 Main Street, Gooding, ID 83330 •208 934 4457 (V/TTY) • 208 934 8352 (fax) • (e-mail). IESDB serves birth to 21 year oldyouth with hearing loss through parent-infant, on-site,and outreach programs. Options include auditory/oralprograms for children using spoken language birththrough second grade. Audiology, speech instruction,auditory development, and cochlear implanthabilitation is provided.n IllinoisAlexander Graham Bell Montessori School(AGBMS), • 847-297-4660(voice) • (email).Alternatives in Education for the HearingImpaired (AEHI) • (website) • 847-297-3206 (voice) • (email) • 2020 E.Camp McDonald Road, Mount Prospect, Il 60056 •847-297-4660. AGBMS is a Montessori school educatingchildren ages 3-12 who are deaf or hard of hearing orhave other communicative challenges in a mainstreamenvironment with hearing peers. Teacher of Deaf/Speech/Language Pathologist/ Reading Specialist/Classroom Teachers emphasize language developmentand literacy utilizing Cued Speech.AEHI, a training center for Cued Speech, assistsparents, educators, or advocates in verbal languagedevelopment for children with language delays orwho do not yet substantially benefit from auditorytechnology.Child’s Voice School, 180 Hansen Court, WoodDale, IL 60191, (630) 595-8200 (voice) (630) 595-8282(fax) - (email) (website). Michele Wilkins, Ed.D.,LSLS Cert. AVEd., Executive Director. A Listening andSpoken Language program for children birth to age 8.Cochlear implant (re) habilitation, audiology servicesand mainstream support services provided. Earlyintervention for birth to age three with parent-infantand toddler classes and home based services offered.Parent Support/Education classes provided. Child’sVoice is a Moog Curriculum school.n IndianaSt. Joseph Institute for the Deaf –Indianapolis, 9192 Waldemar Road, Indianapolis,IN 46268 • (317) 471-8560 (voice) • (317) 471-8627(fax) •; (email) • TeriOuellette, M.S. Ed., Director. St. Joseph Institute forthe Deaf – Indianapolis, a campus of the St. JosephInstitute system, serves hearing impaired children,birth to age six. Auditory-oral programs includeearly intervention, toddler and preschool classes,cochlear implant rehabilitation and daily speechtherapy. Challenging speech, personal developmentand academic programs are offered in a nurturingenvironment. (See Kansas, and Missouri for othercampus information.)n KansasSt. Joseph Institute for the Deaf - KansasCity Campus, 8835 Monrovia, Lenexa, KS 66215 •913-383-3535 (voice) • 913-383-0320 (fax)• • Jeanne Fredriksen, M.S., Ed., Director• St. Joseph Institute forthe Deaf - Kansas City, a campus of the St. JosephInstitute system, serves hearing-impaired children,birth to age 6. Auditory-oral programs includeearly intervention, toddler and preschool classes,cochlear implant rehabilitation and daily speechtherapy. Challenging speech, personal developmentand academic programs are offered in a nurturingenvironment. (See Indiana, and Missouri for othercampus information.)n MarylandThe Hearing and Speech Agency’s Auditory/Oral Center, 5900 Metro Drive, Baltimore, MD21215 • (voice) 410-318-6780 • (TTY) 410-318-6759 •(fax) 410-318-6759 • Email: • Jill Berie, Educational Director, OlgaPolites, Clinical Director, Heather Eisgrau, Teacherof the Deaf/Director. Auditory/Oral education andtherapy program for infants and young children whoare deaf or hard of hearing. Self-contained, state-ofthe-artclassrooms located in the Gateway Schoolapproved by the Maryland State Department ofEducation. Additional services include speech-languagetherapy, family education and support, pre- andpost-cochlear implant habilitation, collaborationand support of inclusion, audiological managementand occupational therapy. The Hearing and SpeechAgency’s Auditory/Oral preschool program, “LittleEars, Big Voices” is the only Auditory/Oral preschoolin Baltimore. In operation for more than five years, itfocuses on preparing children who are deaf or hard ofhearing to succeed in mainstream elementary schools.Applications for all Auditory/Oral Center programs areaccepted year-round. Families are encouraged to applyfor scholarships and financial assistance. HASA is adirect service provider, information resource centerand advocate for people of all ages who are deaf, hard ofhearing or who have speech and language disorders.n MassachusettsAuditory-Verbal Communication Center(AVCC), 544 Washington Street, Gloucester, MA,01930 • 978-282-0025 (phone) • • • Listening and SpokenLanguage Specialists: James G. Watson, MSc, CED,Cert. AVT, and Lea D. Watson, MS, CCC-SLP, Cert.AVT. AVCC is a husband-wife team offering parentguidance for infants and preschoolers, school support,adult therapy, world-wide consultation for programs,distance (online) therapy for families, supervisionand training (online) for professionals aiming atcertification from the AG Bell Academy for Listeningand Spoken Language.DuBard Association Method CoursesSummer Courses (Hattiesburg, Mississippi)• Basic CourseJune 7-11, 2010• SeminarJune 21-25, 2010• Professional PracticumJune 7-July 1, 2010601.266.5223 • dubard@usm.eduIMSLEC ACCREDITEDTMA phonetic, multisensory approach toteaching language and speech to childrenwith hearing loss, language disorders,severe speech disorders and dyslexiaAA/EOE/ADAI UC 62132.10035 1.1042 volta VOICES • MARCH/APRIL 2010

Directory of ServicesClarke (Boston Campus), 1 Whitman Road, Canton,MA 02021 • 781-821-3499 (voice) • 781-821-3904 (tty)•, CaraJordan, Director. Serving families of young childrenwith hearing loss, services include early intervention,preschool, kindergarten, parent support, cochlear implanthabilitation, and mainstream services (itinerant andconsultation).Clarke (Northampton Campus), 47 Round HillRd, Northampton, MA 01060 • 413-584-3450 (voice/tty) •, Corwin, President. Early intervention, preschool,day and boarding school through 8th grade, cochlearimplant assessments, summer programs, mainstreamservices (itinerant and consultation), evaluations forinfants through high school students, audiologicalservices, and graduate-teacher-education program.SoundWorks for Children, 18 South MainStreet, Topsfield, MA 01983 • 978-887-8674 (voice) • (e-mail) • Jane E.Driscoll, MED, Director. A comprehensive, non-profitprogram dedicated to the development of auditoryverbalskills in children who are deaf or hard-ofhearing.Specializing in cochlear implant habilitationand offering a full continuum of inclusionary supportmodels from preschool through high school. EarlyIntervention services and social/self-advocacy groupsfor mainstreamed students are offered at our FamilyCenter. Summer programs, in-service training, andconsultation available.n MichiganMonroe County Program for HearingImpaired Children, 3145 Prairie St., Ida, MI 48140-9778 • 734-269-3875 (voice/TTY) • 734-269-3885 (fax) • (e-mail) • •Kathleen Whitman, Supervisor. Auditory/oral program,full continuum of services, birth to 25 years. Staff: 21.Redford Union Oral Program for Childrenwith Hearing Impairments, 18499 Beech Daly Rd.Redford, MI 48240 • 313-242-3510 (voice) • 313-242-3595 (fax) • 313-242-6286 (tty) • Dorothea B. French,Ph.D., Director. Auditory/oral day program serves 80center students/250 teacher consultant students. Birthto 25 years of age.n MinnesotaNortheast Metro #916 Auditory / OralProgram, 701 West County Road “B”, Roseville,Minnesota 55113 • 651-415-5399 (voice). The missionof the program is to provide an intensive oral educationto children with impaired hearing. Centered-basedservices are provided in a least restrictive public schoolenvironment, combining oral specific early interventionservices within the mainstream setting for studentspre-school through kindergarten age. Birth to 3 servicesand parent/child groups are tailored to meet identifiedneeds. Parent and professional workshops are offered.Referrals are through the local school district in whichthe family live.Northern Voices, 1660 W. County Road B, Roseville,MN, 55113-1714, 651-639-2535 (voice), 651-639-1996(fax), (email), KristinaBlaiser, Executive Director. Northern Voices is anon-profit early education center focused on creatinga positive environment where children with hearingloss and their families learn to communicate throughthe use of spoken language. Our goal is for studentsto become fluent oral communicators and to jointheir hearing peers in a traditional classroom at theirneighborhood schools. Northern Voices is a MoogCurriculum School.n MississippiDuBard School for Language Disorders, TheUniversity of Southern Mississippi, 118 College Drive#10035, Hattiesburg, MS 39406-0001 • 601-266-5223 (voice) • (e-mail) • • Maureen K. Martin, Ph.D., CCC-SLP,CED, Director • The school is a clinical division of theDepartment of Speech and Hearing Sciences and serveschildren from birth to age 13 in its state-of-the-artfacility. Working collaboratively with 22 public schooldistricts, the school specializes in coexisting languagedisorders, learning disabilities/dyslexia and speechdisorders, such as apraxia, through its non-graded,11-month program. The Association Method, as refined,and expanded by the late Dr. Etoile DuBard and thestaff of the school, is the basis of the curriculum.Comprehensive evaluations, individual therapy,audiological services and professional developmentprograms also are available. AA/EOE/ADAIClarke’s Summer Programs 20106Building friendshipsand confidencefor over 25 yearsSummerAdventure July11–23Two week program in Northampton, MAfor children ages 9–14. Activities led byexperienced teachers of the deaf. Recreation,arts & crafts, academics, hiking,swimming, field trips and more! Childrenwill improve their self confidence andmake new friends while engaging withyoung alumni role models.For more information, contact the Program Information Office at413.584.3450, or visit July23–25Program in Northampton, MA forfamilies of children who are deaf& hard of hearing ages birth–12.Meet other families, learn fromClarke professionals and enjoy ourbeautiful campus. Fun activities forchildren, parents and siblings!3VOLTA VOICES • MARCH/APRIL 2010 43

Directory of ServicesMagnolia Speech School, Inc., 733 Flag ChapelRd., Jackson, MS 39209 • 601-922-5530 (voice) •601-922-5534 (fax) • • • Anne Sullivan, M.Ed.Family Services (age 0 to 3 served free), Auditory/oralclassrooms, association method classroom, audiologicalservices, mainstream services, evaluations and outpatientservices available in an 11-month school year.n MissouriCID – Central Institute for the Deaf, 825 S.Taylor Avenue, St. Louis, MO 63110 314-977-0132(voice) • 314-977-0037 (tty) • (email)• (website) Lynda Berkowitz/Barb Lanfer,co-principals. Child- and family-friendly learningenvironment for children birth-12; exciting adaptedcurriculum incorporating mainstream content; FamilyCenter for infants and toddlers; expert mainstreampreparation in the CID pre-k and primary programs;workshops and educational tools for professionals; closeaffiliation with Washington University deaf educationand audiology graduate programs.The Moog Center for Deaf Education, 12300South Forty Drive, St. Louis, MO 63141 • 314-692-7172(voice) • 314-692-8544 (fax) • Betsy Moog Brooks,Director of School and Family School • (e-mail) • Services provided to childrenwho are deaf and hard-of-hearing from birth to 9years of age. Programs include the Family School(birth to 3), School (3 to 9 years), Audiology (includingcochlear implant programming), mainstream services,educational evaluations, parent education and supportgroups, professional workshops, teacher education andstudent teacher placements.The Moog School at Columbia, 3301West Broadway, Columbia, MO 65203 • 573-446-1981(voice) • 573-446-2031 (fax) • Judith S. Harper,CCC SLP, Director • (e-mail).Services provided to children who are deaf and hard-ofhearing from birth to kindergarten. Programs includethe Family School (birth to 3). School (3 years tokindergarten). Mainstream services (speech therapy/academic tutoring) ,educational evaluations, parenteducation, support groups, and student teacherplacements. The Moog School—Columbia is a MoogCurriculum School.St. Joseph Institute for the Deaf – St.Louis, 1809 Clarkson Road, Chesterfield, MO 63017;(636) 532-3211 (voice/TYY); (636) 532-4560 (fax);;, Mary Daniels,M.A., Principal • An independent,Catholic auditory-oral school serving hearing impairedchildren birth through the eighth grade. Auditoryoralprograms include early intervention, toddler andpreschool classes, K-8th grade, I-Hear tele-therapyservices, on-site audiology clinic, full evaluations,mainstream consultancy, summer education andstudent teacher placements. Mainstream academicaccreditations (ISACS and NCA). Approved privateagency of Missouri Department of Education.(See Indianapolis and Kansas for other campusinformation.)n NebraskaOmaha Hearing School for Children, Inc.1110 N. 66 St., Omaha, NE 68132 An OPTIONschools AccreditedProgram offering auditory/oral education for birth tothree, preschool and K – 3rd grades. Serving Omahaand the surrounding region.n New HampshireHEAR in New Hampshire, 11 Kimball Drive, Suite103, Hooksett, NH 03106 • 603-624-4464 (voice) • • Lynda S. French, Director. NewHampshire’s only auditory-oral school for children whoare deaf or hard of hearing. HEAR in NH serves childrenwith all degrees of hearing loss from infancy through highschool. Programs offered include parent/child play groups,preschool, pre-kindergarten, kindergarten and itinerantservices for children in their community schools. Summerservices, parent education/support, speech/languageservices and professional workshops are available.n New JerseyHIP and SHIP of Bergen County SpecialServices - Midland Park School District, 41E. Center Street, Midland Park, N.J. 07432 • 201-343-8982 (voice) • (email) • KathleenTreni, Principal. An integrated, comprehensive pre-K-12th grade auditory oral program in public schools.Services include Auditory Verbal and Speech Therapy,Cochlear Implant habilitation, Parent Education, andEducational Audiological services. Consulting teacherservices are available for mainstream students inhome districts. Early Intervention services providedfor babies from birth to three. SHIP is the state’s only7-12th grade auditory oral program. CART (ComputerReal Time Captioning) is provided in a supportive,small high school environment.The Ivy Hall Program at Lake Drive, 10 LakeDrive, Mountain Lakes, NJ 07046 • 973-299-0166(voice/tty) • 973-299-9405 (fax) •• Trish Filiaci, MA, CCC-SLP, Principal. An innovativeprogram that brings hearing children and children withhearing loss together in a rich academic environment.Auditory/oral programs include: early intervention,preschool, kindergarten, parent support, cochlearimplant habilitation, itinerant services, OT, PT andspeech/language services. Self-contained to full rangeof inclusion models available.Speech Partners, Inc. 26 West High Street,Somerville, NJ 08876 • 908-231-9090 (voice) • 908-231-9091 (fax) • (email).Nancy V. Schumann, M.A., CCC-SLP, Cert. AVT.Auditory-Verbal Therapy, Communication Evaluations,Speech-Language Therapy and Aural Rehabilitation,School Consultation, Mentoring, Workshops.Summit Speech School for the Hearing-Impaired Child, F.M. Kirby Center is an exclusionayauditory-oral/auditory-verbal school for deaf and hardof hearing children located at 705 Central Ave., NewProvidence, NJ 07974 • 908-508-0011 (voice/TTY) •908-508-0012 (fax) • (email) • (website) • Pamela Paskowitz,Ph.D., CCC-SLP, Executive Director. Programs includeEarly Intervention/Parent Infant (0-3 years), Preschool(3-5 years) and Itinerant Mainstream Support Servicesfor children in their home districts. Speech and language,OT and PT and family support/family education servicesavailable. Pediatric audiological services are availablefor children birth-21 and educational audiology andconsultation is available for school districts.n New MexicoPresbyterian Ear Institute – Albuquerque,415 Cedar Street SE, Albuquerque, NM 87106 • 505-224-7020 (voice) • 505-224-7023 (fax) • Contact: DawnSandoval, Co-Lead Teacher. A cochlear implant center,auditory/oral school for deaf and hard-of-hearingchildren and parent infant program. Exists to assistpeople with hearing loss to better listen and speak andintegrate into mainstream society.n New YorkAnne Kearney, M.S., LSLS Cert. AVT, CCC-Speech Language Pathology, 401 LittleworthLane, Sea Cliff, Long Island, NY 11579 • 516-671-9057(voice).Auditory/Oral School of New York, 2164 RalphAvenue & 3321 Avenue “M,” Brooklyn, NY 11234 •718-531-1800 (voice) • 718-421-5395 (fax) • (e-mail) • Pnina Bravmann, ProgramDirector. A premier auditory/oral early intervention andpreschool program servicing hearing impaired childrenand their families. Programs include: StriVright EarlyIntervention (home-based and center-based), preschool,integrated preschool classes with children with normalhearing, multidisciplinary evaluations, parent support,Auditory-Verbal Therapy, complete audiologicalservices, cochlear implant habilitation, central auditoryprocessing (CAPD) testing and therapy, mainstreaming,ongoing support services following mainstreaming.Center for Hearing and Communication(formerly the League for the Hard ofHearing), 50 Broadway, 6th Floor, New York, NY10004 • 917 305-7700 (voice) • 917-305-7888 (TTY)• 917-305-7999 (fax) • 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). Aleading center for hearing and communication servicesfor 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 andwellness, public education, support groups and MobileHearing Test Units. Visit http://www.chchearing.orgto access our vast library of information about hearingloss and hearing conservation. For more informationor to make an appointment, contact us at (New York Campus), 80 East EndAvenue, New York, NY 10028 • 212/585-3500 (voice/tty) •, www.clarkeschools.orgMeredith Berger, Director. Serving families of childrenwith hearing loss, services include early intervention,preschool, evaluations (NY state approved Committeeon Preschool Education Services; early intervention,Audiology, PT, OT and speech), hearing aid and FMsystem dispensing and related services includingoccupational and physical therapy in a sensory gym andspeech-language therapies.Cleary School for the Deaf, 301 SmithtownBoulevard, Nesconset, New York 11767 • 631-588-0530(voice/TTY) • 631-588-0016 (fax) • • Kenneth Morseon, Superintendent; Ellen McCarthy,Principal. A state-supported program serving hearingimpaired children birth to 21. Auditory/oral programsinclude Parent-Infant Program (school and home based)for children birth to 3, Auditory-Oral Reverse InclusionPreschool Program for children 3 to 5 and TransitionProgram for children with cochlear implants who have asign language base. Auditory/oral programs include dailyindividual auditory-based speech and language therapy,daily speech push-in, annual and on-going audiologicaland speech-language evaluations and parent training/support. The mission of the Reverse Inclusion Auditory-Oral Preschool Program is to best prepare children toenter kindergarten in their own school district. Classesconsist of children with hearing loss and their normalhearing peers.44 volta VOICES • MARCH/APRIL 2010

Directory of ServicesLexington School for the Deaf, 26-26 75thStreet, Jackson Heights, NY 11370 • 718-350-3300(voice/tty) • 718-899-9846 (fax) • •Dr. Regina Carroll, Superintendent, Ronni Hollander,Principal - (email). A statesupportedprogram serving hearing impaired childrenin the Greater New York area from infancy throughage 21. Auditory-Oral programs include the DeafInfant Program (ages 0-3), Preschool classes (ages3-6) and early Elementary classes. Auditory-Oralprograms include daily speech, listening and languageservices, ongoing audiological support, coordinationwith hospital implant centers, evaluations and parentsupport. The school’s academic program follows theNew York State standards. Music/Dance, PhysicalEducation (and swimming), Art, Library, as well astechnology are part of the school schedule.Long Island Jewish Medical Center: Hearing& Speech Center, 430 Lakeville Road, New HydePark, NY 11042 • 718-470-8910 (voice) • 718-470-1679(fax). Long Island Jewish Medical Center: Hearing& Speech Center. A complete range of audiologicaland speech-language services is provided for infants,children and adults at our Hearing and Speech Centerand Hearing Aid Dispensary. The Center participatesin the Early Intervention Program, PhysicallyHandicapped Children’s Program and accepts Medicaidand Medicare. The Cochlear Implant Center providesfull diagnostic, counseling and rehabilitation servicesto individuals with severe to profound hearing loss.Support groups for parents of hearing impairedchildren 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, AssistantSuperintendent. Publicly-funded integrated preschoolprogram, serving Deaf and hard of hearing children(ages 3-5) on Long Island. Literacy-based programwith auditory/oral approach, curriculum aligned withNY State Preschool Standards, art, music, library,audiology, speech, language therapy, related supportservices and family programs.Nassau BOCES Program for Hearing andVision Services, 740 Edgewood Drive, Westbury,NY 11590 • 516-931-8507 (Voice) • 516-931-8596 (TTY)• 516-931-8566 (Fax) • (Web) • (Email). Dr. Judy Masone,Principal. Provides full day New York State standards- based academic education program for children 3-21within district-based integrated settings. An auditory/oral or auditory/sign support methodology with a strongemphasis on auditory development is used at all levels.Itinerant services including auditory training andaudiological support are provided to those students whoare mainstreamed in their local schools. Services areprovided by certified Teachers of the Hearing Impairedon an individual basis.The Infant/Toddler Program provides centerandhome-based services with an emphasis on thedevelopment of auditory skills and the acquisition oflanguage, as well as parent education and support.Center-based instruction includes individual and smallgroup sessions, speech, parent meetings and audiologicalconsultation. Parents also receive 1:1 instruction withteacher of the Deaf and Hard of Hearing on a weeklybasis to support the development of skills at home.Comprehensive audiological services are providedto all students enrolled in the program, utilizing stateof the art technology, FM assistive technology tomaximize access to sound within the classroom, andcochlear implant expertise. Additionally, cochlearimplant mapping support provided by local hospitalaudiology team will be delivered on site at the school.New York Eye & Ear Cochlear Implant andHearing & Learning Centers, (formerly BethIsrael/New York Eye Ear program). New Location: 380Second Avenue at 22nd Street, New York, NY 10010• 646-438-7801 (voice). Comprehensive diagnosticand rehabilitative services for infants, children andadults including audiology services, amplification andFM evaluation and dispensing, cochlear implants,auditory/oral therapy, otolaryngology and counseling.n North CarolinaBEGINNINGS For Parents of Children WhoAre Deaf or Hard of Hearing, Inc., 3714-ABenson Drive, PO Box 17646, Raleigh, NC 27619 •919-850-2746 (voice) • 919-850-2804 (fax) • (e-mail) • Joni Alberg, Executive Director.BEGINNINGS provides emotional support, unbiasedinformation, and technical assistance to parents ofchildren who are deaf or hard of hearing, deaf parentswith hearing children and professionals serving thosefamilies. BEGINNINGS assists parents of childrenfrom birth through age 21 by providing informationand support that will empower them as informeddecision makers, helping them access the services theyneed for their child, and promoting the importance ofearly intervention and other educational programs.BEGINNINGS believes that given accurate, objectiveinformation about hearing loss, parents can make sounddecisions for their child about educational placement,communication methodology and related service needs.CASTLE- Center for Acquisition of SpokenLanguage Through Listening Enrichment,5501-A Fortunes Ridge Drive, Suite A, Durham, NC27713 • 919-419-1428 (voice) • An auditory/oral center forparent and professional education. Preschool and Earlyintervention services for young children includingAuditory Verbal parent participation sessions. Hands-ontraining program for hearing-related professionals/university students including internships, two weeksummer institute and Auditory Verbal Modules.n OhioAuditory Oral Children’s Center (AOCC),5475 Brand Road, Dublin, OH 43017 • 614-598-7335 (voice) • (email)• (website).AOCC is a non-profit auditory and spoken languagedevelopment program for children with hearing loss.We offer a blended approach by combining an intensivetherapy-based pre-school program integrated into aNAEYC preschool environment. Therapy is providedby an Auditory-Verbal Therapist, Hearing –ImpairedTeacher, and Speech Language Pathologist. Birth tothree intervention, and parent support services arealso available.Millridge Center/Mayfield Auditory OralProgram, 950 Millridge Road, Highland Heights,OH 44143-3113 • 440-995-7300 (phone) • 440-995-7305 (fax) • • Louis A.Kindervater, Principal. Auditory/oral program witha ful continuum of services, birth to 22 years of age.Serving 31 public school districts in northeast Ohio.Early intervention; preschool with typically developingpeers; parent support; individual speech, language,and listening therapy; audiological services; cochlearimplant habilitation; and mainstreaming in the generaleducation classrooms of Mayfield City School District.Ohio Valley Voices, 6642 Branch Hill Guinea Pike,Loveland, OH 45140513-791-1458 (voice) • 513-791-4326 (fax) • (e-mail) (website). Ohio Valley Voicesteaches children who are deaf and hard of hearing howto listen and speak. The vast majority of our studentsutilize cochlear implants to give them access to sound,which in turn, allows them to learn and speak whencombined with intensive speech therapy. We offerbirth-to-age three program, a preschool through secondgrade program, a full array of on-site audiologicalservices, parent education and support resources.n OklahomaHearts for Hearing, 3525 NW 56th Street,Suite A-150, Oklahoma City, OK. • 73112 • 405-548-4300 • 405-548-4350(Fax) • Comprehensivehearing healthcare program which includes pediatricaudiological evaluations, management and cochlearimplant mapping. Auditory-Verbal therapy, cochlearimplant habilitation, early intervention, pre-school,summer enrichment services and family supportworkshops are also provided. Opportunities for family,professional education and consultations are provided.www.heartsforhearing.orgINTEGRIS Cochlear Implant Clinic at theHough Ear Institute, 3434 NW 56th, Suite 101,Oklahoma City, OK 73112 • 405-947-6030 (voice) • 405-945-7188 (fax) • • (website) • Our teamincludes board-certified and licensed speech-languagepathologists, pediatric and adult audiologists, as wellas neurotologists from the Otologic Medical Clinic.Services include hearing evaluations, hearing aid fittings,cochlear implant testing and fittings, newborn hearingtesting, and speech/language therapy. The HearingEnrichment Language Program (HELP) provides speechservices for children and adults who are deaf or hardof hearing. Our speech-language pathologists respectadults’ and/or parents’ choice in (re) habilitation optionsthat can optimize listening and language skills.n OregonTucker-Maxon Oral School, 2860 S.E. Holgate,Portland, OR 97202 • 503-235-6551(voice) • 503-235-1711 (TTY) • (e-mail) • (website) • Established in 1947, Tucker-Maxonis an intensive auditory-oral school that co-enrollschildren with hearing loss and children with normalhearing in every class. Each class is taught by a regulareducator or early childhood specialist and a teacherof deaf children. Programs for children with hearingloss start at birth and continue through 5th grade.Tucker-Maxon provides comprehensive pediatricaudiology evaluations, cochlear implant management,habilitation and mapping, early intervention, andspeech pathology services.n PennsylvaniaBucks County Schools Intermediate Unit#22, Hearing Support Program, 705 NorthShady Retreat Road, Doylestown, PA 18901 • 215-348-2940 x1240 (voice) • 215-340-1639 (fax) • • Kevin J. Miller, Ed.D., CCC-SP, CED,Supervisor. A publicly-funded program serving localschool 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, andcochlear implant habilitation.VOLTA VOICES • MARCH/APRIL 2010 45

Directory of ServicesCenter for Childhood Communication at TheChildren’s Hospital of Philadelphia, 3405Civic Center Boulevard, Philadelphia 19104 • (800)551-5480 (voice) • (215) 590-5641 (fax) • (website). The CCC provides Audiology, Speech-Language and Cochlear Implant services and offerssupport through CATIPIHLER, an interdisciplinaryprogram including mental health and educationalservices for children with hearing loss and theirfamilies from time of diagnosis through transitioninto school-aged services. In addition to servingfamilies at our main campus in Philadelphia, satelliteoffices are located in Bucks County, Exton, King ofPrussia, and Springfield, PA and in Voorhees, MaysLanding, and Princeton, NJ. Professional Preparationin Cochlear Implants (PPCI), a continuing educationtraining program for teachers and speech-languagepathologists, is also headquartered at the CCC.Clarke (Philadelphia Campus), 455 SouthRoberts Rd., Bryn Mawr, PA 19010 • 610-525-9600(voice/tty) •, Judith Sexton, Director. Serving families withyoung children with hearing loss, services include earlyintervention, preschool, parent support, individualauditory speech and language services, cochlearimplant habilitation, audiological services, andmainstream services (itinerant and consultation).Delaware County Intermediate Unit # 25,Hearing and Language Programs, 200 YaleAvenue, Morton, PA 19070 • 610-938-9000, ext. 2277610938-9886 (fax) • • ProgramHighlights: A publicly funded program for children withhearing loss in local schools. Serving children from birththrough 21 years of age. Teachers of the deaf provideresource room support and itinerant hearing therapythroughout Delaware County, PA. Services also includeaudiology, speech therapy, cochlear implant habilitation(which includes LSLS Cert. AVT and LSLS Cert. AVEd),psychology and social work.DePaul School for Hearing and Speech,6202 Alder Street, Pittsburgh, PA 15206 • (412)924-1012 (voice/TTY) • (email) • (website). Lillian r. Lippencott,Outreach Coordinator. DePaul, western Pennsylvania’sonly auditory-oral school, has been serving familiesfor 101 years. DePaul is a State Approved PrivateSchool and programs are tuition-free to parents andcaregivers of approved students. Programs include:early intervention services for children birth to 3 years;a center-based toddler program for children ages 18months to 3 years; a preschool for children ages 3-5years and a comprehensive academic program for gradesK-8. Clinical services include audiology, speech therapy,cochlear implant mapping/habilitation services,physical and occupational therapy, mainstreamingsupport, parent education programs and supportgroups. AV services are also available.n South CarolinaThe University of South Carolina Speech andHearing Center, 1601 St. Julian Place, Columbia,SC 29204 • 803-777-2614 (voice) • 803-253-4143 (fax)• Center Director: Danielle Varnedoe, The center provides audiology services, speechlanguagetherapy, adult aural rehabilitation therapyand Auditory-Verbal therapy. Our audiology servicesinclude comprehensive evaluations, CAPD evaluations,and cochlear implant evaluations and programming.The University also provides a training program for AVTand cochlear implant management for professional/university students. Additional contacts for the AVT or CIprograms include: Nikki Burrows (803-777-2669), WendyPotts (803-777-2642) or Cheryl Rogers (803-777-2702).46 volta VOICES • MARCH/APRIL 2010

Directory of Servicesn South DakotaSouth Dakota School for the Deaf (SDSD), 2001East Eighth Street, Sioux Falls, South Dakota 57103, 605-367-5200 (phone) or Video Relay or 605-367-5209 (Fax) (website). South Dakota Schoolfor the Deaf (SDSD) serves children with hearing loss byoffering services onsite for the Bilingual Program, with theAuditory Oral Program located at Fred Assam Elementaryand Brandon Elementary with the Brandon Valley SchoolDistrict, and through its Outreach Program. Academicoptions include a Bilingual Program offering AmericanSign Language with literacy in English preschool throughsixth grade and an Auditory/Oral Program for studentsusing listening, language and speech for preschoolthrough fifth grade. SDSD utilizes curriculum specific tomeeting the needs of individual students with the goal ofpreparing students to meet state standards. Instructionalsupport in other areas is available as dictated by theIEP, speech-language pathology, auditory training, dualenrollment and special education. Outreach Consultantsprovides support to families across the state withnewborns and children through the age of three whilecontinuing to work with the families and school districtpersonnel of children through age 21 who may remain intheir local districts. Any student in South Dakota witha documented hearing loss may be eligible for servicesthrough Outreach, Bilingual or Auditory Oral Programsincluding complete multidisciplinary assessments.n TennesseeMemphis Oral School for the Deaf, 7901Poplar Avenue, Germantown, TN 38138 • 901-758-2228 (voice) • 901-531-6735 (fax) • • (email). TeresaSchwartz, Executive Director. Parent-infant program,auditory/oral day school (ages 2 to 6), speech-languageand cochlear implant therapy, mainstream services.Vanderbilt Bill Wilkerson Center - NationalCenter for Childhood Deafness and FamilyCommunication, Medical Center East SouthTower, 1215 21st Avenue South, Nashville, TN 37232-8718 • 615-936-5000 (voice) • 615-936-1225 (fax) • (email) • (web). TamalaBradham, Ph.D., Director. The NCCDFC ServiceDivision is an auditory learning program servingchildren with hearing loss from birth through 21years. Services include educational services at theMama Lere Hearing School at Vanderbilt as well asaudiological and speech-language pathology services.Specifically, the Service Division includes audiologicalevaluations, hearing aid services, cochlear implantevaluations and programming, speech, language, andlistening therapy, educational assessments, parentinfantprogram, toddler program, all day preschoolthrough kindergarten educational program, itinerant/academic tutoring services, parent support groups,and summer enrichment programs.n TexasBliss Speech and Hearing Services, Inc.,12700 Hillcrest Rd., Suite 207, Dallas, TX 75230 • 972-387-2824 • 972-387-9097 (fax) • • Brenda Weinfeld Bliss, M.S., CCC-SLP/A, Cert.AVT®. Certified Auditory-Verbal Therapist® providingparent-infant training, cochlear implant rehabilitation,aural rehabilitation, school visits, mainstreamingconsultations, information, and orientation to deaf andhard-of-hearing children and their parents.Callier Center for CommunicationDisorders/UT Dallas, Callier-Dallas Facility,1966 Inwood Road, Dallas, TX, 75235 • 214-905-3000(voice) • 214-905-3005 (tty) • Callier-RichardsonFacility: 811 Synergy Park Blvd., Richardson, TX,75080 • 972-883-3630 (voice) • 972-883-3605 (tty) • (email) •• Nonprofit organization, hearing evaluations, hearingaid dispensing, assistive devices, cochlear implantevaluations, psychology services, speech-languagepathology services, child development program forchildren ages 6 weeks to 5 years.The Center for Hearing and Speech, 3636West Dallas, Houston, TX 77019 • 713-523-3633(voice) • 713-874-1173 (TTY) • 713-523-8399 (fax) (email) (website) CHSserves children with hearing impairments from birthto 18 years. Services include: auditory/oral preschool;Audiology Clinic providing comprehensive hearingevaluations, diagnostic ABR, hearing aid and FMevaluations and fittings, cochlear implant evaluationsand follow-up mapping; Speech-Language PathologyClinic providing Parent-Infant therapy, Auditory-Verbal therapy, aural(re) habilitation; family supportservices. All services offered on sliding fee scale andmany services offered in Spanish.Denise A. Gage, M.A., CCC, Cert. AVT©- Certified Auditory-Verbal Therapist,Speech-Language Pathologist, 3111 WestArkansas Lane, Arlington, TX 76016-0378 • 817-460-0378 (voice) • 817-469-1195 (metro/fax) • (email) • • Over25 years experience providing services for childrenand adults with hearing loss. Services include cochlearimplant rehabilitation, parent-infant training,individual therapy, educational consultation, onsite andoffsite 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 lossand subsequent intervention, working with parents andchildren from infancy through high school. Audiologicalservices include diagnostic hearing evaluations forchildren of all ages, hearing aid fitting, cochlearimplant programming and habilitation, maintenanceof soundfield and FM equipment in the classroom.Programs include the Newborn Hearing EvaluationCenter, Parent-Infant Program, Hearing Aid Loaner andScholarship Programs, and Educational Programs (threeyears of age through 12th grade mainstream), SpeechPathology, Counseling, and Assessment Services. Formore information visit U tahSound Beginnings of Cache Valley, UtahState University, 1000 Old Main Hill, Logan,UT 84322-1000 • 435-797-0434 (voice) • 435-797-0221 (fax) • • (email) • Lauri Nelson, Ph.D., SoundBeginnings Director • (email)• K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT,Graduate Studies Director. A comprehensive auditorylearning program serving children with hearing lossand their families from birth through age five; earlyintervention services include home- and center-basedservices, parent training, a weekly toddler group,pediatric audiology, and Auditory-Verbal Therapy. Thepreschool, housed in an innovative public lab school,provides self-contained Auditory-Oral classes forchildren aged three through five, parent training, andmainstreaming opportunities with hearing peers.The Department of Communicative Disorders andDeaf Education offers an interdisciplinary graduatetraining program in Speech-Language Pathology,Audiology, and Deaf Education that emphasizesauditory learning and spoken language for youngchildren with hearing loss.Utah Schools for the Deaf and the Blind, 742Harrison Boulevard, Ogden, UT 84404 • 801/629-4714 (voice) for the Associate Superintendent for theDeaf • 801/629-4701 (tty) • (website) •A state-funded program for children with hearing loss(birth through high school) serving students in varioussettings including local district classes throughoutthe state and residential options. Audiology, speechinstruction, auditory verbal development and cochlearimplant habilitation provided.n WashingtonListen and Talk – Education for Childrenwith Hearing Loss, 8610 8th Avenue, NE, Seattle,WA, 98115 • 206-985-6646 (voice) • 206-985-6687(fax) • (e-mail) • (website). Maura Berndsen, Educational Director.Family-centered program teaches children with alldegrees of hearing loss to listen, speak, and think inpreparation for inclusion in neighborhood schools.Services include early intervention (0 to 3 yrs),Auditory-Verbal therapy (3 to school age), blended preschool/pre-Kclasses (3 to 5 yrs), and consultations.A summer program is offered in addition to servicesprovided during the school year.The Listen For Life Center at VirginiaMason, 1100 9th Ave. MS X10-ON Seattle, WA98111 - 206-223-8802 (voice) 206-223-6362 (TTY)206-223-2388 (fax) (email)http:// (website) Non-profitorganization offering comprehensive diagnostic andrehabilitation services from infancy through senioryears. Audiology, Otolaryngology, hearing aids,implantable hearing aids, cochlear implants, assistivelistening devices, Aural Rehabilitation, counseling,support groups, school consultations, professionaltraining workshops, community days, library. Threesites: Seattle, Federal Way, Issaquah.n WisconsinCenter for the Deaf and Hard of Hearing,10243 W. National Avenue, West Allis, WI 53227 414-604-2200(Voice) 414-604-7200 (Fax) Amy Peters Lalios, M.A., CC-A, LSLS, Cert.AVT® as well as five LSLS Cert. AVEds. Nonprofit agencylocated in the Milwaukee area provides comprehensiveauditory programming to individuals with hearingloss, from infants to the elderly. The Birth to Threeprogram serves children from throughout SoutheasternWisconsin, including education in the home, toddlercommunication groups, and individual speech therapy.AV Therapy is also provided to school-age childrenlocally as well as through an interactive long-distancetherapy program. Pre- and post-cochlear implanttraining is provided for adults and communicationstrategies and speechreading is offered to individuals aswell as in small groups.VOLTA VOICES • MARCH/APRIL 2010 47

Directory of ServicesINTERNATIONALn AustraliaTelethon Speech & Hearing Centre forChildren WA (Inc), 36 Dodd Street, Wembley WA6014, Australia • 61-08-9387-9888 (phone) • 61-08-9387-9888 (fax) • • •Our oral language programs include: hearing impairmentprograms for children under 5 and school supportservices, Talkabout program for children with delayedspeech and language, audiology services, Ear Clinic forhard to treat middle ear problems, Variety WA MobileChildren’s Ear Clinic, newborn hearing screening andCochlear Implant program for overseas children.University of Newcastle, Graduate School.GradSchool, Services Building, University of Newcastle,Callaghan, NSW, 2308, Australia • 61-2-49218856(voice) • 61-2-49218636 (fax) • • (website). Masterof Special Education distance education through theUniversity of Newcastle. Program provides pathwaysthrough specialisations in Generic Special Education,Emotional Disturbance/Behaviour Problems, SensoryDisability, Early Childhood Special Education. TheMaster of Special Education (Sensory DisabilitySpecialisation) is available through the Renwick Centreand is administered by the Australian Royal Institutefor Deaf and Blind Children. Program information andapplication is via GradSchool:,+61249218856, or email CanadaMontreal Oral School for the Deaf, 4670St. Catherine Street, West, Westmount, QC, CanadaH3Z 1S5 • 514-488-4946 (voice/ tty) • 514-488-0802(fax) • (email) • (website). Parent-infantprogram (0-3 years old). Full-time educational program(3-12 years old). Mainstreaming program in regularschools (elementary and secondary). Audiology, cochlearimplant and other support services.Saskatchewan Pediatric AuditoryRehabilitation Center (SPARC), Room 21, EllisHall, Royal University Hospital, Saskatoon, SK, S7N0W8, Canada • 306-655-1320 (voice) • 306-655-1316(fax) • (e-mail) • • Rehabilitative services includingAuditory-Verbal Therapy for children with hearingimpairments. (Birth through school age).Children’s Hearing and Speech Centre ofBritish Columbia (formerly, The Vancouver OralCentre for Deaf Children), 3575 Kaslo Street, Vancouver,British Columbia, V5M 3H4, Canada, 604-437-0255(voice), 604-437-1251 (tty), 604-437-0260 (fax) - (website). Our auditory-oralprogram includes: on-site audiology, cochlear implantmapping, parent-infant guidance, auditory-verbaltherapy, music therapy, preschool, K, Primary 1-3;itinerant services.n EnglandThe Speech, Language and Hearing Centre,Christopher Place, 1-5 Christopher Place, Chalton Street,Euston, London NW1 1JF, England • 0114-207-383-3834(voice) • 0114-207-383-3099 (fax) • (e-mail) • • Assessment,nursery school and therapeutic centre for childrenunder 5 with hearing impairment or speech/languagedifficulties.List of AdvertisersAdvanced Bionics...................................................................................Inside Back CoverAuditory-Verbal Center, Inc (Atlanta)................................................................................. 5Central Institute for the Deaf ........................................................................................... 38Clarke School for the Deaf .............................................................................................. 43DePaul School for Hearing and Speech ........................................................................ 19DuBard School for Language Disorders ....................................................................... 42Ear Technology Corporation............................................................................................ 33Harris Communications.................................................................................................... 39Jean Weingarten Peninsula Oral School for the Deaf................................................... 35John Tracy Clinic .............................................................................................................. 40Moog Center for Deaf Education............................................................................... 22, 29National Cued Speech Association ............................................................................... 31National Technical Institute for the Deaf/RIT.................................................................... 6Oticon Pediatrics ....................................................................................Inside Front CoverSt. Joseph Institute for the Deaf...................................................................................... 46Sorenson Communications ............................................................................................ 37SoundAid Hearing Aid Warranties ................................................................................. 41Sound Clarity, Inc. .............................................................................................................. 4Sprint Relay ........................................................................................................................ 7Tucker-Maxon Oral School.............................................................................................. 12AG Bell 2010 Biennial Convention .................................................................. Back CoverAG Bell – Art & Science Awards Program ..................................................................... 23AG Bell – Bookstore ......................................................................................................... 13AG Bell – School-Age Financial Aid Program ............................................................... 1748 volta VOICES • MARCH/APRIL 2010

We’ve Been inYour ShoesAdvanced Bionics® has answersfor helping you hear your best.You want to hear better in noisy settings, enjoy the wonderful harmonies and melodies of musicwithout missing a note, and easily converse with your friends, family, and colleagues. Cochlearimplants can bring the rich world of sound to you for deeper connections with loved ones and amore complete hearing experience. With Advanced Bionics’ Connect to Mentor program, you canlearn about cochlear implants and have all your questions answered by someone who’s really beenthere—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 or calling the Bionic Ear Association at 866-844-HEAR (4327).

Join friends, colleagues, advocates andfamilies in Orlando, Fla., June 25-28, 2010,for an exciting experience. Advance yourknowledge and skills, learn about the latestproducts and services, and expand yournetwork of people committed to listeningand spoken language for all childrenwith hearing loss.endlesspossibilitiesAdvocating Independence through Listening and Talking!Attend the 2010 AG Bell Biennial ConventionJUNE 25-28, 2010HILTON BONNET CREEK HOTELORLANDO, FLORIDA

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