Volta Voices January-February 2009 Magazine by Alexander Graham Bell Association for the Deaf and Hard of Hearing

VOICES A l e x a n d e r G r a h a m B e l l A s s o c i at i o n f o r t h e D e a f a n d Ha r d o f H e a r i n g

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What the Neurosciences Tell Us about Adolescent Development

By Ellen A. Rhoades, Ed.S., LSLS Cert. AVT

Understanding an interactive model of brain development can help professionals who work with children who are deaf or hard of hearing to facilitate their independent learning, or to “learn how to learn.”

How to Buy a Cell Phone when You Have a Hearing Loss

By Janice Schacter

This guide was developed by a parent of a child with hearing loss to navigate the numerous and sometimes complicated options available when purchasing a cell phone for someone with a hearing device, such as a hearing aid or cochlear implant.

Keen Guides – Be Your Own Museum Tour Guide By Catharine McNally

Read about how one AG Bell member is working to make museum self-guided tours available to anyone with a hearing loss, regardless of age or method of communication.

Providing the Opportunity of Experience By Melody Felzien

Read about how the experience of attending an AG Bell convention impacted the lives of four families awarded a scholarship to cover travel and lodging expenses.

Una oportunidad de adquirir experiencia Por Melody Felzien

Conozca cómo la experiencia de asistir a una convención de AG Bell tuvo un impacto positivo en las vidas de cuatro familias premiadas con una beca para cubrir gastos de viaje y alojamiento.

Implantable Hearing Devices By Marshall Chasin, Au.D., Tim Campos, M.A., and Mark C. Flynn, Ph.D.

This article discuses implantable hearing devices, providing readers with an overview of the Vibrant Soundbridge and the Baha®.

Alex ander

Graham

Bell

A s s o c i a t i o n f o r t h e D e a f a n d Ha r d o f H e a r i n g

3 4 1 7 volta p la c e , nw, wa s h i ng t on , d c 2 0 0 0 7 • www. agbell . org

VOICES Advocating Independence through Listening and Talking

— Adopted by the Alexander Graham Bell Association for the Deaf and Hard of Hearing Board of Directors, November 8, 1998

Ale x ander Gr aham Bell As sociation for the Deaf and Hard of Hearing

3417 Volta Place, NW, Washington, DC 20007 www.agbell.org | voice 202.337.5220 tty 202.337.5221 | fax 202.337.8314 Volta Voices Staff

Production and Editing Manager

Melody Felzien

Director of Communications

Catherine Murphy

Director of Advertising and Exhibit Sales

Garrett W. Yates Design & Layout

Paul T. Mickus

PixelPoint Design & Production, LLC

AG Bell Board Members

President

John R. “Jay” Wyant (MN)

Cover: Keen Guides founder Catharine McNally and her business partner, Karen Borchert, demonstrate their product at the Volta Bureau. Photo Credit: Sean Lippy

F E AT U R E S ( c o n t i n u e d )

AG Bell Academy Explains Certification Exam Scoring Process

By Donald Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT

AG Bell Academy President Donald Goldberg provides background on the design process of the Listening and Spoken Language Specialists certification exam. D e p art m e n ts

VOICES FROM AG BELL • Call for Volunteers....................................................................................3 By Jay Wyant

• Doing Business with AG Bell....................................................................5 By Catherine Murphy

• Tips for Parents: Parental Controls....................................................... 41 By Bryan Reynolds

IN THIS ISSUE • Technology and Access............................................................................6 By Melody Felzien

SOUNDBITES........................................................................................ 10 KIDS ZONE • Around the World................................................................................. 42 By Sarah Crum

President-Elect

Kathleen S. Treni (NJ) Secretary-Treasurer

Christine Anthony, M.B.A., M.E.M. (IL) Immediate Past President

Karen Youdelman, Ed.D. (OH) Executive Director

Alexander T. Graham (VA)

IN EVERY ISSUE

Contributors.................................................................................................8 Directory of Services............................................................................... 44 List of Advertisers.................................................................................... 56 Want to Write for Volta Voices?. ............................................................. 56

Members

Donald M. Goldberg, Ph.D. (OH) Irene W. Leigh, Ph.D. (MD) Michael A. Novak, M.D. (IL) Dan Salvucci, M.Ed., Ed.M., CCC-A (MA) J. Paul Sommer, M.B.A. (MA) Peter S. Steyger, Ph.D. (OR) Joanne Travers (MA)

Volta Voices (ISSN 1074-8016) is published six times a year. Periodicals postage is paid at Washington, DC, and other additional offices. Copyright ©2009 by the Alexander Graham Bell Association for the Deaf and Hard of Hearing, Inc., 3417 Volta Pl., NW, Washington, DC 20007. Postmaster: Send address changes to Volta Voices, Subscription Department, 3417 Volta Pl., NW, Washington, DC 20007, 202/337-5220 (voice) or 202/337-5221 (TTY). Claims for undelivered issues must be made within 4 months of publication. Volta Voices is sent to all members of the association. Yearly individual membership dues are $50. Volta Voices comprises $30 of membership dues. Subscriptions for schools, libraries and institutions are $62 plus $12 for international postage where applicable. Back issues, when available, are $7.50 plus shipping and handling. Articles published in Volta Voices do not necessarily reflect the opinions of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. Acceptance of advertising by Volta Voices does not constitute endorsement of the advertiser, their products or services, nor does Volta Voices make any claims or guarantees as to the accuracy or validity of the advertisers’ offer. PUBLICATIONS MAIL AGREEMENT NO. 40683045 Return Undeliverable Canadian Addresses to: P.O.Box 503, RPO West Beaver Creek, Richmond Hill, ON L4B 4R6

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Call for Volunteers “Paul Revere earned his living as a silversmith. But what do we remember him for? His volunteer work.” – Anonymous AG Bell’s Engine

ur volunteer corps is the engine that powers AG Bell’s success. Simply put, much of what AG Bell does is the result of the time and energy from volunteers who share a common goal of Independence through Listening and Talking for individuals who are deaf or hard of hearing. From AG Bell’s governance (the Board of Directors) to the content of our biennial Convention and Listening and Spoken Language Symposium, to enacting change in federal and state public policy, AG Bell relies on the input, ideas and hard work of our volunteers to promote awareness and accessibility of listening and spoken language for the deaf and hard of hearing.

The Value of Volunteerism

Consider the value of volunteerism. According to Independent Sector, a national organization that studies volunteerism in the U.S., approximately 109 million American adults volunteer annually – that’s 56 percent of all adults. These volunteers contribute an average of 3.5 hours per week. That’s 19.9 billion hours with an estimated workforce dollar value of $225.9 billion. Think of how much can be accomplished with those kinds of resources! Why Volunteer?

While we’re on the subject of money, let’s address the pay issue up front: there isn’t any. However, there is a

“payoff.” Join a committee, speak at a conference or write an article, and we’ll guarantee that you will have the opportunity to: • Share a skill and a perspective uniquely your own. • Get to know a community and make new friends. • Gain leadership skills and be an agent of change. • Receive satisfaction from accomplishment. • Have an impact on generations to come. • Learn something new. • Be challenged and test yourself. • Explore your career and professional development. • Have an excuse to do what you love. • Be part of a team of like-minded individuals. Refining Volunteer Management

Over the last several years, the Board of Directors and the staff have been refining AG Bell’s strategic planning process. This process included surveys and facilitated discussions. Of the many issues that were identified, all parties agreed that we must focus efforts on our volunteers. From the structure of the Board of Directors to establishing volunteer job descriptions, we have been hard at work refining our volunteer structure. This refinement process may have sometimes appeared slow to your eager President, but the methodical approach has been necessary to ensure that what’s in place will stand well over time. That

includes consolidating the association’s multiple databases and installing and integrating new software. You can expect changes and improvements to be coming at you at warp speed, so get ready and hang on! Shared Interest Groups

One of AG Bell’s newest initiatives has been the conversion from Sections to Shared Interest Groups (SIGs). And one of the best ways for SIGs to interact is through online networking. In January, we launched the initial phase of an ongoing roll-out of our new Web site called “NetCommunities.” This new online community feature includes a discussion group function that is currently being tested by our initial SIG groups – the Auditory-Verbal SIG and the Public School Caucus SIG. We see this as a great opportunity to take AG Bell to the next generation in communications and networking. And, a great opportunity to increase volunteer participation! Make sure that you’re receiving our weekly AG Bell Update e-newsletter, as that’s where we will be announcing updates to the SIG program as well as how to start or join a SIG. Of course, we will also post such information in Volta Voices. To read more about AG Bell’s Web site initiative, please read Catherine Murphy’s column in this issue. Public Affairs Advocacy

AG Bell’s Public Affairs Council (PAC) was established last September to help streamline the focus of our volunteer (continued on next page)

Q U E S T I O N S ? C O MMEN T S ? C O N C ERN S ? Write to us : AG Bell • 3417 Volta Place, NW, Washington, DC 20007

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Or email us : voltavoices@agbell.org

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Call for Volunteers (continued from previous page)

efforts to maximize impact on public policy. The PAC determined that once again, AG Bell’s number one issue in the new Congress is reauthorization of the Early Hearing Detection and Intervention (EHDI) Act. Since the legislation was not able to be enacted in the last Congressional session, we are starting all over again with a new Congress. As we get close to milestones in its passage we will be calling on all of AG Bell’s constituencies to generate phone calls and emails to their Congressional representatives to urge they sponsor and support this critical piece of legislation. Once EHDI is re-enacted, AG Bell has committed to help enact and implement state-level EHDI legislation aimed at expanding

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services for early detection and intervention of hearing loss for newborns and children. This effort, along with our Children’s Legal Advocacy program, will be AG Bell’s primary goal this year. If our members even donate five minutes of time to send an email to their senators and representatives it can make a huge difference, so keep an eye out for AG Bell Update alerts. While the PAC has identified these two top priorities, the council and the AG Bell staff do monitor and act on other priorities as needed. Visit www.agbell.org/DesktopDefault. aspx?p=PositionStatements to see AG Bell’s positions on issues affecting the deaf and hard of hearing community. You can also visit www.agbell.org/ DesktopDefault.aspx?p=Current_ Issues to see what other issues AG Bell is monitoring. The PAC would appreciate your feedback on these priority

issues. Please send your comments to PAC@agbell.org. We Need You!

I’ve only touched on the tip of the iceberg on the volunteer opportunities at AG Bell. There is still much to be done. If you are not currently involved in a project with AG Bell, please considering making a contribution at www.agbell.org. If you are not sure where or what you would like to do, please feel free to contact me at jwyant@agbell.org. I am just an email away and I will be glad to assist you in finding just the right opportunity here at AG Bell. Have a safe and happy 2009!

Jay Wyant President

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Doing Business with AG Bell has Never Been Easier By Catherine Murphy

ater this month, all AG Bell members will receive an email and invitation to join AG Bell’s new online community, Virtual Voices. AG Bell has made a significant investment in its IT infrastructure in order to bring you a series of improvements that will make it easier for you to connect, network and actively participate in AG Bell’s exciting mission. The AG Bell staff has worked hard to implement an online system called “NetCommunities” into AG Bell’s current Web site. This software will connect AG Bell’s online community directly with its member database, allowing instantaneous updates to member contact information, membership renewals and giving history. According to Bryan Reynolds, AG Bell director of information systems, “NetCommunities is a premier product for non-profit associations like AG Bell and is a significant investment that will allow AG Bell to harness the best of web-based social networking to bring our community that much closer together.” Virtual Voices

AG Bell’s online community, Virtual Voices, is the association’s investment in your networking. We hope you will find it a helpful tool in managing and growing your relationships with other members and supporters of AG Bell. Virtual Voices allows you to update your contact information and email preferences instantaneously; access

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other members through an online member directory; access and post events to the online event calendar; support AG Bell through membership renewal and donations as well as a new and improved bookstore through a secure, instantaneous payment system; view and make changes to your membership; view and access your giving history; access memberonly content, such as archives of Volta Voices; and participate in networking opportunities, such as shared interest groups (SIGs)s, through discussion groups and weblogs. In addition, AG Bell will continue to roll-out additional features, including improved and more interactive support for chapters, a RSS news feeder, event information and registration, and survey and poll tools to collect your suggestions quickly and efficiently. SIGs Preview

Shared Interest Groups, or SIGS, are a networking tool available to members as part of Virtual Voices. SIGs will bring members and supporters of AG Bell together around a common cause, goal or purpose. Through Virtual Voices, SIGs harness the best of web-based social networking tools to unite our community around common issues. Once a SIG has been approved, group administrators will be granted access to start a discussion board or weblog, store e-documents and

administer polls. Through SIGs, individuals can brainstorm and engage in meaningful conversation about a specific topic or purpose. The best part is that you can belong to as many SIGs as you want. If there isn’t one available, you can create one. All you have to do is identify what topics and issues matter the most to you and you will find others who share the same interests and concerns as you. Stay tuned to AG Bell Update and Volta Voices for information about this exciting new addition to AG Bell’s online community. See For Yourself

Before you can enjoy any of these exciting new features, you have to login to Virtual Voices. An email with your username and password will be sent to your email address on file with AG Bell in mid January. If you do not receive the email, please make sure you are checking the correct email account as well as your spam and junk mail folders for an email from info@agbell.org. All you have to do is log-in, update your contact information (including preferred email address), agree to AG Bell’s terms of service, and change your password to something you will remember and that is secure. It’s that simple. Then you can enjoy all the benefits Virtual Voices has to offer and start engaging in meaningful and longlasting networking opportunities that will help all of us to advance AG Bell’s mission of Advocating Independence through Listening and Talking!

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Technology and Access

his marks the first issue of 2009. While AG Bell continues to move forward advocating and promoting awareness for those who are deaf and hard of hearing and use spoken language, and the professionals and parents who work with them, we also continue to see access and technology advances as well. As a prelude to AG Bell’s Listening and Spoken Language Symposium, July 23-25, 2009, in St. Louis, Mo., Ellen Rhoades provides an excellent overview on how the brain develops and matures, and relates this maturation to the critical development stage of adolescence. Read about how an interactive model of brain development can help professionals who work with children who are deaf and hard of hearing facilitate independent learning. Two articles focus solely on communication access. The first, “How to Buy a Cell Phone,” is a guide developed by Janice Schacter, director of the Hearing Access Program and who has a daughter with hearing loss. Schacter developed this guide while researching the various options available to hearing aid users when purchasing a cell phone. The article describes what the ratings mean and what to look for when searching for a compatible phone for various hearing devices. The second article describes “Keen

Guides,” created by AG Bell member and entrepreneur Catharine McNally. Keen Guides are interactive museum video tours that are downloadable to a personal music and video player, such as an iPod. As McNally discovered, this works as a wonderful solution to selfguided museum tours for the deaf or hard of hearing. In the area of technology, “Implantable Hearing Devices” highlights two devices, the Vibrant Soundbridge and the Baha, and discusses what their advantages are to a traditional hearing aid option. In addition, AG Bell Director of Communication Catherine Murphy discusses a new addition to AG Bell’s Web site called Virtual Voices. This longawaited update provides a new online community for AG Bell members and supporters. Read about the new features and exciting developments as AG Bell enhances its web presence to provide enhanced networking opportunities. This issue also includes articles showcasing the work of AG Bell. First, “Providing the Opportunity of Experience” highlights the experience of four families who received a scholarship to attend the 2008 AG Bell convention in Milwaukee, Wis. The families recount how the convention impacted their lives then and now. In

addition, Donald Goldberg, president of the AG Bell Academy for Listening and Spoken Language, provides some background to the Academy’s LSLS certification process in “Certification Exam Scoring.” Readers will also want to read this iteration of “Around the World,” which introduces Gabriella Hall and highlights her and her family’s journey with hearing loss. Finally, Volta Voices brings back a popular regular column. “Tips for Parents” will provide practical, real-life applications for parents with children who are deaf or hard of hearing. This issue’s column discusses parental controls for the Internet, an important aspect of technology affecting any child, regardless of hearing ability. I hope you stay tuned to Volta Voices and www.agbell.org for continuous updates on the activities and initiatives of AG Bell and on how you can get involved. As always, if you have an idea for an article or would like to submit something for consideration, please contact me at editor@agbell.org with your comments and suggestions. Happy New Year!

Melody Felzien Editor, Volta Voices

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Tim Campos, M.A., author of “Implantable Hearing Devices,” is director of business and surgical sales development at MED-EL Corporation in Durham, N.C. Tim spent the first ten years of his career as a clinical audiologist in Denver, Colo. Since then, he has worked in the industry with an emphasis on implantable hearing device technologies in sales, marketing, product development and surgical education and support roles.

Marshall Chasin, M. Sc., Au.D., FAAA, author of “Implantable Hearing Devices,” is an audiologist and director of auditory research at the Center for Human Performance and Health Promotion in Hamilton, Ontario, Canada. Readers may contact him at marshall.chasin@rogers.com.

Sarah Crum, author of “Around the World,” is an intern at AG Bell. She currently attends Georgetown University as a sophomore, majoring in American Musical Culture. Sarah continues to study piano and enjoys playing club volleyball. She plans to pursue a career in journalism.

Mark C. Flynn, Ph.D., author of “Implantable Hearing Devices,” is director of research and applications at Cochlear Bone Anchored Solutions in Gothenburg, Sweden. Readers may contact Dr. Flynn at mflynn@cochlear.com.

Donald Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT, author of “AG Bell Academy Explains Certification Exam Process,” is the current president of the AG Bell Academy for Listening and Spoken Language and co-director of the Cleveland Clinic’s Head and Neck Institute’s Hearing Implant Program. Goldberg is a world leader in the assessment of and the auditory-based (re)habilitation of children and adults who are deaf or hard of hearing who are recipients of unilateral or bilateral cochlear implants.

Catharine McNally, author of “Keen Guides – Be Your Own Tour Guide,” grew up in North Carolina and received a Bachelor of Arts degree from Wake Forest University in 2006 with a focus in art history. She moved to the Washington, D.C.-area shortly after graduation to pursue career aspirations of working in the arts and advocating for accessibility. In her free time, she can be found around Washington, D.C., exploring museums, trying new restaurants or playing sports. McNally is profoundly deaf and hears with bilateral cochlear implants.

Catharine Murphy, author of “Doing Business with AG Bell has Never Been Easier,” is director of communications at AG Bell. She has worked in the public

relations field for more than 15 years with an emphasis on media relations and communications strategy. Previous experience includes political campaign management, award-winning marketing communications and public relations strategy for publicly traded telecommunications firms, and public affairs management for the American Water Works Association. Murphy received her B.A. in Communications from Ohio State University. Her brother, Michael, was born profoundly deaf and recently received a cochlear implant.

Bryan Reynolds, author of “Tips for Parents – Parental Controls,” is the director of information systems at AG Bell. He received bachelor’s degree in computer science from the State University of New York at Buffalo as well as several other certifications in network and Web programs and systems. Reynolds lives in Silver Spring, Md, with his wife and son. Ellen Rhoades, Ed.S., LSLS Cert. AVT, author of “What Can the Neurosciences Tell Us About Adolescent Development?,” is an international consultant, mentor and lecturer for professionals, families and programs. Since obtaining graduate degrees from Emory University and Georgia State University, she established and directed three non-profit auditory-verbal programs as well as wrote and directed a federally funded model pilot Auditory-Verbal program. Rhoades has served on the AG Bell board of directors and was founding director and charter life member of AuditoryVerbal International (AVI).

Janice Schacter, author of “How to Buy a Cell Phone when You Have a Hearing Loss,” is a retired attorney whose 14-yearold daughter is hard of hearing. She is the director of the Hearing Access Program. Schacter has appeared before Congress and the New York City Council and authored numerous articles to promote advocacy and accessibility for people with hearing loss. She is a member of the 2008/2009 inaugural Interagency Council for Services to the Deaf, Deaf-Blind and Hard of Hearing. Schacter lives in New York City.

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SOUND NEWS BITES

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President-elect Barack Obama’s Positions on Disabilities

Digital Television (DTV), an advanced broadcast technology, will enable broadcasters to offer television with better picture and sound quality. Television stations serving markets in the United States will discontinue broadcasting in analog after February 17, 2009, and only broadcast digital signals. Consumers can connect an inexpensive receiver, a digital to analog converter box, to their existing analog television sets to decode DTV broadcast signals. Coupons are available upon request for all U.S. households. Two coupons, worth $40 each, can be used toward the purchase of up to two analog-to-digital converter boxes. Additional information can be found at www.DTV2009.gov.

7/23-25

Union Station Marriott in St. Louis, Mo., July 23-25. The theme for the 2009 Symposium will be “Executive Function” (EF). Vital to the development of problem solving, social competence and academic readiness, EF is a cognitive or thinking process that influences and controls behavior such as working memory, organizational strategies and inhibition. Understanding EF can help professionals identify where cognitive breakdowns occur, and may also help highlight a child or adult’s areas of strength and talent. Symposium attendees will also have the opportunity to explore techniques and strategies in applying executive function to their respective practices. Continuing education units (CEUs) will also be offered. Registration will open mid-January. For

2009 Listening and Spoken Language Symposium AG Bell will host its 2009 Listening and Spoken Language Symposium at the

more information about the event or to register, visit www.listeningandspoken language.com.

In an effort to educate AG Bell members on key issues that will be highlighted in the new administration, the following is a summary of President-elect Barack Obama’s position on key issues of importance to AG Bell and its constituencies: Individuals with Disabilities Education Act Currently, the federal government provides only 17 percent of the promised funding to cover 40 percent of each state’s “excess cost” of educating children with disabilities. As a result, parents are forced to fight with cash-strapped school districts to get the free and appropriate education for their children who have disabilities. Obama has committed to fully fund the Individuals with Disabilities Education Act (IDEA) and to protect students’ and parents’ rights under IDEA. Early Intervention Obama has committed to invest $10 billion per year in early intervention educational and developmental programs for children between the ages of 0 and 5. Obama’s plan will help to expand Early Head Start to serve more children with disabilities and will spur

states through programs like Early Learning Challenge Grants to expand programs for children with disabilities, such as IDEA Part C. Universal Screening Obama supports universal screening of all infants at birth, and plans to set a national goal to provide re-screening for 2-yearolds. Achieving universal screening is essential so that disabilities can be identified early enough for those children and families to get the special support and resources they need. Universal Health Care Universal health care coverage for pre-existing conditions is critical for Americans with disabilities, which is why under Obama’s universal health insurance plan, insurance companies will not be able to stop individuals from getting coverage even if they have pre-existing conditions and disabilities. For a complete description of these and other positions related to disabilities expected to be addressed in a new Obama Administration, please visit www.barackobama.com/pdf/ DisabilityPlanFactSheet. pdf. AG Bell will continue to monitor and report on presidential transition issues as they impact our mission of Advocating Independence through Listening and Talking!

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Photo credit: Funtup Productions, Inc.

CA L E N DA R O F E V E N T S

BITES ClosedCaptioning Being Developed for Radio National Public Radio, along with Harris Corporation and Towson University in Maryland, have developed closed-captioning for radio to assist those who are deaf and hard of hearing. This cutting-edge, digital HD Radio™ technology will allow individuals to view radio content on specially equipped receivers. The initiative, entitled “International Center for Accessible Radio Technology” (ICART), plans to develop digital transmission features to be included in radio broadcasting. Through ICART, textual data will be shown on the screen of new versions of HD Radio receivers, providing a closed-caption transcript of live broadcasts for people who are deaf and hard of hearing. ICART hopes to use advanced speech-to-text translation software to eventually allow for captioning across the radio dial, not only on HD radio receivers. For more information about the initiative, visit www.i-cart.net.

RIT/NTID Scholarship Fund Renewed The Rochester Institute of Technology/National Technical Institute for the Deaf (RIT/NTID) has received a $150,000 gift from the William Randolph Hearst Foundation to help students who are deaf and hard of hearing who need financial aid. RIT/NTID also received $200,000 from the foundation in 1994 for the same financial aid program. Since that time, 102 scholarships have been awarded to 40 students who are deaf and hard of hearing. The scholarship amount is based on the individual needs of qualified students, and more than 25 scholarships are awarded each year. Recipients of the scholarship have earned degrees

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Compiled by Sarah Crum and Melody Felzien

in industrial technology, digital imaging and publishing technology, applied art and computer graphics, accounting, biology and more.

“Escape from Silence” Relates to All Parents In her new book, “Escape from Silence,” Simone Green describes from a parent’s perspective her family’s experience with cochlear implant technology. As a mother of two boys, both born profoundly deaf, this book can relate to all parents who will appreciate Green’s honest perspective in coping and supporting children who are deaf and hard of hearing. Parents will find her book a valuable tool for learning

about and navigating the cochlear implant process. Having a child diagnosed with hearing loss can be a profound experience, but Green’s book shows that families are not alone in this process. For more information or to order a book, visit www.hearjourney.com.

SOUND S O U N D B I T E S

NEWS BITES (continued) Phonak Introduces New Products Recently, Phonak introduced Versáta and Certéna, two new product families based on the CORE platform. In conjunction with two already available hearing systems, Exélia and Naída, these new products form a unique collection to accommodate all ages, levels of hearing loss, personal preferences and lifestyles. All hearing instruments in the CORE collection can be easily connected to external audio devices, such as MP3s, cell phones and Bluetooth technology. The new Versáta and Certéna product families are now available.

The 2010 edition of the “Standard Occupational Classification (SOC) Manual,” published by the U.S. Department of Commerce, will assign audiologists their own separate occupational category. Audiologists are currently grouped together with various types of therapists. The American Academy of Audiology has stated that the current SOC Manual classification fails to acknowledge the full scope of audiology. By classifying audiology into its own occupational category, people will be more aware of the profession. Before finalizing its 2010 SOC Manual, the government will consider comments submitted earlier this year about the proposed change. For more information, visit www.bls.gov/SOC.

NIDCD Launches New Campaign Directed at Tweens The National Institute on Deafness and Other Communication Disorders (NIDCD), National Institutes of Health, recently launched a new campaign to help parents of 8- to 12-yearolds, or “tweens,” teach their children how to avoid hearing loss from overexposure to noise. The campaign is titled “It’s a Noisy Planet. Protect Their Hearing.”

NIDCD established a Web site for the campaign that offers advice to parents as well as games, posters and interactive information geared to “tweens.” Noiseinduced hearing loss (NHL) is 100 percent preventable, yet approximately 26 million Americans between the ages of 20 and 69 have high-frequency hearing loss from overexposure to noise, according to NIDCD’s Web site. The campaign targets “tweens” because they are beginning to make their own conscious decisions. By influencing and informing them now, NIDCD hopes they will make positive strides in protecting their hearing for the future. To view the campaign’s Web site, visit http://noisyplanet. nidcd.nih.gov.

Gallaudet University Opens New Building Gallaudet University recently opened the new Sorenson Language and Communication Center (SLCC), designed by and for people who are deaf and hard of hearing. It is the first building in the university’s

history to be specifically designed for people who are deaf and hard of hearing using architectural principles that are specific to their communication needs. The SLCC also serves as the university’s first “green” building, gaining certification as a Leadership in Energy and Environmental Design (LEED) structure. The SLCC project was launched in November 2004 with a $5 million donation from Sorenson Media and the Sorenson Legacy Foundation. The SLCC houses several departments including ASL and Deaf Studies, Communication Studies, Government and History, Hearing, Speech and Language Sciences, Linguistic, Sociology, and Gallaudet’s Hearing and Speech Center.

Siemens Introduces New and Improved Hearing Instrument Siemens Hearing Instruments, Inc., introduced a new product, “Life” hearing aids. Life has been designed for hearing aid users who

Sorenson Language and Communication Center at Gallaudet University

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Photo credit: Heery International courtesy of Gallaudet University

Phonak also announced the release of iSense, a wireless communication system designed for users who do not require hearing amplification but experience speech comprehension problems, particularly in noisy environments. There are two iSense versions available, iSense Micro and iSense Classic. iSense products are particularly suitable for children and adults with unilateral hearing loss, attention deficit hyperactivity disorder (ADHD), minimal hearing loss, multiple sclerosis, autism spectrum disorder or speech and language disorders as a consequence of recurring middle ear infections or stroke.

Audiologists to Receive Occupational Recognition

BITES want the aids to adapt easily to their lifestyle. The hearing aids are light and sleek and are available in 16 different colors and designs. “Life” is easy for audiologists to fit and requires little maintenance due to its durable behind-the-ear style, ultrathin LifeTubes and replaceable tips. They can also be connected to the wearer’s devices through Bluetooth communication technology and stream sound from MP3s, mobile phones and TVs. “Life” offers naturalsound technology that remember volume settings and sound quality adjustments. For additional information, visit www.siemens-hearing.com.

“Our Proud Legacy, A Guide to Planned Giving,” is now available online. The brochure describes the various types of legacy gifts, such as life insurance, donoradvised funds and charitable gift annuities. Gifts or legacies may be given to AG Bell at any time or bequeathed in a will. Through donations, AG Bell can continue its mission of Advocating Independence through Listening and Talking! For further information and to learn how to create a legacy, visit www.agbell.org/ uploads/Donate/Final_ Planned_Giving_Brochure. pdf.

AG Bell Legacy Brochure Now Available

Auditory-Oral School of New York Rings Closing Bell at NASDAQ

A new AG Bell Legacy Society brochure, entitled

Students from the Auditory/ Oral School of New York

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(AOSNY) in Brooklyn rang the closing bell at the NASDAQ stock exchange on October 31, 2008. The school was commended for its “outstanding commitment and service in support of children who are deaf and heard of hearing and providing opportunities for tomorrow’s leaders and entrepreneurs.” The AOSNY was founded to offer the option of an auditory-oral education to children who are deaf and hard of hearing in New York. The services at AOSNY include parentinfant, early intervention and preschool programs, family training and support groups, counseling, individual speech and listening therapy, audiological services, and physical, occupational and sensory integration therapy as well as comprehensive multidisciplinary evaluations.

Parent-Infant Financial Aid Applicants Increase by 43 Percent The number of applications for the 2008 Parent-Infant Financial Aid increased 43 percent over last year. AG Bell’s Parent-Infant Financial Aid provides support to families of infants who have been diagnosed with moderate to profound hearing loss who are pursuing a spoken language outcome for their child. Grants are awarded to offset expenses associated with obtaining services such as auditory support services, speech-language therapy and tuition. For more information on AG Bell’s financial aid programs, visit www.agbell.org.

SOUND S O U N D B I T E S

CHAPTERS

The 15th Annual CCCDP and North Carolina AG Bell Fall Conference, “Hear ‘n’ Now 2008: Music to their Ears,” featured Chris Barton, an award-winning composer and performer who currently directs the Central Canal Creative Arts Therapies in Indianapolis where she works with young children across the autistic spectrum, and with thise who have speech and hearing disorders. Dr. Carlton Zdanski, from the University of North Carolina at Chapel Hill, presented the “Pediatric Hearing Loss Update.” Breakout sessions included “Conducting Sessions with a Spanish Interpreter,” “Make-It, Take-It” and “Vocabulary, Reading and Standard Elementary (K-5) Course of Study.”

The Ohio Chapter of AG Bell held its fourth annual conference in Columbus, Ohio, on November 1, 2008. One hundred people attended the conference, featuring Dr. Carol Flexer speaking on “The Science and Art of Listening for Children with Hearing Loss” and “Acoustic Accessibility: Facilitating Classroom Listening for All Children.” Eight exhibitors were in attendance, including Cochlear Americas, Columbus Speech and Hearing Center, Deaf Initiatives, Hearing Loss Association of America, National Cued Speech Association, Ohio School for the Deaf, Ohio Valley Voices and Oticon.

Carol Flexer speaks to attendees at the Ohio Chapter annual conference.

On October 24, the South Carolina Chapter of AG Bell welcomed 46 attendees from South Carolina, North Carolina and Georgia to its 2008 Fall Conference. The meeting’s keynote speaker, Dr. Carol Flexer, presented “The Listening Brain,” challenging each participant to acknowledge that the “cheese has moved” and accept a paradigm shift as essential in ensuring quality services for individuals who are deaf and hard of hearing. Elise Forsberg, recipient of the 2008 Todd Houston Scholarship Award and who has a hearing loss, recounted her life’s journey, which moved many attendees to tears. Training sessions as well as informal communications among presenters, sponsors and exhibitors combined to make the conference a huge success!

( from left to right) Dennis Forsberg, Dr. Carol Flexer, Elise Forsberg, and Ann Forsberg at the South Carolina Chapter Fall Conference.

AG Bell Executive Director Alexander T. Graham attended the Virginia Chapter of AG Bell annual conference in historic

V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

Photo credit: Kelly Halacka-Gilkey

Participants at the “Hear ‘n’ Now 2008” NC AG Bell conference participate in a group activity.

In response to state budget travel cuts, NC AG Bell extended the opportunity for parents and professionals to attend by providing $2,000 in scholarship funds. Proceeds from the conference are donated to provide scholarships to and to sponsor the Annual Spring Camp at Camp Cheerio, N.C., an annual weekend camp held in May for children who are deaf and hard of hearing and their families.

Photo credit: Jack King, Ph.D., CCC-A

HEAR Indiana held its 26th Annual Education Conference on November 14, 2008, which included researchers, clinicians, teachers and parents speaking on topics relevant to listening and spoken language. The conference is designed for professionals who want to hone their skills, adults who are deaf and hard of hearing and want to learn more about advanced technology products, and parents who want more information on childhood hearing loss. The keynote speaker was Maura Berndsen, M.A., CED, LSLS Cert. AVT., who provided recommendations to parents and professionals for having an effective partnership for children who are deaf and hard of hearing.

In addition, on October 25, 2008, HEAR Indiana hosted its 2nd Annual Pumpkin Fest at a pumpkin patch in Noblesville, Ind. It was a chance for families of children with hearing loss to meet our HEAR Indiana Pen Pal (HIPP) mentors.

Photo credit: Wendy J. Katsiagianis

The California Chapter of AG Bell welcomed 150 professionals, parents, and children and adults who are deaf and hard of hearing to their annual picnic on October 26, 2008. Chapter board members Christa Tamparong and Bridgette Klaus worked hard to plan a day of crafts and games for the kids while allowing everyone the opportunity to visit with old friends and make new ones while networking and sharing information. Chapter members were excited to see and meet many new faces, including some for whom this was their first AG Bell event.

BITES N ames in the N ews

Williamsburg November 7-8, 2008. Guest speaker Dr. Eileen Rall from the Children’s Hospital of Philadelphia presented on the psychosocial development of children with hearing loss in keeping with the conference theme, “Reaping the Rewards: Growing Healthy Kids with Hearing Loss.” Parents and professionals had the opportunity to learn more about how best to support children and teens as they grow and mature both within the family unit as well as in school and community settings. The conference also featured award-winning deaf author Michael Chorost, who shared his experiences on getting a cochlear implant as recounted in his book, “Rebuilt.” A variety of speakers from Virginia’s medical and educational communities presented on current topics such as bilateral cochlear implantation, new advances in newborn hearing screening, positive behavioral strategies for preschool children and sound field amplification in the public school setting.

Photo credit: Michele Jerome

Megan Hopkins and her daughter, Madeline, who has a hearing loss, at the Virginia Chapter annual conference.

The Virginia Department for the Deaf and Hard of Hearing (VDDHH) recently appointed AG Bell member Jill McMillin to its State Advisory Board for a four-year term. Jill is the mother of J.D., an 8-year-old recipient of bilateral cochlear implants who uses spoken language. She is also a founding member of the Virginia Chapter of AG Bell and currently serves on its board. The VDDHH advisory board’s mission is to “function as a communication bridge between deaf, hard of hearing and hearing people and help provide an environment in which deaf and hard of hearing Virginians of all ages have equal opportunity to participate fully as active, responsible and independent citizens of the Commonwealth.” McMillin is committed to communication choices for parents and would like to see all children who are deaf and hard of hearing and their parents receive appropriate support and services for their choice. Recently, AG Bell members Josh Swiller and Michael Chorost were featured in “Inside Gallaudet” by Gallaudet University about their Fall 2008 course on “The History of Change.” The course, offered by the Department of American Sign Language, examines the stories of communities, companies and even species that found

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ways to evolve when faced with crisis. Both Chorost and Swiller use cochlear implants and use spoken language. “An improved relationship between Gallaudet and AG Bell could be a win-win for everyone,” said Swiller. “They [AG Bell] could be a source of students and we [Gallaudet] could be a source of resources and community.” Clarke School for the Deaf/Center for Oral Education President Bill Corwin announced that Meredith Berger, M.S., will become the new director of Clarke School – New York. Berger has many years of experience as a teacher of the deaf in the New York City area and most recently worked at the New York Eye and Ear Infirmary as an educational specialist. “We are very pleased to welcome Meredith to Clarke,” said Corwin in a press release. “She has extensive experience as a teacher of the deaf with a strong understanding of the New York City education system.” Clarke School has five locations on the East Coast and serves more than 500 students and their families. Thousands of others benefit from research, curriculum development and professionals trained by the school system. For more information, visit www.clarkeschool.org.

In M emoriam Natalie Weil, a life member of AG Bell, passed away in San Rafael, Calif., on September 24, 2008, at the age of 94. A 1923 graduate of the Central Institute for the Deaf (CID), Natalie taught children who are deaf or hard of hearing for many years. She built the public school program in Marin County, Calif., into a noted oral program, serving children from birth through high school. Natalie maintained close friendships with former students and their families through the years. The sister of Arthur Simon, one of the four founders of the Oral Deaf Adult Section (then the Deaf and Hard of Hearing Section), Natalie was the recipient of the 1990 Bell Centennial Award in San Francisco in recognition of her outstanding commitment to teaching. Natalie inspired many people with her passion for teaching children with hearing loss, including her son, John, who wrote the script for the “Dreams Spoken Here” videos for the Oberkotter Film Office, and her daughter, Janet, also a CID graduate who has taught at the Jean Weingarten Peninsula Oral School for the Deaf for many years. A scholarship fund has been established in Natalie’s memory at the Jean Weingarten School. Donations may be sent to JWPOSD/Weil Scholarship Fund, 3518 Jefferson Ave., Redwood City, CA 94062.

By Ellen A. Rhoades, Ed.S., LSLS Cert. AVT

What Can the Neurosciences Tell Us About Adolescent Development?

The most significant brain growth is often attributed to development during infancy. However, over the past decade, neuroscientists have learned much about the modifiability, or neuroplasticity, of the adolescent brain.

Their findings enable us to perceive adolescence as “a time of great risk and great opportunity.”1 Understanding essential neurobiological changes deepens the perspective on information processing theory. By knowing how the brain develops, those who work with children of all ages who are deaf or hard of hearing will be better able to facilitate executive functions – the learning capacities that enable infants as well as adolescents to develop strong personal resources. This article will cover the dynamic nature of the adolescent brain and how its functions are highly amenable to change by exploring the interdependencies of all critical brain areas, because when one part is impacted, all 16

parts are impacted, and the importance of adolescent neurobiological or developmental processes in the overall life span. A second part to this article will be published in an upcoming issue of Volta Voices and will focus on the correlates between brain development and executive function capacities, which are the underpinnings of goaldirected, problem solving behaviors necessary for adolescents to achieve optimal language performance. Understanding an interactive model of brain development helps explain the cognitive, socio-emotional and behavioral status of adolescents and how adults can facilitate their independent learning. Interdependencies

All parts of the brain are interrelated. Just as no single brain area is an

exclusive thinking, feeling, motor or language center, each sensory or learning experience impacts all parts of the brain.2 All subsystems within the brain have specific functions and cannot operate outside the larger structural systems of which they are a part. What affects one subsystem affects the entire brain structure as well as other subsystems.3 When an individual’s brain structure is not functioning normally, it affects other brain structures. Every thought and experience arises from and creates a cascade of neural events. For example, hearing loss is often associated with a variety of nonverbal developmental dysfunctions. These include sensory processing dysfunctions,4,5 visual-spatial atypicalities,6, 7, 8, 9, 10, 11 vestibular dysfunctions12 and motor disorders,13, 14, 15 all of which impact

Executive Functions – Executive Functions (EF) are how children learn how to learn. Vital to the development of language learning, social competence and academic readiness, EF are a cognitive or thinking process that influences and controls behavior such as working memory, organizational strategies, inhibition and other goal-directed problem solving behaviors. EF begin in infancy, are especially rapid in development during early childhood, further develop in adolescence and peak in young adulthood. Executive functions involve the global coordination, integration and functional connectivity of multiple underlying brain systems used in speech perception, production and spoken language processing. Understanding EF can help professionals identify where cognitive breakdowns occur, and may also help highlight a child’s or adult’s areas of strength and talent. Neuroplasticity – the modifiable or changeable neuron.

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learning. Likewise, it has been demonstrated that unused auditory neurons can be reorganized to sub-serve other sensory modalities.16 Moreover, all brain structures are affected by external stimuli, i.e., environmental conditions that include family dynamics, educational experiences and peer relationships. Each adolescent behavior or thought arises from a cascade of neural events and those same neural networks are impacted by life experiences affecting behavior. The fact that one has a significant hearing loss, in all likelihood, implies vulnerability. However subtle, adolescents with hearing loss are at risk for having multiple challenges. A variety of non-invasive brain-imaging techniques can determine how adolescent physical growth and behaviors impact the brain, thus altering the adolescent’s neurobiological and neurocognitive status.17 For example, brain imaging scans show that adolescents

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who are sleep-deprived become incapable of forming those synaptic connections needed to encode a memory that, in turn, affects synaptic pruning and strengthening of neural networks.18 Given that sleep is a time for memory consolidation, motor coordination and problem solving,19 it makes sense that tired adolescents cannot recall what they recently learned. For better or worse, the adolescent brain is re-wired during the learning process. The adolescent mind has the intrinsic capacity for reaching out and making creative sense of the world. This capacity for explosive change can be very empowering for adolescents; knowledge of one’s own brain as a work in progress warrants its protection and guidance. Developmental Processes

Understanding brain development in adolescents can have profound consequences for educational, social

and clinical practices. Only those brain structures undergoing the greatest change during adolescence are briefly highlighted here. The human brain, active whether asleep or awake, has about 100 billion neurons at any given time, with about 100 trillion instructions processed per second.20 The most significant transformation that occurs within the developing brain is the wiring of connections between cells, known as synapses. The formation of new synapses increases learning capacity because of an increase in number and thickness of synaptic connections. Frequently used synaptic connections are strengthened, known as synaptogenesis – the neurobiological hallmark of puberty. Likewise, infrequently used synaptic connections are eliminated, known as pruning – the infamous principle of ‘use it or lose it.’ This synaptic (continued on next page)

What Can the Neurosciences Tell Us About Adolescent Development?

Typical Neuron Axon terminals (transmitters)

Dendrites

(continued from previous page)

pruning occurs across adolescence and is believed to be essential for efficient transmission of nerve impulses.21 Consequently, the adolescent brain seems more susceptible to experiential input as brain maturation is an experience-dependent process. Brain maturation is associated with age, gender and hormones.22 This is manifested in gender-specific tendencies toward different cognitive capacities. Females typically perform better in verbal memory and fluency as well as phonological awareness and reading, whereas males typically excel in spatial perception.23 Dynamic and dramatic changes in brain anatomy occur across adolescence. New neurons grow, distributed neural networks are made, unused neurons are discarded and neuronal connectivity becomes more efficient. Synaptic pruning during post-pubescent adolescence is critical so that learning becomes more effective.24 ‘Peripheral’ Gray Matter and ‘Central’ White Matter

Both gray and white matter permeate the brain. Gray matter, also known as the neocortex or “processing” or “thinking” tissue, consists mostly of neurons, dendrites and synapses. Across an individual’s life span, the production of gray matter both increases and decreases in different brain areas. However, there are two great waves in the overproduction of gray matter – during infancy and adolescence. The volume of gray matter peaks at about age 11 years in girls and age 12 years in boys, steadily reorganizing across adolescence and continually declining after,25 thereby preparing the brain for much learning. White matter, fibers that connect brain regions, is the layer below gray matter. Mostly comprised of axons covered by fatty tissue (or myelin), 18

Cell body

Axon (the conducting fiber)

Myelin sheath Nucleus

(insulating fatty layer that speeds transmission)

• Neuron – cell that conducts nerve impulses (nerve cell). • Dendrite – fiber that conducts nerve impulses toward the cell body of the neuron. • Axon – fiber that conducts nerve impulses away from the cell body of the neuron. • Synapse – the junction between two neurons. • Myelin – the fatty tissue that enables speedier communication between neurons.

white matter serves as insulation for the brain’s circuitry. As people mature, these fibers become myelinated and produce more white matter.26 Myelination increases the speed of neuronal communication as well as modulates the timing and synchrony of neuronal firing patterns that convey meaning to the brain.27 The volume of white matter, mostly myelinated axons that connect different regions of the central nervous system, consistently increases across and beyond adolescence, peaking in the late 40s and early 50s.28 Neocortex

There are four lobes within the neocortex: frontal, parietal, temporal and occipital lobes. While each lobe is primarily associated with certain processes, there is much interaction between all brain areas. The volume of white matter significantly increases within the frontal and parietal lobes during adolescence.29 Because the occipital lobe does not seem critical for either language or cognition, it will not be discussed here.

The frontal lobe is the largest part of the brain; it permits responsible, future-focused behavior and is associated with verbal fluency.30 Gray matter does not reach adult levels in the frontal lobe until towards the end of adolescence, while at the same time myelination continues. At no other phase of life does the frontal lobe undergo more change than during adolescence. The prefrontal cortex, located within the frontal lobe, is critical for advanced cognition. The prefrontal cortex is often referred to as the ‘executive’ of the brain and affects attention, impulse control, cognitive flexibility, working memory, strategizing, organizing and decision-making – all of which affect learning and goal-directed problem solving. The prefrontal cortex is the last area of the brain to mature and undergoes the most pronounced course of structural development during adolescence, especially between 17 and 20 years old. The volume of white matter particularly increases in the adolescent prefrontal cortex. While sensory and motor brain regions become fully V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

Although cognitive control of behavior is not Parietal lobe yet mature, adolescents Frontal lobe engaged in decisionOccipital lobe making tend to rely on their prefrontal cortex much more than adults. This can be problematic as adolescents may react to external factors, such as peer pressure and stress, rather than overriding them. In contrast, adults involved Temporal lobe in decision-making Cerebellum recruit fewer neurons in their prefrontal cortex, myelinated during the first few years of employing different strategies to do life, frontal lobe white matter volume the same job. Adults are more able to peaks at about age 16 years old. The recruit resources from other parts of rate and intensity of pruning and their brain and thus exert better conmyelination persist through late adoles- trol over external stimuli.32 cence. Greater synaptic density in the While the prefrontal cortex underprefrontal cortex is thought to reflect goes the most pronounced course its information processing capacity.31 of structural development across

Human Brain

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adolescence, changes within the other lobes of the neocortex are also occurring. The temporal lobe is critical because it is primarily responsible for hearing, language, memory, speech, spatial awareness and social cognition, which include the ability to understand what other people think and feel.33 Within the temporal lobe is the superior temporal cortex, known to subserve language, and its growth is the most protracted during adolescence. Although all the ramifications of this protracted growth are not fully known, it is clear that gray matter declines steadily and significantly within the superior temporal cortex after adolescence, indicating a decline in ability to acquire language. Like the temporal lobe, the parietal lobe includes a language area whereby neurons decode or compose written and spoken messages. Additionally, (continued on next page)

What Can the Neurosciences Tell Us About Adolescent Development? (continued from previous page)

both lobes integrate information being received from different senses at the same time. This can, in turn, facilitate balance during adolescence. Furthermore, the parietal lobe is critical for selectively attending to new information. The frontal, parietal and

temporal lobes are all essential for spoken language and cognition.34 And those who employ spoken language process communication differently than those who employ a visual-spatial means of communication.35 Limbic System

There is a great deal of neural activity in the adolescent limbic system, which includes both the hippocampus and the amygdala. The hippocampus is crucial to memory storage and retrieval as well as spatial locations.

This structure affects the acquisition of both language and factual knowledge.36 Just as high self-esteem seems to increase the size of the hippocampus, stress seems to decrease neuronal growth.37 This is important given that some adolescents experience much stress in school as well as low selfesteem. Likewise, relying heavily on spatial memory can increase the size of the hippocampus. Clearly, experience shapes the brain. Another brain structure within the limbic system is the amygdala,

Endnotes Giedd, J.N. (2008). The teen brain: Insights from neuroimaging. Journal of Adolescent Health, 42, 335-343. 2 Day, S., Chiu, S., & Henderson, R. (2005). Structure and function of the adolescent brain: Findings from neuroimaging studies. Adolescent Psychiatry, 29, 175-215. 3 Zelazo, P.D., Qu, L., & Mueller, U. (2005). Hot and cool aspects of executive function: Relations in early development. In W. Schneider, R. SchumannHengsteler, & B. Sodian (Eds.). Young childrenâ&#x20AC;&#x2122;s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp.71-93). Mahwah, NJ: Lawrence Erlbaum Associates. 4 Bharadwaj, S.V., Daniel, L.L., & Matzke, P.L. (2009). Sensory processing disorders in children with cochlear implants. American Journal of Occupational Therapy (In press). 5 Rhoades, E.A. (2001). Language progress with an auditory-verbal approach for young children with hearing loss. International Pediatrics, 16 (1), 41-47. 6 Cleary, M., & Pisoni, D. B. (2004). Visual and visual-spatial memory measures in children with cochlear implants. Research on spoken language processing, Progress Report No. 26, 259-273. 7 Erden, Z., Otman, S., & Tunay, V.B. (2004). Is visual perception of hearingimpaired children different from healthy children? International Journal of Pediatric Otorhinolaryngology, 68 (3), 281-285. 8 Mitchell, T.V. & Maslin, M. . (2007). How vision matters for individuals with hearing loss. International Journal of Audiology, 46 (9), 500-511. 9 Rajput, K., Brown, T. & Bamiou, D-E. (2003). Aetiology of hearing loss and other related factors versus language outcome after cochlear implantation in children. International Journal of Pediatric Otorhinolaryngology, 67, 497-504. 10 Rietveld, S., Spiering, M., Rotteveel, M., & Van Beest, I. (2005). Visual performance of adults with prelingual auditory impairment. American Annals of the Deaf, 149 (5), 421-427. 11 Rothpletz, A.M., Ashmead, D.H., & Tharpe, A.M. (2003). Responses to targets in the visual periphery in deaf and normal-hearing adults. Journal of Speech, Language, and Hearing Research, 46 (6), 1378-1386. 12 Suarez, H., Angeli, S., Suarez, A., Rosales, B., Carrera, X., & Alonso, R. (2007). Balance sensory organization in children with profound hearing loss and cochlear implants. International Journal of Pediatric Otolaryngology, 71, 629637. 13 Horn, D.L., Davis, J.M., Pisoni, D.B., & Miyamoto, R.T. (2004). Visuomotor integration ability of prelingually deaf children predicts audiological outcome with a cochlear implant: a first report. International Congress Series, 1273, 356359. 14 Gheysen, F., Loots, G., & Van Waelvelde, H. (2008). Motor development of deaf children with and without cochlear implants. Journal of Deaf Studies and Deaf Education, 13 (2), 215-224. 15 Schlumberger, E., Narbona, J., & Manrique, M. (2004). Non-verbal development of children with deafness with and without cochlear implants. Developmental Medicine and Child Neurology, 46 (9), 599-606. 16 Finney, E.M., Clementz, B.A., Hickok, G., & Dobkins, K.R. (2003). Visual stimuli activate auditory cortex in deaf subjects: Evidence from MEG. NeuroReport, 14 (1), 1425-1427. 17 Day et al., 2005. 18 Stickgold, R., & Walker, M. P. (2007). Sleep-dependent memory consolidation and re-consolidation. Sleep Medicine, 8, 331-343. 1

Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004). Sleep inspires insight. Nature, 427, 352-355. 20 Pakkenberg, B., & Gundersen, H.J.G. (1997). Neocortical neuron number in humans: Effect of sex and age. Journal of Comparative Neurology, 384, 312320. 21 Blakemore, S. (2007). The social brain of a teenager. The Psychologist, 20 (10), 600-602. 22 Giedd, 2008. 23 Kimura, D. (2000). Sex and cognition. Cambridge MA: MIT Press. 24 Giedd, 2008. 25 Giedd, 2008. 26 Fields, R.D. (2008). White matter in learning, cognition, and psychiatric disorders. Trends in Neurosciences, 31(7), 361-370. 27 Giedd, 2008. 28 Blakemore, 2007. 29 Giedd, 2008. 30 Conklin, H.M., Luciana, M., Hooper, C.J., & Yarger, R.S. (2007). Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development. Developmental Neuropsychology, 31(1), 103-128. 31 Giedd, 2008. 32 Luna, B., & Sweeney, J.A. (2006). The emergence of collaborative brain function: fMRI studies of the development of response inhibition. Annals of the New York Academy of Sciences, 1021, 296-309. 33 Blakemore, 2007. 34 Guenther, F.H. (2006). Cortical interactions underlying the production of speech sounds. Journal of Communication Disorders, 39 (5), 350-365. 35 Emmorey, K., Grabowski, T., McCullough, S., Ponto, L.L.B., Hichwa, R.D., & Damasio, A. (2005). The neural correlates of spatial language in English and American Sign Language: a PET study with hearing bilinguals. Neuroimage, 24, 832-840. 36 Giedd, 2008. 37 Lupien, S.J., Maheu, F., Tu, M., Fiocco, A., & Schramek, T.E. (2007). The effects of stress and stress hormones on human cognition: Implications for the field of brain and cognition. Brain and Cognition, 65 (3), 209-237. 38 Casey, B.J., Jones, R.M., & Hare, T.A. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124, 111-126. 39 Lupien et al., 2007. 40 Giedd, 2008. 41 Fryer, S.L., Frank, L.R., Spadoni, A.D., Theilmann, R. J., Nagel, B.J., Schweinsburg, A.D., & Tapert, S.F. (2008). Microstructural integrity of the corpus callosum linked with neuropsychological performance in adolescents. Brain and Cognition, 67(2), 225-233. 42 Brown, S., Martinez, M.I., & Parsons, L.M. (2006). The neural basis of human dance. Cerebral Cortex, 16 (8), 1157-1167. 43 Giedd, 2008. 45 Giedd, 2008. 45 Dahl, R.E. (2004). Adolescent development and the regulation of behavior and emotion. Annals of the New York Academy of Sciences, 1021, 294-295. 19

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responsible for emotional processing, reactionary decision-making and selective attention. This is critical in assessing the importance of environmental stimuli for survival.38 Adolescent behavior often relies on the amygdala rather than the frontal lobe, meaning adolescents react on their gut, intuition or emotions rather than with logic by evaluating consequences. Stress can negatively impact emotional processing and decision-making by the adolescent amygdala,39 affecting learning capacities in language or academics. Other Brain Structures

The corpus callosum is a thick cable of fibrous nerves connecting both halves of the brain. This connecting structure is involved in creativity and higher cognitive processes, also serving to unify sensory fields, memory, attention and arousal as well as language. The size, shape and structural composition of the corpus callosum

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changes considerably through early adolescence, but then seems to level off in the mid-20s, which represents the end of adolescence.40 Although the corpus callosum may be under genetic control, it influences language learning and associative thinking.41 Still another part of the brain that dramatically changes during adolescence is the cerebellum. The seat of motor control and coordination, the cerebellum can be viewed as a “neural metronome.”42 Linked to many other brain parts, it is also involved in higher cognitive functions that include social interactions. Giedd suggests that physical activity may have a profound effect on the cerebellum’s development.43 As a whole, the brain is largely wired for social interaction and for bonding with others. Conclusion

To summarize, significant cortical re-organization occurs during

adolescence. Female adolescent brains tend to begin maturation a year earlier than males, yet the rate of maturation is the same for both sexes.44 Different parts of the brain mature at different times throughout adolescence. Conditions are created that uniquely affect self-regulation of impulsive behaviors and risk-taking as well as irrationality and decision-making.45 Neurobiological markers tend to be viewed from an information processing perspective by cognitive neuroscientists. The second part of this article, to be published in the next issue of Volta Voices, will explain how neurobiological markers are associated with executive functioning skills and how these skills translate into adolescent social and cognitive behaviors. This, in turn, can assist practitioners in facilitating the development of skills needed by adolescents with hearing loss.

By Janice Schacter

How to Buy a Cell Phone when You Have a Hearing Loss

Purchasing a cell phone when you have a hearing loss can be a daunting task.

1. What do the ratings mean?

Effective September 16, 2006, the FCC mandated that cell phone providers must offer at least two handset models that have a minimum M3/T3 rating. 22

2. What is my hearing aid’s Radio Frequency (RF) immunity level to the interference caused by cell phones?

Immunity refers to how well your hearing aid is protected from the interference that may be caused by cell phones. Your audiologist can provide this information and it is important to know prior to purchasing a cell phone. The M ratings of the hearing aid and the cell phone need to be added together to have a sum of 5 or more, or an M5 rating. The higher the sum of the two ratings, the more likely the cell phone will not interfere with

Photo credit: AbleStock

How do consumers know which cell phones will work for their hearing needs? Why do some cell phones work for some people with a hearing loss but not others? The Federal Communications Commission’s (FCC) fact sheet on “Hearing Aid Compatibility for Wireless Telephones” provides an excellent overview of this topic and can be accessed at www.fcc.gov/cgb/consumerfacts/ hac_wireless.html. ATIS Hearing Aid Compatibility Incubator and CTIA-The Wireless Association also developed a terrific brochure on “Hearing Aid Compatibility for Wireless Telephones and Services,” which can be viewed at www.accesswireless.org/files/pdf/ HACBrochure.pdf. Notwithstanding these brochures, consumers are still confused by the process of buying a cell phone. Our family found the choices overwhelming and the terminology baffling when we went to purchase a cell phone for our daughter who has a hearing loss. During our family’s quest, I developed the following decision tree.

The M rating (M3 or 4) represents microphone interference potential to a hearing aid from the cell phone and the T rating (T3 or 4) represents the telecoil coupling capability of the cell phone. The higher the rating, the more likely the cell phone will be compatible with a hearing aid. The minimum number of compliant handset models will soon be increasing. Service providers will have to meet an M3 rating for 50 percent of their models or 8 models per air interface, whichever is less, and a T3 rating for 33 percent of their models or 3 models per air interface, whichever is less. An M4/T4 rating is available only for cell phones using CDMA technology and carried by Sprint and Verizon. M4/ T4 ratings are not available in phones using GSM technology and carried by AT&T and T-Mobile. Phones using GSM technology can only achieve M3/T3 as their highest rating.

your hearing aid when it is used on its main program. Therefore, a hearing aid should have a minimum immunity rating of at least M2 since compatible cell phones will be rated either M3 or M4. Most current hearing aids have a rating of M2 or better. The hearing aid immunity rating varies by company and product. A higher M rating is likely to perform better then one with a lower M rating. A higher phone rating is needed if the hearing aids have a lower M rating, such as for older hearing aids. Ratings for a hearing aid’s telecoil immunity to interference are not currently offered. This rating will, hopefully, be available from the hearing aid industry in the near future. For now, T ratings do not provide much insight. 3. What type of hearing aid do I have?

In-the-ear-canal (ITE) hearing aids may provide less interference than behindthe-ear (BTE) hearing aids. ITE hearing aids have a greater distance between the microphone on the hearing aid and the antenna on the cell phone, which can lessen interference for the user. V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

Switching hearing aid styles may allow the user to purchase a cell phone with a lower M rating that may not have previously been an option. My daughter was able to purchase a Blackberry with a lower M rating in a GSM transmission technology because she switched from a BTE to an ITE hearing aid. She was previously unable to use this phone in the GSM transmission technology when she wore a BTE hearing aid. Not all hearing aid styles are appropriate for all levels of hearing loss, but a switch is worth investigating. Keep in mind that sometimes repositioning the cell phone over the ear or hearing aid can also help lessen interference, especially for those who are unable to switch hearing aids. 4. What type of cell phone coverage do I need?

It is important to determine whether domestic or international coverage is needed. There are four transmission technologies worldwide. In the United States, there are essentially two transmission technologies, CDMA and GSM, with four tier one carriers that provide coverage across the U.S. – Sprint, Verizon, AT&T and T-Mobile. Different transmission technologies provide different coverage. In addition, the dominance of GSM and CDMA technologies differs internationally. Some phones can now operate using either CDMA or GSM technology. The following Web sites provide coverage maps for the CDMA and GSM transmission technologies: www.cdg.org/worldwide/index.asp and www.gsmworld.com/index.shtml. Cell phones operating in the CDMA transmission technology are rated either M3 or M4, but cell phones in the GSM transmission technology are only rated M3. Weighing GSM coverage versus an M4 rating is a personal decision.

• AT&T –www.wireless.att.com/about/ disability-resources/hearing-aidcompatibility.jsp • Sprint – www2.sprint.com/mr/gp_ dtl.do?article=341 • T-Mobile – www.t-mobile.com/ Company/Community.aspx?tp=Abt_ Tab_Safety&tsp=Abt_Sub_ TTYPolicy • Verizon – http://aboutus.vzw.com/ accessibility/products.html Another Web site that provides thirdparty information and user reviews on most of the cell phones is www. phonescoop.com/phones/finder.php. Every cell phone store should provide documentation for cell phones rated as hearing aid compatible. The information should be on the placard by the cell phones and on the box. Sometimes the information on the placard is really tiny, so look carefully. 6. Can I do an in-store cell phone test?

Only carrier stores are required to allow consumers to test the phones rated as hearing aid compatible prior to purchase. It is important to test the phone in a noisy as well as a quiet setting. Make sure there is room to adjust the volume control of the phone when testing the phone in a noisy setting. 7. Am I able to test the cell phone at home?

Every vendor has a different return

policy, so read it carefully and ask if there are any early termination fees. Save all the packaging. Stores will not take back merchandise without all the packaging and a receipt. 8. Is there too much magnetic noise in the background when the volume is adjusted?

The backlight typically turns on every time the volume control is adjusted. Manufacturers are not required to test the interference potential of the backlighting on the phone, but it can create interference for consumers who use their telecoil for listening. Telecoil users should assess whether they can hear interference when the backlight is on when testing a cell phone. In conclusion, technology is constantly changing so keep this in mind when selecting a contract length, especially if you have a fluctuating or diminishing hearing loss. A carrier may not allow early termination of a contract if your hearing loss changes. There is no perfect phone for every person with hearing loss. It is a matter of trial and error. Answering the above questions can assist in narrowing your options when buying a cell phone. Editor’s Note: This material may not be copied, reproduced or forwarded without the author’s permission. The author can be reached at jschacter@nyc.rr.com.

5. What is the cell phone rated?

Researching different cell phones prior to entering the store will save you a tremendous amount of time and frustration. Look on the carrier’s Web site prior to visiting the store. The Web sites for the four major carriers are:

V O LTA V OIC ES • JAN U ARY/FE BRUARY 2009

By Catharine McNally

Imagine this scenario: As a person with a hearing loss, you visit a museum and you’re given a 50-page transcript, an apology for not being able to receive an equitable service to an audio tour and sent on your way.

Do you think that’s fair? Unfortunately, it’s the norm in most museums today. Audio guides are not accessible in other formats for people with hearing loss. People with all degrees of hearing loss face a barrier to the independent and educational tour opportunities in America’s public spaces today. Those who are deaf or hard of hearing have probably experienced this situation at one time or another. Maybe it’s even happened several times. I simply got fed up with carrying bulky transcripts around museums and reading the art narrations. Actually, I felt more like I walked around museums with a bright, blinking yellow sign above my head that said, “LOOK, DEAF PERSON HERE.” I just knew that there was a better solution out there. One day, I took the transcript home and recorded myself using Cued 24

Speech to transliterate one stop of the tour onto video. I then transferred the video to my computer for download onto my iPod. The very next day I walked back to the gallery and viewed that one stop on my iPod, and for the first time I felt included and engaged with the art. In my hands was a solution that I envisioned would transform the way people of all languages and levels can attend, enjoy and understand their visits to public museums and spaces everywhere. This would revolutionize the traditional live or audio tour by offering customized video tours, played on personal media devices in multiple spoken languages and in multiple modalities for people with disabilities. After my initial experience using a video guide, I walked back to the visitor services desk and asked, “Why don’t you offer this?” The response was, “We would, but no one offers it.” Thus, Keen Guides were born. I could not take that answer sitting down after realizing that I could provide this service to museums. The very thought of the antiquated solution of handing out transcripts was too much to bear as it did a disservice to the museum experience. I took my experience in advocacy and outreach to launch Keen Guides. In 2008, three other founding partners and I launched Keen Guides with the intent to make the nation’s public spaces more accessible to all. The founding partners are each incredibly talented in their area of expertise to make the experience of paper transcripts history and enhance the museum experience. The most important appeal of Keen

Guides is that the product offers the same audio tours visually, not a separate or “special” tour for people with disabilities. Rather, this product is a tour for everyone. It is easy to access by Web download onto personal media players and smart phones, such as iPods and Sidekicks. At the core of this product is an all access package, which features tours in all communication modalities that anyone can use, regardless the degree of hearing loss: spoken English, captions, American Sign Language (ASL) and Cued Speech. Individuals have full control over how they receive the information – and the ability to choose without having to take steps to secure accommodation and services. If an individual does not have a personal media player or smart phone available, then he or she may check one out at the visitor services desk as long as the museum subscribes to Keen Guides. In February and October 2008, Keen Guides conducted pilot studies of the product at the National Gallery of Art in Washington, D.C., where 190 participants, ranging from children to senior adults who had a range of hearing loss from none to profound deafness, took the tour. The results from the pilot revealed that overall satisfaction across all age groups and devices tested was above 85 percent. However, the most striking satisfaction results were observed by participants who were previously intimidated by the lack of accessibility options that prevented them from going to museums and cultural institutions. One of our participants who has a hearing V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

Photo credit: Keen Guides

Keen Guides – Be Your Own Museum Tour Guide

Photo credit: Sean Lippy

to take a museum tour, as well as the independence of Keen Guides, to be quite appealing, leading to a high satisfaction level. Best of all, Keen Guides give individuals the full control over their accessibility needs without having to self-identify or seek out resources. Keen Guide founding partners ( from left to right): Frank McNally, This is an important eleKaren Borchert, Catharine McNally and Martin Franklin. ment of our mission. As loss summed up the overall experience an individual who grew up using Cued this way, “I’ve been all over the world. Speech, I recognized that a lot of museTo the Louvre, to Italy...And there’s ums do provide access by offering ASL never been anything as good as this.” tours on a scheduled basis, but I’m not Participants instantly felt included and fluent in ASL and know that is the case part of the museum experience, and for a lot of people who are deaf and claimed that with Keen Guides the arts hard of hearing. I’m also aware of the will be even more enjoyable. increasing number of aging adults with There were many highlights from hearing loss who won’t necessarily the pilot studies, including a large self-identify to receive services, which number of AG Bell members testing makes our product appealing. They the product and providing great supcan watch the tour with closed captions port. However, what was particularly to follow along just like everyone else. notable was the heightened interKeen Guides are applicable to everyest from people without disabilities one, and soon that bright, blinking yelusing our products. We often receive low sign won’t exist anymore. Families inquiries for our product from these can enjoy the museum experience individuals because the product seems together without having to take addimore interactive, dynamic and visual. tional steps to call in advance for an Students in school groups attending interpreter or take the time to repeat the museum found the use of an iPod the tour to another member who

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cannot receive equitable access. Unfortunately, museums may not be aware that there’s a demand for better access by people with hearing loss. The current “solution” is to use the printed transcript or provide two to three weeks advance notice for an interpreter. That’s the reality today and we’ve accepted it, and museums assume that everyone’s happy because no one is offering a different solution. The museum experience is passive right now, and we have the opportunity to become active participants in the cultural experience by using Keen Guides and demanding museums carry this product. Change begins on a grassroots level, and that includes enlisting the help of other individuals with hearing loss who desire an active museum experience. You know that a 50-page transcript isn’t enough. We can work together for a new chapter in arts access using the most mainstream and familiar technology out there. Are you in? To learn more about Keen Guides, please visit www.keenguides.org. Keen Guides is interested in working with advocacy groups to get this product out into the market. If you have insight or recommendations, please contact Catharine McNally at catharine@keenguides.org.

By Melody Felzien

Providing the Opportunity of Experience

In 2008, AG Bell introduced a “family scholarship” program for its biennial convention in Milwaukee, Wis. A total of $14,180 was raised and then donated to families that otherwise would not be able to afford to attend the convention. AG Bell was able to offer each family one hotel room for four nights, two adult and two child program registrations, and four tickets to Parent’s Night. Criteria for the scholarship included having at least one child with hearing loss who uses spoken communication and never having attended an AG Bell convention. Out of the numerous applications received, the Convention advancement committee awarded seven families the opportunity to network and learn in Milwaukee. Four of the seven families responded to Volta Voices’ request to describe their experience at the Convention and the impact the experience had on their lives. Volta Voices: What did you enjoy most about attending the AG Bell Convention? Evans Family: My family and I enjoyed the opportunity to see many 26

other families just like ours. In our area of Wisconsin, there are not many other kids with cochlear implants (CIs). So for our son Zach, who has a CI, to see all the kids just like him was really unique. He kept pointing out all the kids with the same device he has, saying “that’s my ‘ear’.” His big brother, Sam, really connected with other siblings of kids who are deaf or hard of hearing, which was a first for him. As parents, seeing our kids make those connections for the first time was terrific. Also, it was reassuring and reaffirming to realize how many families utilize CIs, hearing aids and spoken language as their communication method of choice. Hine Family: We really didn’t know what to expect, but loved the different program tracks. It was so nice to see exactly what the topics were going to be and the brief descriptions for each one. One of our favorite topics is sports and hearing loss; the panel did a great job and provided such good information. Hood Family: I thoroughly enjoyed the Convention as a whole…There was so much to do and to learn. The entire experience was fantastic. The feeling of generosity from AG Bell to provide us with such a wonderful opportunity is beyond words. The AG Bell staff and volunteers were welcoming, informative and helpful to the point where they made you feel like you had been coming for years. Most importantly, I enjoyed getting to know children, college students and adults who are all deaf and hard of hearing. It was amazing to see everyone’s success and capabilities as well as to see that I am not the only one who has a child with a hearing loss.

Pendley Family: I think what my family enjoyed most was being around other families “like us” where we did not have to explain our son, Max’s, CI. Personally, I took away so much great information. That truly was what I enjoyed most, being able to learn things that I could do to help Max on his road to success. VV: Why was it important for your family to attend the Convention? Evans: To gain more knowledge and new insight. It is very easy to be “out of the loop” at times, especially when dealing with day-to-day family life. The Convention helped bring focus and resilience back to our efforts. It was a much needed recharge on the information front. Hine: We come from a pretty small town where there are not that many families with children who are deaf or hard of hearing. The exposure to other families and their children was the most important issue for us, as well as learning more about advocacy and teaching techniques that could help us in our daily lives. Hood: There are several reasons. First, my family needed to know that outside our own circle there are others going through a similar journey. You never know what the future holds, so it is good to see what others are doing to address hearing loss. We also think it is important to stay current on research, technology and education, and what better place to receive all of this information but the Convention. Finally, I think it is important to come into contact with adults who started out where our son, Drew, is today and who are now teachers, writers or V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

public speakers. It is important to see how successful you can be despite having a hearing loss, and to know that everything I am doing today will lead to that same success for Drew. Pendley: There are not a lot of resources for the deaf or hard of hearing where we live. Being able to attend this conference and have a full week of education, to interact with other families and to receive all kinds of information was very helpful to us. The Convention was kind of like a one-stop shopping center for information. VV: How has attending the Convention impacted your family today? Evans: The kids gained so much by feeling part of something bigger than just our family and our journey with hearing loss. They still talk about the Convention even now. For me and my husband, the information has been

V O LTA V OIC ES • JAN U ARY/FE BRUARY 2009

invaluable. We have used that knowledge to help make decisions about Zach’s future and possible bilateral implants. The information has also helped us write goals for school and really empower ourselves, even more, to be advocates for this generation of kids who are deaf and hard of hearing. Hine: Our oldest son, Robbie, was able to make some really good friends and it showed him that Evan, his little brother, isn’t that different from other kids except that he wears hearing aids. For my husband, meeting adults who have grown up with a hearing loss and to hear about their life experiences eased many of his concerns. Also, it helped to hear so many different views on different issues so we could have choices to apply to our lives. Hood: I didn’t think the Convention would have as much impact on my family as it has – it made us stronger and brought us closer together. We

learned a lot about ourselves, our beliefs and our dreams for Drew. We learned to stand up for what we believe in when approached with different views. Now more than ever, pursuing spoken language for our son allows him every opportunity to be whoever he wants to become. The Convention was also our first time as a family to learn about hearing loss together. Drew was able to meet other children or adults alongside us and create relationships with others just as we did. Pendley: Besides all of the friends we met, the information we received inspired us to see all that is possible for Max. Meeting older users of cochlear implants and what some of them have accomplished is truly inspiring. I think it also helped my daughter, Emily, to see kids her age with CI’s and hearing (continued on next page)

Providing the Opportunity of Experience (continued from previous page)

aids and learn what is possible for her younger brother. VV: What is the most important information you learned from other AG Bell members? How will this benefit your family? Evans: Talking to other families whose children have grown up with AG Bell was a very positive experience. Everyone was so friendly and had such wonderful stories and thoughts to share. Even just small tips about equipment management were awesome. Hine: The most important advice we received is to let our child be a child because he will grow up so fast, to enjoy each moment and know that there are other families out there who want to help you, whether they be in your state or across the country, and to know it is all going to be okay.

2008 Family Scholarship Recipients Evans Family (Neenah, Wis.) – Jennifer, Scott, Sam and Zachary, who is deaf and hears with a cochlear implant. Hine Family (Lebanon, Ind.) – Leslie, Bret, Robbie, and Evan ( left), who is hard of hearing and hears with hearing aids.

Pendley Family (French Lick, Ind.) – Kim, Trent, Emily and Max ( left), who is deaf and hears with a cochlear implant.

Pendley: Seeing some of the teens and talking with their parents gives us who have really just started in this journey assurance and hope. Having met others who are friends and experiencing the same things we are is extremely beneficial. VV: What advice do you have for other families with limited resources that are seeking information and support services for their child/children with hearing loss? Evans: Become as connected as possible. Those connections first provided us with information about the scholarship. I would also encourage parents to take the time to get to know the people in your community and your state who can be a resource to you, such as the school administration and teachers, state government representatives, and individuals in your child’s education department. All of these people are there to help families with children. Those connections are far more valuable than what money can provide and can be very supportive, enlightening and even powerful, if that is what is needed.

Hine: Do the research on all the options for everything, not just communication options, seek out other families, ask any question (there is no dumb question) and don’t be afraid to say “NO” if an option is not what you want for your child or doesn’t best fit your family’s needs. There are great Web sites and books to use as resources if your community doesn’t have anything to offer. And do not settle for what people say is the “typical” child with hearing loss. Your child can accomplish anything by setting your minds to it! Hood: Always research every resource, no matter how small, before giving up on an opportunity. I was going to cancel my reservation for the Convention before finding out about the scholarship that was available. I never even thought about contacting my son’s school for financial information. The more you ask around, the more likely you are to find additional resources. I would also recommend checking out resources like AG Bell’s Web site, www.agbell.org, which will connect you with other AG Bell members or Internet chat groups. Sites like these open up a world of references and information. That way, if you live in an area with little resources you can still connect with others. Pendley: I would definitely recommend that they attend an AG Bell Convention. When you live in an area with very limited resources, it is hard to get the information needed to help your family. Being able to get everything in a week’s time is a huge benefit. You have the time to relax and focus solely on the courses you’ve selected that would benefit your situation. Those presenting the courses are very knowledgeable and share information in such a way that makes it easy to use, whether you’re an early intervention provider, teacher of the deaf or a parent.

V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

Photos credit: Funtup Productions, Inc.

Hood Family (O’Fallon, Ill.) – Tracie, Shane, Alex and Drew ( left), who is deaf and hears with a cochlear implant.

Hood: The most important information came from the college bound students, Leadership Opportunities for Teens (LOFT) participants and young adults who are deaf and hard of hearing. When you first enter into the world of hearing loss, so much information is directed to you about infants or younger children, technology and even older adults, but you rarely hear about the in-between stages. This was the first time I learned about the obstacles or challenges that come with high school, college and the beginning steps to a career, which are stages of life I had completely overlooked.

VV: If possible, will you attend future AG Bell Conventions? Evans: We will absolutely make every effort to attend future events. We all are looking forward to Orlando. Maybe we can start fundraising now....wanna buy a candy bar? Hine: We have already started saving for the 2010 Convention in Florida. We can’t wait! Hood: It was such a meaningful and memorable experience that I can’t see us missing future AG Bell Conventions. I feel it is extremely important to keep in contact with an organization that addresses Drew’s needs. Pendley: ABSOLUTELY!

AG Bell would like to express great appreciation to all of the donors that made the Convention Family Scholarship possible. Candace J. Alper Jill L. Bader Theresa Ballard John and Maureen Bard Mary Bartholomew Edwin Beck and Nancy Bolton-Beck Nancy Bellew and Sidney Arfa Megan Bethel Law Offices of Joseph L. Bornstein Stella Boyle Ralph and Faith Braunschweigh William Buckley John M. Burke Julie Burke Paul and Christine Corcoran Guy R. Crane David J. Davis James and Claire Davis Julianne F. Delaney Jean M. Dennis

V O LTA V OIC ES • JAN U ARY/FE BRUARY 2009

Joseph and Meredith DiBattista R. Neil Dickman Phyllis B. Feibelman Frank N. Fleischer Carol Flexer Cindy G. Fluxgold Robert M. Goldberg Bruce and Betsy Goldstein Tim Grafft Alexander T. Graham Barry and Sue Griebler Mark and Susan Griffin Elisabeth Grunig Ralph and Nu Nu Guertin Inez K. Janger Jacqueline JankoffErshow John and Mary Kneen Richard and Laura Kretschmer David Lefkowitz The Leigh Foundation Laura Levy Pam Lewis

Ajay Marwah Robert and Pamela Matje Jim McCord Donald I. McGee Kevin J. Miller Robert Moyer and Anita Nagler George H. Nofer Jonathan Petromelis Priscilla Pike David and Cathy Price Gary and Eva Quateman Neil and Lisa Quateman Ramesh K. Ramanathan Paul Richards Regan D. Rohde Samuel and Eleanor Rosenfeld Joseph Rosenstein Janet S. Scheeline Harvey A. Schneier Richard L. Schulze John and Virginia Skold Elizabeth P. Sloan

Edward and Luann Snow Emily Soloff Gwendolyn Sommer Richard and Janice Sparr Belle Steinberg Gary Stern Barbara A. Stone Sally Tannenbaum Michael H. Tecklenburg Scott and Susan Telesz Robert H. Topel Kristen Van Dyke Frank and Barbara Van Husen Susan and Harvey Vanhoven Eleanor R. Vorce Charles and Judith Wagner Cindy A. Walter John and Denis Wray John R. Wyant Alice Wylie Karen L. Youdelman

Every effort was made to verify the accuracy of this list. If your name was left off the list, please contact editor@agbell.org so that we can properly acknowledge your contribution in a future issue of Volta Voices.

Por Melody Felzien

Una oportunidad de adquirir experiencia

En 2008, AG Bell presentó un programa de “becas familiares” en su convención bienal en Milwaukee, Wis. Se recaudó un total de $14.180 que luego fue donado a familias que de otro modo no hubieran podido asistir a la convención.

AG Bell pudo ofrecer a cada familia una habitación de hotel durante cuatro noches, inscripciones en el programa para dos adultos y dos menores y cuatro entradas para la “Noche de padres”. Los criterios para la beca incluyeron tener al menos un hijo con pérdida auditiva que utilice comunicación oral y no haber asistido nunca a una convención de AG Bell. De las numerosas solicitudes recibidas, el comité de mejoras de la Convención otorgó a siete familias la oportunidad de asistir, establecer contactos y aprender en Milwaukee. Cuatro de las siete familias respondieron a la solicitud de Volta Voices para describir su experiencia en la Convención y el impacto que la experiencia tuvo en sus vidas.

Volta Voices: ¿Qué es lo que más disfrutaron de asistir a la Convención de AG Bell? Familia Evans: Mi familia y yo disfrutamos la oportunidad de conocer a muchas otras familias como nosotros. En el área donde vivimos, Wisconsin, no hay muchos otros niños que tengan implantes cocleares (IC). Por lo tanto, para nuestro hijo Zach que tiene un IC, conocer a otros niños como él fue una experiencia realmente única. Apuntaba a todos los niños con el mismo dispositivo que él tiene y decía “ese es mi oído”. Su hermano mayor, Sam, se relacionó por primera vez con otros hermanos de niños sordos o con dificultadas auditivas. Como padres, ver a nuestros hijos relacionarse de esa manera por primera vez fue estupendo. Además, nos dio confianza y nos fortaleció descubrir la forma en que muchas familias utilizan IC, audífonos y lenguaje oral como medio de comunicación elegido. Familia Hine: Nosotros realmente no sabíamos qué esperar, pero nos encantaron los diversos temas del programa. Fue tan agradable ver exactamente cuáles serían los temas y las breves descripciones de cada uno. Uno de nuestros temas favoritos es el deporte y la pérdida auditiva; el panel hizo un gran trabajo y ofreció muy buena información. Familia Hood: Yo disfruté muchísimo la Convención en su totalidad… Había tantas cosas para hacer y aprender. Toda la experiencia fue fantástica. No puede describirse con palabras la sensación de generosidad que AG Bell generó al brindarnos esta maravillosa oportunidad. El personal y los voluntarios de AG Bell

nos dieron una cálida bienvenida, nos informaron y ayudaron hasta el punto en que nos hicieron sentir que habíamos asistido a la Convención por años. Lo más importante fue que disfruté conocer a los niños, a los estudiantes universitarios y a los adultos que eran completamente sordos o tenían dificultades auditivas. Fue maravilloso ver el éxito y las capacidades de cada uno, así como también saber que no soy la única persona que tiene un hijo con pérdida auditiva. Familia Pendley: Creo que lo que mi familia disfrutó más fue el hecho de estar rodeada de otras familias “iguales a la nuestra” a quienes no debimos explicar el IC que nuestro hijo Max utiliza. Personalmente, recopilé muy buena información. Eso fue verdaderamente lo que más disfruté, poder aprender cosas que puedo hacer para ayudar a Max en su arduo camino hacia el éxito. VV: ¿Por qué fue importante para su familia asistir a la Convención? Evans: Para obtener más conocimientos y una nueva perspectiva. Es muy fácil “quedar al margen” todo el tiempo, especialmente cuando nos enfrentamos a la vida familiar cotidiana. La Convención nos ayudó a centrarnos y a poner optimismo nuevamente en nuestros esfuerzos. Fue una recarga muy necesaria en cuanto al campo de la información. Hine: Venimos de un pequeño y agradable pueblo donde no hay muchas familias que tengan niños sordos o con dificultades auditivas. El contacto con otras familias y sus hijos fue lo más importante para nosotros, así como aprender más sobre las técnicas de enseñanza y apoyo que podrán ayudarnos en nuestra vida diaria.

V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

Programa de becas familiares para el año 2008 Familia Evans (Neenah, Wis.): Jennifer, Scott, Sam y Zachary, que es sordo y escucha con un implante coclear. Familia Hine (Lebanon, Ind.): Leslie, Bret, Robbie y Evan, que tiene dificultades auditivas y utiliza audífonos.

Photos credit: Funtup Productions, Inc.

Familia Hood (O’Fallon, Ill.): Tracie, Shane, Alex y Drew, que es sordo y escucha con un implante coclear. Familia Pendley (French Lick, Ind.): Kim, Trent, Emily y Max, que es sordo y escucha con un implante coclear.

Hood: Hay varios motivos. Primero, mi familia necesitaba conocer que fuera de nuestro propio círculo existen otras personas que atraviesan una situación similar. Uno nunca sabe qué le deparará el futuro, por eso es bueno saber lo que otros hacen para tratar la pérdida auditiva. También consideramos que es importante mantenernos actualizados sobre investigación, tecnología y educación, y qué otro lugar mejor para recibir toda esta información que esta Convención. Finalmente, creo que es importante ponernos en contacto con adultos que comenzaron en el lugar en el cual nuestro hijo, Drew, se encuentra hoy y que actualmente son maestros, escritores u oradores. Es importante conocer el éxito que se puede lograr a pesar de tener una pérdida auditiva y saber que todo lo que hacemos hoy guiará a Drew hacia ese mismo éxito. Pendley: No existen muchos recursos para la gente sorda y con dificultades auditivas donde vivimos. Poder asistir a esta conferencia y disfrutar una semana completa de educación, interactuar con otras familias y recibir todo tipo de V O LTA V OIC ES • JAN U ARY/FE BRUARY 2009

información fue muy útil para nosotros. La Convención fue una especie de fuente única para obtener información. VV: ¿Cómo impacta su asistencia a la Convención en su familia actualmente? Evans: Los niños disfrutaron mucho sentirse parte de algo más grande que nuestra familia y nuestra travesía en cuanto a la pérdida auditiva. Todavía hablan sobre la Convención. Para mí y mi esposo, la información ha sido invaluable. Hemos utilizado ese conocimiento para tomar decisiones sobre el futuro y los posibles implantes bilaterales de Zach. La información también nos ha ayudado a establecernos objetivos para la escuela y realmente capacitarnos, aún más, sobre cómo ayudar a esta generación de niños sordos y con dificultades auditivas. Hine: Nuestro hijo mayor, Robbie, pudo hacer algunos amigos realmente buenos y esto le demostró que su hermano menor no es tan diferente de otros niños excepto porque utiliza audífonos. Para mi esposo, conocer adultos que han crecido con una pérdida auditiva y conocer sus experiencias de vida alivió varias de sus preocupaciones. Además, fue muy útil conocer varios puntos de vista diferentes sobre distintos temas para poder tener opciones para aplicar en nuestras vidas. Hood: Nunca imaginé que la Convención tendría el gran impacto que tuvo en mi familia, nos hizo más fuertes y nos unió aún más. Aprendimos mucho sobre nosotros mismos, nuestras opiniones y nuestros sueños para Drew. Aprendimos a defender aquello en lo que creíamos cuando se abordaban diferentes temas. Ahora más que nunca, dedicarnos al lenguaje oral para el bien nuestro hijo le permite asegurarse todas las oportunidades de ser cualquier persona en quien desee convertirse. La Convención también fue la primera vez que juntos, como familia, aprendimos sobre la pérdida auditiva. Drew pudo conocer a otros niños y adultos junto con nosotros y pudo crear relaciones con otras personas de la misma manera en que nosotros lo hicimos. Pendley: Además de todos los amigos que hicimos, la información que recibimos nos inspiró a descubrir todas las

posibilidades que tiene Max. Conocer a personas mayores que utilizan implantes cocleares y lo que algunas de ellas han logrado es verdaderamente inspirador. Creo que conocer niños de su edad con IC y audífonos también ayudó a mi hija Emily a conocer las posibilidades que tiene su hermano menor. VV: ¿Qué fue lo más importante que aprendieron de otros miembros de AG Bell? ¿Cómo beneficiará ese aprendizaje a su familia? Evans: Hablar con otras familias con niños que han crecido junto a AG Bell fue una experiencia muy positiva. Todas las personas eran tan amables y tenían pensamientos e historias maravillosas para compartir. Incluso los pequeños consejos sobre manejo de equipo eran impresionantes. Hine: El consejo más importante que recibimos es dejar que nuestro hijo sea un niño porque crecerá muy rápido, disfrutar cada momento y saber que hay otras familias que desean ayudarnos, independientemente de si están en nuestro estado o al otro lado del país, y estar seguros de que todo estará bien. Hood: La información más importante la obtuvimos de los chicos que cursan estudios universitarios, adultos jóvenes y participantes de Leadership Opportunities for Teens (LOFT, Oportunidades de liderazgo para adolescentes) que son sordos o padecen dificultades auditivas. Cuando uno entra al mundo de la pérdida auditiva, recibe mucha información sobre bebés o niños, sobre tecnología e incluso sobre adultos mayores, pero es poco común obtener información sobre las etapas intermedias. Fue la primera vez que conocí los obstáculos o desafíos que aparecen con la escuela secundaria, la universidad y los primeros pasos de una carrera, que son etapas de la vida que yo había pasado por alto completamente. Pendley: Conocer a algunos de los adolescentes y hablar con sus padres brinda seguridad y esperanza a quienes recientemente comenzamos a transitar este (continuación en la página siguiente)

Una oportunidad de adquirir experiencia (continuación de la página anterior)

camino. Conocer a otras personas que son amigos y experimentan las mismas situaciones que nosotros es extremadamente beneficioso. VV: ¿Qué consejo brindarían a otras familias con recursos limitados que buscan información y servicios de respaldo para sus hijos con pérdida auditiva? Evans: Relaciónense todo lo posible. Esas relaciones fueron las primeras en brindarnos información sobre la beca. También aconsejaría a los padres a hacerse un tiempo para conocer a las personas de su comunidad y de su estado que pueden ser un recurso, como la administración de la escuela y los maestros, los representantes del gobierno estatal y las personas a cargo del departamento de educación de sus hijos. Todas estas personas tienen la función de ayudar a las familias con sus hijos. Esas relaciones son mucho más valiosas de lo que el dinero puede proporcionar y pueden ser muy comprensivas, informativas e incluso poderosas, si eso es lo necesario. Hine: Investiguen todas las opciones, no sólo las opciones de comunicación, busquen a otras familias, realicen cualquier pregunta (ninguna pregunta es tonta) y no teman decir “NO” si una opción no les parece adecuada para su hijo o no cubre las necesidades de su familia. Hay sitios web y libros increíbles que se pueden utilizar como recursos si su comunidad no puede ofrecerles algo más. Y no se conformen con lo que la gente llama el niño “típico” con pérdida auditiva. ¡Su hijo puede lograr lo que sea si se proponen hacerlo! Hood: Investiguen siempre todos los recursos, sin importar qué tan pequeño sea, antes de abandonar una oportunidad. Yo iba a cancelar mi reserva para la Convención antes de descubrir la beca que había disponible. Nunca pensé en comunicarme con la escuela de mi hijo para obtener información financiera. Mientras más preguntas se hacen,

AG Bell desea expresar su inmensa gratitud hacia todos los contribuyentes que hicieron posible la beca familiar de la convención. Candace J. Alper Jill L. Bader Theresa Ballard John y Maureen Bard Mary Bartholomew Edwin Beck y Nancy BoltonBeck Nancy Bellew y Sidney Arfa Megan Bethel Law Offices of Joseph L. Bornstein Stella Boyle Ralph y Faith Braunschweigh William Buckley John M. Burke Julie Burke Paul y Christine Corcoran Guy R. Crane David J. Davis James y Claire Davis Julianne F. Delaney Jean M. Dennis Joseph y Meredith DiBattista R. Neil Dickman Phyllis B. Feibelman Frank N. Fleischer Carol Flexer Cindy G. Fluxgold Robert M. Goldberg

Bruce y Betsy Goldstein Tim Grafft Alexander T. Graham Barry y Sue Griebler Mark y Susan Griffin Elisabeth Grunig Ralph y Nu Nu Guertin Inez K. Janger Jacqueline Jankoff-Ershow John y Mary Kneen Richard y Laura Kretschmer David Lefkowitz The Leigh Foundation Laura Levy Pam Lewis Ajay Marwah Robert y Pamela Matje Jim McCord Donald I. McGee Kevin J. Miller Robert Moyer y Anita Nagler George H. Nofer Jonathan Petromelis Priscilla Pike David y Cathy Price Gary y Eva Quateman Neil y Lisa Quateman Ramesh K. Ramanathan Paul Richards

Regan D. Rohde Samuel y Eleanor Rosenfeld Joseph Rosenstein Janet S. Scheeline Harvey A. Schneier Richard L. Schulze John y Virginia Skold Elizabeth P. Sloan Edward y Luann Snow Emily Soloff Gwendolyn Sommer Richard y Janice Sparr Belle Steinberg Gary Stern Barbara A. Stone Sally Tannenbaum Michael H. Tecklenburg Scott y Susan Telesz Robert H. Topel Kristen Van Dyke Frank y Barbara Van Husen Susan y Harvey Vanhoven Eleanor R. Vorce Charles y Judith Wagner Cindy A. Walter John y Denis Wray John R. Wyant Alice Wylie Karen L. Youdelman

mayores son las posibilidades de encontrar recursos adicionales. También recomendaría consultar recursos como el sitio web de AG Bell, www.agbell.org, que los pondrá en contacto con otros miembros de AG Bell o grupos de chat por Internet. Sitios como éstos nos proporcionan un mundo de referencia e información. De ese modo, si viven en un área con pocos recursos, aún así pueden ponerse en contacto con otras personas. Pendley: Yo definitivamente recomendaría que asistan a una Convención de AG Bell. Cuando una persona vive en un área con recursos muy limitados, es difícil obtener la información necesaria para ayudar a su familia. Poder obtener toda esa información en el período de una semana es un gran beneficio. La persona tiene tiempo de relajarse y centrarse solamente en los cursos que ha seleccionado que beneficiarán su situación. Las personas que presentan los cursos son muy inteligentes y comparten información de una manera que se hace muy fácil

ponerla en práctica, independientemente de si usted es proveedor de intervención temprana, maestro de personas sordas o padre. VV: De ser posible, ¿asistirá a futuras Convenciones de AG Bell? Evans: Haremos absolutamente todos los esfuerzos por asistir a futuros eventos. Todos estamos esperando la Convención en Orlando. Tal vez podríamos comenzar a recaudar fondos ahora... ¿quiere comprar dulces? Hine: Ya hemos empezado a ahorrar para la Convención de 2010 en Florida. ¡No podemos esperar! Hood: Fue una experiencia tan significativa y memorable que no puedo imaginar perderme las próximas convenciones de AG Bell. Creo que es extremadamente importante mantenernos en contacto con una organización que aborda las necesidades de Drew. Pendley: ¡ABSOLUTAMENTE! V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

By Marshall Chasin, M.Sc., Au.D., FAAA; Tim Campos, M.A.; and Mark C. Flynn, Ph.D.

Implantable Hearing Devices This article was originally published as part of a two-part series in The Hearing Journal, August 2008. Portions are reprinted here with permission.

The last decade has seen astonishing advances in the technology of hearing aids. A comparable degree of technological innovation is now taking place in a related field: implantable devices. In this context, an implantable hearing device is any instrument that is entirely or partially implanted in the temporal bone, or the middle ear. Partially implanted devices include the boneanchored hearing aid or Baha®, in which the vibratory “receiver” is implanted in the temporal bone just behind the pinna. The Baha is especially useful for conductive and most mixed hearing losses. There is also a range of middle ear implants in which the “receiver” transducer is implanted on the ossicular chain. The benefits of the explosion in hearing aid technology have not passed implantable devices by. Many of the same innovations found in modern hearing aids are being used in implantable devices. This article primarily focuses on the future of implantable devices. In doing so, hearing healthcare providers will have a preview of what’s in the pipeline today that will be able to help their patients tomorrow.

Vibrant Soundbridge By Tim Campos

he Vibrant Soundbridge®, which has been approved for use by adults in the U.S. since 2001, is intended for persons who have moderate-to-severe sensorineural hearing loss and cannot achieve success or adequate benefit from acoustic hearing aids or are unable to tolerate hearing aids due to conditions such as chronic perichondritis of the ear, chronic otitis externa, atresia of the ear canal, congenital malformations or skin reaction from the earmold or hearing aid case. Additional candidate selection criteria include: normal middle ear function, a speech-recognition score of at least 50 percent at the implant ear under headphones, no retrocochlear or central involvement, no skin conditions preventing attachment of the audio processor and realistic expectations. The Soundbridge consists of two primary components: • A surgically implanted vibrating ossicular prosthesis (VORP) containing a magnet, receiving coil, demodulator packet, conductor link and floating mass transducer (FMT). • The external audio processor (AP). The AP is worn outside the head, behind and above the pinna. It is held to the scalp by attraction between magnets in the VORP and in the AP. The AP also contains a microphone, a signal processor, telemetry electronics and a standard 675-zinc air battery that powers the system. The FMT is a totally enclosed

transducer that uses inertial drive to impart mechanical energy directly to the ossicular chain. Though tiny, the FMT can impart mechanical vibrations comparable to very high sound pressure levels. The FMT is designed to mimic the vibratory responses of the middle ear. It can mechanically stimulate the middle ear throughout the entire speech-related audiometric frequency range. When evaluating the FMT against a hearing aid by using the human temporal bone model and recording the output using a laser Doppler vibrometer, Ball and Katz found that the FMT placed in a temporal bone and driven at a level equivalent to 110-115 dB SPL accurately reproduced speech and music at the stapes footplate in the temporal bone. High-frequency information was present even above 7000 Hz. The hearing aid receiver produced a signal for both speech and music at the stapes footplate when drive at 110115 dB SPL; however, high-frequency information was largely absent. Music was also degraded and only limited high-frequency information was present.1 User Outcomes – Vibrant Soundbridge users reported improved sound clarity and overall sound quality compared to their hearing aid experience, based on three subscales of the Hearing Device Satisfaction Scale (reference). Subjects also reported significant improvement with the Soundbridge over their own hearing aid on all seven subscales of the Profile of Hearing Aid Performance (PHAP), which measures perceived benefit in diverse listening situations.2

V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

The implantable device increased functional gain at all frequencies over subjects’ previous hearing aids and the increase was statistically significant (p<0.02) at 1500, 2000, 4000, and 6000 Hz. All pre-operative hearing aid fittings were evaluated for appropriateness prior to their inclusion in the clinical trial.2 Recently, Mosnier et al. reported on the long-term effects of the Vibrant Soundbridge in a series of patients implanted for 5 to 8 years.3 They found no significant effect on hearing thresholds in the implanted ear and showed corroborating data from each patient’s contralateral non-implanted ear. Potential Applications – Although the original implementation was for patients with purely sensorineural hearing losses, recently the Soundbridge has also been described as a treatment option for mixed and

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conductive hearing losses in studies conducted outside the U.S.4, 5, 6 Otologic etiologies of patients selected for these applications have included otosclerosis, congenital aural atresia, ear canal microtia, ossicular malformation, and complications from chronic otitis media and cholesteatoma, among others. All patients in these investigations had undergone previous surgical intervention for their condition or disease. Placement of the FMT was either by attachment to an ossicular reconstruction or replacement prosthesis (TORP or PORP)2 or direct placement in the round window.4, 5 In all cases, the decision to use the Soundbridge with these patients was based on their difficulty in using hearing aids. Functional hearing results using the Soundbridge were markedly improved over both unaided and aided performance in all cases. These studies have given rise to an

FDA-approved investigational device exemption (IDE) study sponsored by MED-EL Corporation to investigate the effects of placing the FMT on the round window of the middle ear in carefully selected candidates. This clinical trial seeks to determine if the device can be safely placed on the round window and if effective amplification can be obtained with this placement. If expected outcomes are achieved, this approach may provide another option for patients who have limited choices for accessing sound. The conductive and mixed hearing losses indications for the Soundbridge have received CE mark approval and are being integrated into the patient selection criteria in countries recognizing this approval.

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Implantable Hearing Devices (continued from previous page)

Baha® By Mark C. Flynn

ncreasingly, people with conductive, mixed and single-sided sensorineural hearing losses are investigating the possibility of a bone-conduction hearing implant.* Bone-conduction hearing implants, such as Baha®, provide an excellent hearing solution for these types of hearing loss and more than 45,000 people currently use them. The Baha system consists of three parts: the osseointegrated implant, the sound processor and the abutment, which connects the two. The sound processor is connected directly to the skull through an abutment attached to an osseointegrated titanium implant in the temporal bone. The sound vibrations are thereby passed through the titanium implant and vibrate the cochlea directly. Bone conduction addresses conductive hearing loss by bypassing the outer and middle ear and directing the sound to the cochlea. It can also

* Currently, the Food and Drug Administration has cleared Baha for marketing in the U.S. to mixed hearing loss patients with an average sensorineural component of 65 dB HL or less across 500, 1,000, 2,000 and 3,000 Hz.

compensate for a degree of sensorineural hearing loss in a mixed hearing loss with increased amplification. Additionally, Baha provides a solution for single-sided sensorineural deafness (SSD) as the skull can efficiently conduct the sound from one side of the head to the opposite normal-hearing cochlea. For Conductive, Mixed Losses – Baha is frequently selected in cases of permanent conductive and mixed hearing loss. Medically, conductive hearing loss is often concomitant with various outer and middle ear abnormalities (e.g., atresia) or pathologies (e.g., continuously draining ear) that preclude the wearing of hearing aids. Audiologically, the key benefit of Baha for people with mixed and conductive hearing loss is that sound is routed directly to the cochlea through bone conduction, thereby bypassing the conductive component entirely. The conductive aspect of a hearing loss creates two difficulties for conventional hearing aids. First, the gain required by the hearing aid is double that required for a sensorineural loss.7, 8 Second, amplifying sound through a conductive loss alters the sound picture. Both of these issues combine to make finding a conventional hearing solution difficult due to the high gain requirements, problems with feedback and distortion. The result is that Baha provides a solution that requires less

gain and produces a higher sound quality than conventional hearing aids.9 Flynn and colleagues recently compared the performance of Baha with conventional hearing aids on a group of adults (n=10) with mixed hearing loss.9 All subjects had a severe mixed hearing loss with sensorineural thresholds worse than 30 dB HL and at least a 30-dB airbone gap. The test device used was the Baha Intenso™, which provides 10 to 15 dB more gain than Baha Divino™, an older model, by combining active feedback cancellation with new bone transducer technologies. The study reported on a series of measures, including aided thresholds, speech understanding in noise and subjective reports of preference. Performance with Baha provided a 2.5-dB improvement in speech understanding (SNR 50 percent) when compared with a digital super-powered hearing aid. To appreciate the magnitude of this improvement, Dillon reports that each dB of improvement in speech understanding provides 10 percent improved performance.7 Significantly improved speech understanding with Baha was reported for all participants. This confirms previous findings that Baha improves speech understanding and sound quality more than conventional approaches for this patient population.10, 11, 12 This is due to the greatly reduced gain requirements of Baha, which needs to compensate for only the sensorineural component of a hearing loss, while hearing aids must overcome the conductive loss as well. In summary, Baha provides an effective solution for conductive and mixed hearing losses when hearing aids are contraindicated. Moreover, the latest research indicates that clinicians should also consider the audiological criteria for Baha when the air-bone gap is greater than 30 dB. Single-Sided Deafness – Single-sided sensorineural deafness (SSD) provides significant communication difficulties,

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as mid- and high-frequency sounds are attenuated by up to 15 dB due to the head shadow effect. Apart from losing sound awareness due to this “shadow,” the patient has difficulty in situations where the noise is directed toward the good ear and speech is directed toward the deaf ear. In many situations (e.g., driving a car), the patient is unable to compensate by changing head position. Every year, there are approximately 200 new cases of SSD for every 1 million people. Unfortunately, many of them go untreated because of the perception that there is no effective solution. However, recent studies have demonstrated that Baha provides a unique benefit for people with SSD by enabling them to hear and understand sound from both sides where previously they could hear from only their good side.13, 14, 15, 16, 17 Patients with SSD wear the Baha processor on the side with hearing loss and it transfers the signal directly across the skull to the good ear via bone conduction, thus eliminating the head shadow effect. With many patients, bone conduction transfers the sound seamlessly from one side to the other. However, a small number of patients require additional amplification to overcome an increased interaural attenuation and provide sufficient loudness in the good ear. For these patients, a more powerful sound processor, such as the Intenso, is recommended. Studies have compared the performance of Baha with that of the more traditional solution of CROS (contralateral routing of signal) hearing aids.13, 14, 17 These studies found significantly better speech understanding and subjective reports with the Baha than with CROS-based solutions. In conclusion, Baha offers a proven treatment that complements conventional hearing aids and cochlear implants. Direct stimulation of the cochlea via bone conduction can provide an effective solution for people

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with conductive, mixed, or single-sided sensorineural hearing losses. Of the several implantable technologies for hearing loss, Baha is the only one that

the patient can thoroughly evaluate before surgery. The use of a soft band or test rod permits the patient to evaluate the potential benefits of Baha.

References Ball GR, Katz BH: Signal analysis of a direct drive middle ear implant. Date on file at Med-El.

Venail F, Laveille JP, Meller R, et al.: New perspectives for middle ear implants: First results in otosclerosis with mixed hearing loss. Laryngoscope 2007;117: 552-555.

Mosnier I, Sterkers O, Bouccara D, et al.: Benefit of the Vibrant Soundbridge device in patients implanted for 5 to 8 years, Ear Hear 2008;29:281-284.

Colletti V, Soli S, Carner M, Colletti L: Treatment of mixed hearing losses via implantation of a vibratory transducer on the round window. IJA 2006;45:600-608.

Kiefer J, Arnold W, Staudenmaier R: Round window stimulation with an implantable hearing aid (Soundbridge) combined with autogenous reconstruction of the auricle: A new approach. Cochlear Mech Otoacoustic Emissions 2006;58:378-385.

Vibrant Soundbridge FDA clinical trial conducted by Symphonix Corporation. Data compiled in 2002 and on file at Med-El.

Dillon H: Hearing Aids. New York: Thieme, 2001.

Scollie S, Seewald R, Cornelisse L, et al.: The Desired Sensation Level Multistage Input/Output Algorithm. Trends Amplif 2005;9(4):1-39.

Mylanus EA, van der Pouw KC, Snik AF, Cremers CW: Intraindividual comparison of the bone-anchored hearing aid and air-conduction hearing aids. Arch Otolaryngol—Head Neck Surg 1998;124(3): 271-276.

Flynn MC, Sadeghi S, Halvarsson G: Baha solutions for patients with a severe mixed hearing loss. Presentation at 6th Asia-Pacific Symposium on Cochlear Implants and Related Sciences, Sydney, 2007.

McDermott AL, Dutt SN, Reid AP, Proops DW: An intra-individual comparison of the previous conventional hearing aid with the bone-anchored hearing aid: The Nijmegen group questionnaire. J Laryngol Otol 2002(28):15-19.

Mylanus EA, Snik AF, Cremers CW: Patients’ opinions of bone-anchored vs conventional hearing aids. Arch Otolaryngol—Head Neck Surg 1995;121(4):421-425.

Hol MK, Bosman AJ, Snik AF, et al.: Bone-anchored hearing aid in unilateral inner ear deafness: A study of 20 patients. Audiol Neuro-otol 2004;9(5):274-281.

Hol MK, Bosman AJ, Snik AF, et al.: Bone-anchored hearing aids in unilateral inner ear deafness: An evaluation of audiometric and patient outcome measurements. Otol Neurotol 2005;26(5):999-1006.

Wazen JJ, Spitzer J, Ghossaini SN, et al.: Results of the bone-anchored hearing aid in unilateral hearing loss. Laryngoscope 2001;111(6):955-958.

Wazen JJ, Spitzer JB, Ghossaini SN, et al.: Transcranial contralateral cochlear stimulation in unilateral deafness. Otolaryngol Head Neck Surg 2003;129(3):248-254.

Lin LM, Bowditch S, Anderson MJ, et al.: Amplification in the rehabilitation of unilateral deafness: Speech in noise and directional hearing effects with bone-anchored hearing and contralateral routing of signal amplification. Otol Neurotol 2006; 27(2):172-182.

By Donald Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert.AVT

AG Bell Academy Explains Certification Exam Scoring Process

The AG Bell Academy for Listening and Spoken Language (AG Bell Academy) certification program for Listening and Spoken Language Specialists (LSLS)

certification program, specifically with regards to the test administration and scoring. I am pleased to announce that the exam has proven to be of sufficient rigor that 60 percent of candidates passed the initial administration of the written test. For those who did not pass on their initial attempt, they will have two additional opportunities to complete the written exam. To some, it may appear that there were an unusually high number of individuals

Donald M. Goldberg, Ph.D., President of AG Bell Academy for Listening and Spoken Language

tremendous progress. By the end of 2008,

Last August, the AG Bell Academy for

the AG Bell Academy will have administered

“A certification exam needs to be challenging enough so that it accurately identifies the minimum qualification of a candidate seeking the certification. It cannot be so difficult that most people will fail. At the same time, it can’t be so easy that a large number of people

Listening and Spoken Language Board of Directors elected Donald M. Goldberg, Ph.D., CCC-SLP/A, FAAA, LSLS Cert. AVT, as its new president for the 2008 to 2010 term.

approximately 250

Goldberg was an influential leader in the development of the new Listening and Spoken

certification exams for

the LSLS certification program for several years. In regard to this new certification, Goldberg

LSLS Cert. AVTs and

and education of children with hearing loss to pursue this important certification. LSLS is the

LSLS Cert. AVEds – a

specialists.”

dramatic increase over

Program. Goldberg is a world leader in the assessment of and the auditory-based (re)

2007 when only 20 tests

unilateral or bilateral cochlear implants.

were administered. I would like to take this opportunity to provide an update on the latest developments surrounding the LSLS

Language Specialist (LSLS) certification exam and has been active in setting the direction of said, “I encourage all professionals in the fields of speech-language pathology, audiology standard parents of children with hearing loss can look for when selecting spoken language

Goldberg is co-director of the Cleveland Clinic’s Head and Neck Institute’s Hearing Implant habilitation of children and adults who are deaf or hard of hearing who are recipients of

Goldberg is co-author of “Educational Audiology for the Limited Hearing Infant and Preschooler: An Auditory-Verbal Approach” (Pollack, Goldberg and Caleffe-Schenck, 1997) as well as numerous research articles, and is an international/national/local presenter in the areas of cochlear implants, auditory-verbal therapy, speech-language-auditory assessment, educational audiology and counseling. For more information about the AG Bell Academy for Listening and Spoken Language, please visit www.agbellacademy.org.

V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

Photo credit: Donald M. Goldberg

continues to make

who did not pass, but this number is well within the expected standards for a professional certification exam. Our consultants for test development, Prometric, Inc., have explained it this way:

can pass without adequately demonstrating competence. It is generally accepted that the pass/fail rate which best achieves that balance is about a 60/40 ratio.” So, while the Academy did not deliberately seek to achieve that specific pass/fail rate, I am confident the initial results validate all the systematic work that went into writing the LSLS written test. I realize this is no consolation for those who were not successful on their first attempt, but it is important to demonstrate the nature of this type of exam and the need for the Academy to adhere to quality standards in test development and certification. Scoring a Professional Certification Exam

The nature of determining the cut score (minimum passing score) is fairly complicated. A certification exam is not “graded” in the same

V O LTA V OIC ES • JAN U ARY/FE BRUARY 2009

fashion as an academic exam. For example, there is no bell curve used to determine a pass/fail score and candidates are never compared to each other. With a professional certification exam, the cut score is determined through a rigorous standard-setting process and represents the specific amount of overall correct answers candidates are required to meet or exceed in order to pass the exam. As the first step in the LSLS cut score analysis, Prometric scored all the exams and “red flagged” any questions that appeared to be problematic. That is, if an inordinate number of test takers got it wrong or if there were notations on the test booklet that a question was unclear, additional analyses were completed. Those questions were then individually evaluated by a team of professionals known as subject matter experts (SMEs) in the field of listening and spoken. If the SMEs determined that the question

was unfairly written or unclear, then it was not counted in scoring the exam and did not negatively affect anyone’s score. In other words, everyone who took the exam was automatically given credit for the questions that were determined to be “problem items,” regardless of the answer they provided. The next phase in determining the cut score was for another group of SMEs to convene and evaluate each question on the test (minus the problem items). These SMEs developed a document defining the “minimally qualified candidate” that acted as a benchmark against which each question was scrutinized for its ability to identify minimal competence. The SMEs were asked to call on their background and expertise to estimate what percentage of minimally qualified LSLS professionals would get that (continued on next page)

AG Bell Academy Explains Certification Exam Scoring Process

The nature of determining the

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question correct. Those determinations were collected and statistically evaluated to finalize a cut score for the entire exam. I invite you to contact AG Bell Certification Manager Henry Becker (hbecker@agbell.org) for a copy of Prometric’s report to the Academy describing this complicated and involved process. Individuals who were not successful on their first attempt taking the LSLS exam were provided with a diagnostic report that indicated their performance in each of the nine test domains. The descriptors used were “strong,” “moderate” or “weak” and were intended to guide the individual about which areas may require more attention as he or she prepares to retake the exam. Questions have been raised as to why candidates are not provided with their specific scores. Again, I will summarize what we have learned from Prometric: “With any certification exam, all who passed are equal and all who did not pass are equal. It is not considered best practice to share individual scores as it may encourage the holder of a certification to claim superiority over another certified applicant by virtue of a higher score on their certification exam.”

cut score is fairly complicated. A certification exam is not “graded” in the same fashion as an academic exam. Providing individual scores does not help the individual who needs to retake the exam. For one thing, the next form of the exam will not be identical to the previous version, although it will be equally weighted in the domains. It is also critical that the individual approach the exam in its entirety with the intention of demonstrating minimum competence throughout the body of knowledge being evaluated. Academy Commitment to Certification Standards

The Academy is committed to developing a program and exam that certifies

highly-qualified LSLS, without prejudice towards their professional setting. All aspects of the test development have been populated by professionals who come from therapy and education backgrounds. It is also important to note that test scores may not reflect the level of clinical expertise demonstrated on a daily basis when working with children who are developing spoken language. Thank you to all our new LSLS Cert. AVTs and LSLS Cert. AVEds, and all the candidates who are working to gain certification – all of you are to be congratulated for your commitment to children with hearing loss and their families. As president of the AG Bell Academy, I would also like to thank all the SMEs who volunteered their time and expertise to this tremendous project and all the professionals who participated in the evaluation of the Cert. AVT designation and the development of the LSLS certification. Along with my predecessors, Dr. Carol Flexer and Dr. Teresa Caraway, I am exceedingly proud of the high quality work these volunteers have completed in a very short period of time. Together with the AG Bell staff and Prometric, Inc., this group of individuals has developed a certification program in accordance with the highest professional standards established by the National Organization for Competency Assurance (NOCA).

The AG Bell Academy would like to express great appreciation to all of the current and former board members and subject matter experts (SMEs) that are responsible for the current LSLS certification. Susan Allen Maura Berndsen Anita Bernstein Carolyn Brown Theresa Caraway Sigrid Cerf Becky Clem Elizabeth Cole Mary V. Compton Mary Ann Costin

Cheryl Dickson Dimity Dornan Suzanne Doucet Michael Douglas Marsha Dworkin Tamara Elder Warren Estabrooks Elizabeth Fitzpatrick Carol Flexer Ashley Garber

Janice Gatty Ellen Gill Donald M. Goldberg Inez K. Janger Mary Boucher Jones Sonja Jovanovic Judith A. Marlowe Mary McGinnis Jean Sachar Moog Helen Morrison

Christina Perigoe Marion Radeen Kathryn Ritter Lyn Robertson Karen Rossi Sylvia Rotfleisch Dan Salvucci Judith Simser Joanna Smith

Darcy Stowe Kathleen D. Sussman Kathleen Treni Marguerite Vasconcellos Eric D. Wade Lea Watson Denise Wray J.R. “Jay” Wyant Karen Youdelman

Every effort was made to verify the accuracy of this list. This was a huge undertaking and if we have forgotten anyone, please accept our apologies and notify us at info@agbellacademy.org so that we can properly acknowledge your contribution in a future issue of Volta Voices.

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Parental Controls By Bryan Reynolds

O Photo credit: AbleStock

ne concern among all parents, including AG Bell members, is monitoring their children’s use of the Internet. With parental controls, parents can ensure safe web surfing on the Internet. One of the major problems parents face when their kids surf the Internet is accidental access to pornography. Other issues exist as well, such as access to sites promoting violence or political propaganda.

• Individual profiles – Can you create a profile for each family member with different filtering rules? • Activity reporting – Can you view what each individual family member has been doing on the computer? • Remote management – Can you change settings, change rules and change profiles from work or while on vacation without the installed software?

Online Parental Controls are typically software packages that restrict access to those parts of the Internet that parents deem unsuitable for their children. Generally, there are three ways to implement parental controls – commercial software products, ISP level controls and freeware or shareware solutions.

Other features to consider include the way each program blocks content (by keyword, Web site content, foreign language and/or URL), where the program is hosted (home computer or external server), and override and notification capabilities. Reviews of many parental control programs can be found online. For more information, visit www.consumersearch.com/ parental-control-software.

Commercial Software

ISP-Level Controls

Parental Control software comes in all shapes, sizes and prices. Some well-known software packages are Net Nanny, Cyber Patrol, Cybersitter, IamBigbrother and Guardian Monitor. People who have used these programs report that the software blocked information on sexually transmitted diseases, the politics of prostitution and even a site about Adam and Eve. When choosing a software program, parents should consider the following criteria:

There are also controls that can be applied at the Internet Service Provider (ISP)-level that can restrict access to certain Web sites known to be unsuitable for children. Check with your

What are Parental Controls?

current ISP to see if additional software is required to implement these controls. Freeware or Shareware Programs

These programs are available for free or for a small donation and can be downloaded to your computer from the Internet. Some of these have similar features as commercial software products. Stay tuned to Volta Voices for future columns offering tips and advice to parents of children who are deaf or hard of hearing.

• Ease of Use – Is it easy to find the functions you are looking for? Is it easy to customize? • Allow, warn and block – Does it function in chat rooms for email and peer-to-peer interactions?

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Photo Credit: ( lef t) Hall Family; ( right) Photography by Deirdre

Around the World By Sarah Crum

abriella Marie Hall, a 6-yearold from San Lorenzo, Calif., is just like any other child her age. She enjoys riding her bike, playing with other kids and helping her mom cook. But what sets Gabriella apart is her ability to participate in everyday activities while overcoming the challenges of a hearing loss. “She knows she is different than the other children; she knows she needs her sound processors to hear,” said her father, Jim Hall. Gabriella was diagnosed with a sensorineural hearing loss at 10 months old. Her parents, Jim and Carolina, were faced with a big question: “What do we do now?” Jim recalls, “After we were told the results of the test, we walked out of the hospital and everything just stopped. Every sound meant more – every word was precious.” They immediately began searching for further information and advice about their communication options, including spoken language, and fitted Gabriella with hearing aids. Jim and Carolina then chose to pursue the option of cochlear implants. “We wanted Gabriella to have the best hearing possible,” Jim and Carolina said. “She was hearing at about 50 dB with her hearing aids and we were told that 20 dB was possible with the implants.” Gabriella received her first cochlear implant at 14 months old, followed by a second implant at 25 months old. Jim and Carolina also contacted the Jean Weingarten Peninsula Oral School for the Deaf, an OPTION school that specializes in listening and spoken language, in Redwood City, Calif. Her parents felt that the OPTION school had a significant impact on Gabriella’s success. “This school put a great deal of emphasis on listening and auditory discrimination; this is why I 42

( left) Gabriella and her mother, Carolina, on vacation in the snowy mountains of Lake Tahoe, Calif. ( right) Gabriella at age 2.

think Gabriella is doing so well now,” said Jim. Gabriella began school at 11 months old and graduated from the program just shy of 5 years old. Today, Gabriella is in the first grade and fully mainstreamed at Del Rey Elementary School with no need for additional accommodations. She has not let her hearing loss interfere with her daily activities. She likes geography, science and reading. “Her strong personality and desire to learn made this process much easier. She has always enjoyed school,” said Carolina. Gabriella does not let her hearing loss affect her attitude. She is a playful, delightful and funny girl. When asked about her sound processors, she responds without any hesitation, describing the way the cochlear implants work and how they allow her to hear and talk. She explains that the sound travel “takes less than a second.” Gabriella enjoys watching Disney movies, going to Disneyland and participating in family activities, such as going to the park and exploring the San Francisco Bay Area. She attends a weekly gymnastics class, which has given her more self confidence and improved her balance. She is also interested in pursuing tennis lessons. Future use of an FM system may help give Gabriella the best hearing

opportunity so that she will be able to pursue all her goals. Gabriella’s parents hope that she can be an inspiration for other children and parents who are helping their child with a hearing loss. According to Jim and Carolina, “she can be an advocate to other children and parents who are going through this process.” Gabriella’s parents have learned that good articulation and speech and above age-level language can be possible for a child who is deaf or heard of hearing. With the combination of motivated parents and the right educational program, Jim hopes that other parents with children who have a hearing loss will be motivated to learn everything they can about their options. To help other parents cope with having a child with a hearing loss, he wrote a guide for parents, titled “A Father’s Love,” which includes what he has learned over the past five years in addressing Gabriella’s hearing loss. The guide explains insurance processes, learning language through listening, the Individual Family Service Plan/ Individualized Education Program process and everything that parents should do at home to assist their child with a hearing loss. More information about the guide can be found at www.deafchildrencanspeak.com. V OLTA V OICE S • JA NUA R Y / F E BR UA R Y 2009

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Directory of Services n Alabama Alabama Ear Institute, 300 Office Park Drive,

Suite 210, Birmingham, AL 35223 • 205-879-4234 (voice) • 205-879-4233 (fax) • www.alabamaearinstitute.org • The AEI AuditoryVerbal Mentoring Program: ongoing professional development / AVI curriculum / Mentoring by Cert. AVTs®. “The AEI Summer Institute in Auditory-Verbal Therapy” - Two weeks of intense A-V training; AVI Modules and Practicum; hands-on practice of A-V Therapy. Education, research, public policy, family & culturally oriented programs & services.

n Arizona Desert Voices, 3426 E. Shea Blvd., Phoenix, AZ

85028 • 602-224-0598 (voice) • 602-224-2460 (fax) • info@desertvoices.phxcoxmail.com (email). Emily Lawson, Executive Director. Oral school for deaf and hard-of-hearing children from birth to nine years of age. Programs include Birth to Three therapy, Toddler Group, and full day Educational Program. Other services include parent education classes, speech and language evaluations, parent organization and student teacher placements. Desert Voices is a Moog Curriculum school.

n California Auditory Oral School of San Francisco,

1234 Divisadero, San Francisco, CA 94115 • 415-921-7658 (voice) • 415-921-2243 (fax) • Offers auditory-oral day classes for toddlers, PreKindergarten and K-2 levels with daily individual therapy. Also consultation and itinerant teacher of the deaf services; aural rehabilitation for children and adults; family education groups; and workshops. Our experienced staff includes credentialed teachers of the deaf and speech therapists, all with specialized training in CI technologies. Contact Janet Christensen, M.A., at jan@auditoryoralsf.org.

Auditory-Verbal Services, 10623 Emerson Bend,

Tustin, CA 92782 • 714-573-2143 (voice) • email KarenatAVS@aol.com • Karen Rothwell-Vivian, M.S.ED. M.A. CCC-A. LSLS-Cert.AVT. Listening and Spoken Language Specialist - Certified AuditoryVerbal Therapist providing Auditory-Verbal Therapy and both audiological and educational consultation for children from infancy through college age. Auditory Rehabilitation is also provided for adults. Extensive expertise with amplification, cochlear implants, and FM systems.

Auditory-Verbal Therapy Services, 980 E.

Mountain Street, Pasadena, CA 91104 • 626-798-3903 (voice) • bsackett_certavt@live.com (e-mail). Beatriz Sackett, M.S. Ed., LSLS Cert AVT, bilingual English and Español. Offering Auditory-Verbal Therapy services to children ages six and above and their families. Services provided to children with hearing aids and/or cochlear implants. Llámeme para hablar de su hijo(a) y de cómo la terapia Auditiva-Verbal les podría ayudar.

Echo Horizon School, 3430 McManus Ave.,

Culver City, CA 90232 • 310-838-2442 (voice) • 310-838-0479 (fax) • 310-202-7201 (TTY) • www.oraldeafed.org/schools/echo/index.html • www.echohorizon.org • Vicki Ishida, Echo Center Director. Private elementary school, incorporating an auditory/oral mainstream program for students who are deaf or hard of hearing. Daily resource support in speech, language, auditory training 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 St., Los Angeles, CA 90004 • 323-464-3040 (voice) • sylvia@hear2talk.com (e-mail) • www.hear2talk.com • Sylvia Rotfleisch, M.Sc.A., CED, CCC, Certified Auditory-Verbal Therapist®, Licensed Audiologist, California NPA Certified. Trained by Dr. Ling. Extensive expertise with cochlear implants and hearing aids. InSight Cinema - The Audience is Reading,

2800 28th Street, Suite 380, Santa Monica, CA 90405 • 310-452-8700 (voice) • 310-452-8711 (fax) • www.insightcinema.org • The “Go To” place for all forms of captioned entertainment - blockbuster movies, live theatre, opera, museums, lectures and much more in your area! InSight Cinema is a nonprofit organization dedicated to bringing Captioned Entertainment Experiences to the 31 million deaf and hard-of-hearing patrons in the U.S. Captioning the Imagination of Audiences Nationwide. Jean Weingarten Peninsula Oral School for the Deaf, 3518 Jefferson Avenue,

Redwood City, CA 94062 • 650-365-7500 (voice) • jwposd@jwposd.org (e-mail) • www.oraldeafed.org/schools/jwposd (website) • Kathleen Daniel Sussman, Executive Director; Kathy Berger, Principal. An auditory/oral program where deaf and hard of hearing children listen, think and talk! Cognitive based program from birth through mainstreaming into 1st or 2nd grade. Students develop excellent language, listening and social skills with superior academic competencies. Cochlear Implant Habilitation, mainstream support services and Family Center offering special services for infants, toddlers and their families. John Tracy Clinic, 806 West Adams Blvd., L.A.,

CA 90007 • 213-748-5481 (voice) • 213-747-2924 (TTY) • 800-522-4582 (parents) • www.jtc.org • Since 1942, free Worldwide Correspondence Education and onsite comprehensive audiological, counseling and educational services for families with children ages birth to 5 years. Intensive 3-week Summer Sessions (ages 2-5), with sibling program. Online and on-campus options for an accredited Master’s and Credential in Deaf Education.

The Alexander Graham Bell Association for the Deaf and Hard of Hearing is not responsible for verifying the credentials of the service providers below. Listings do not constitute endorsements of establishments or individuals, nor do they guarantee quality.

Listen and Learn, 4340 Stevens Creek Blvd., Suite 107, San Jose, CA 95129 • 408-345-4949 • Marsha A. Haines, M.A., CED, Cert. AVT, and Sandra Hamaguchi Hocker, M.A., CED • Auditory-verbal therapy for the child and family from infancy. Services also include aural habilitation for older students and adults with cochlear implants. Extensive experience and expertise with cochlear implants, single and bilateral. Mainstream support services, school consultation and assessment for children in their neighborhood school. California NPA certified. No Limits Speech and Language Educational Center and Theatre Program,

9801 Washington Blvd., 2nd Floor, Culver City, CA 90232 • 310-280-0878, 800-948-7712 • www.nolimitsspeaksout.org • Free individual auditory, speech and language therapy for dhh children between the ages of five-and-eighteen as well as a biweekly literacy program, computer training, weekly parent classes and a nationwide theatrical program.

Oralingua School for the Hearing Impaired,

North Campus – 7056 S. Washington Avenue, Whittier, CA 90602 • 562-945-8391 (voice) • 562-945-0361 (fax) • info@oralingua.org (email) • www.oralingua.org (website) South Campus – 221 Pawnee Street, San Marcos, CA 92078 • 760-4715187 (voice) • 760-591-4631 (fax) Where children are listening and talking. An auditory/oral program serving children from infancy to 10 years. Audiological, Speech, Itinerant, AVI Therapy, and other related Designated Instructional Services available. Contact Elisa J. Roche, Executive Director. West Coast Cued Speech Programs,

348 Cernon St., Suite D, Vacaville, CA 95688 • 707-448-4060 (voice/TTY) • www.cuedspeech.org • A resource center serving deaf and hard-of-hearing children and their families. Cued Speech training available to schools/agencies.

n Colorado Bill Daniels Center for Children’s Hearing, The Children’s Hospital - Colorado, Department of Audiology, Speech Pathology and Learning Services, 13123 East 16th Avenue, B030

Aurora, CO 80045 • www.thechildrenshospital.org (website) • 720-777-6531(voice) • 720-777-6886 (TTY). We provide comprehensive audiology and speech-language services for children who are deaf or hard-of-hearing (ages birth through 21years). Our pediatric team specializes in family-centered care and includes audiologists, speech-language pathologists, a deaf educator, family consultant, and clinical social worker. Individual, group and parent educational support and programs are designed to meet each family desire for their preference of communication needs. We also provide advanced technology hearing aid fitting and cochlear implant services.

Let’s Talk About It, 800 Santa Ynez Street,

San Gabriel, CA 91775 • 626-451-9920 (voice) • bk-avt@sbcglobal.net (e-mail) • Bridgette Klaus, M.S. Ed., Certified Auditory-Verbal Therapist®. Providing Auditory-Verbal therapy for children with a hearing loss and their families. Services for individuals with hearing aids and/or cochlear implants, infancy through adulthood.

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D I R E C T O R Y Rocky Mountain Ear Center, P.C. • 601 East Hampden Avenue, Suite 530, Englewood, CO 80113 • 303-783-9220 (voice) • 303-806-6292 (fax) • www.rockymountainearcenter.com (website). We provide a full range of neurotology and audiology services for all ages, ranging from infants to seniors. Using a multi-disciplinary approach, our boardcertified otologist and doctors of audiology rest and diagnose hearing, balance, facial nerve and ear disorders and we provide full-service hearing aid, cochlear implant and BAHA services. We offer medical and surgical treatment as well as language therapy and support groups, and are actively involved in various research studies.

n Connecticut CREC Soundbridge, 123 Progress Dr., Wethersfield, CT 06109 • 860- 529-4260 (voice/TTY) • 860-257-8500 (fax) • www.crec.org/soundbridge (website). Dr. Elizabeth B. Cole, Program Director. Comprehensive audiological and instructional services, birth through post-secondary, public school settings. Focus on providing cutting-edge technology for optimal auditory access and listening in educational settings and at home, development of spoken language, development of self advocacy – all to support each individual’s realization of social, academic and vocational potential. Birth to Three, Auditory-Verbal Therapy, integrated preschool,

intensive day program, direct educational and consulting services in schools, educational audiology support services in all settings, cochlear implant mapping and habilitation, diagnostic assessments, and summer programs. New England Center for Hearing Rehabilitation (NECHEAR), 354 Hartford

Turnpike, Hampton, CT 06247 • 860-455-1404 (voice) • 860-455-1396 (fax) • Diane Brackett. Serving infants, children and adults with all degrees of hearing loss. Speech, language, listening evaluation for children using hearing aids and cochlear implants. Auditory-Verbal therapy; Cochlear implant candidacy evaluation, pre- and post-rehabilitation, and creative individualized mapping. Post-implant rehabilitation for adults with cochlear implants, specializing in prelingual onset. Mainstream school support, including onsite consultation with educational team, rehabilitation planning and classroom observation. Comprehensive audiological evaluation, amplification validation and classroom listening system assessment.

n Florida Bolesta Center, Inc and The Auditory-Verbal Learning Institute, 7205 North Habana Avenue,

Tampa, FL 33614 • 813-932-1184 (voice) • 813-932-0583 (fax) • info@bolestacenter.org (email) • www.bolestacenter.org (website) • Non-profit Auditory-Verbal center founded in 1961 to teach deaf and hard-of-hearing children to listen and speak.

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Children learn to participate fully in hearing families, schools, and communities. No family is turned away based on ability to pay. The Auditory-Verbal Learning Institute develops and sells educational products for parents to help meet the cognitive, language, and social development needs of their deaf or hard-ofhearing children and for professionals who want to expand their Auditory-Verbal skills. Clarke Jacksonville Auditory/Oral Center,

9857 St. Augustine Rd., Jacksonville, FL 32257 • 904-880-9001 (voice/TTY) • info@clarkeschool.org (email) • www.clarkeschool.org (website). Susan G. Allen, Director. A program of Clarke School for the Deaf/Center for Oral Education, serving families with young children with hearing loss. Auditory/ Oral programs include early intervention, preschool, toddler PreK/kindergarten, primary, parent support, individual listening, speech and language services, cochlear implant habilitation. Orange County Auditory-Oral Program for the Hearing Impaired, Kaley Elementary School,

1600 East Kaley St., Orlando, FL 32806 • 407-897-6420 (voice) • 407-897-2407 (fax) • www.eak.ocps.k12.fl.us • Available to residents of Orange and Lake Counties. We have self-contained classes PreK (3 & 4 yrs) to 5th grade with partial and full-time mainstream options.

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n Georgia

n Idaho

Atlanta Speech School – Katherine Hamm Center, 3160 Northside Parkway, NW, Atlanta,

Idaho School for the Deaf and the Blind,

GA 30327 • 404-233-5332 ext. 3119 (voice/TTY) • 404-266-2175 (fax) • eestes@atlspsch.org (e-mail) • www.atlantaspeechschool.org • An auditory/ oral and Auditory-Verbal program serving children who are deaf or heard of hearing from infancy to elementary school age. Children receive languagerich lessons and highly individualized instruction in a nuturing environment. Teachers and staff work closely with parents to instill the knowledge and confidence children need to reach their full potential. Early intervention programs, audiological support services, Auditory-Verbal therapy, mainstreaming opportunities and independent educational evaluations. Established in 1938.

Auditory-Verbal Center, Inc - Atlanta,

1901 Century Boulevard, Suite 20, Atlanta, GA 30345, 404-633-8911 (voice) • 404-633-6403 (fax) • listen@avchears.org (email) • www.avchears.org (website). Auditory-Verbal Center, Inc - Macon, 2720 Sheraton Drive, Suite D-240, Macon, GA 31204 • 478-471-0019 (voice). A comprehensive Auditory-Verbal program for children with hearing impairments and their families. Home Center and Practicum Site programs provide intensive A-V training for families and professionals. Complete audiological services for children and adults. Assistive listening devices demonstration center.

Child’s Voice School, 180 Hansen Court,

Wood Dale, IL 60191 • (630) 595-8200 (voice) • (630) 595-8282 (fax) • info@childsvoice.org (email) • www.childsvoiceschool.org (website). Michele Wilkins, Ed.D., Executive Director. An auditory/oral school for children ages 3-8. Cochlear implant (re) habilitation, mainstream support services and audiology services provided. Early intervention for birth to age three with parent-infant and toddler classes. Child’s Voice is a Moog Curriculum school.

450 Main Street, Gooding, ID 83330 • 208-934 4457 (V/TTY) • 208-934 8352 (fax) • isdb@isdb.idaho.gov (e-mail). ISDB serves birth to 21 year old youth with hearing loss through parent-infant, on-site, and outreach programs. Options include auditory/oral programs for children using spoken language birth through second grade. Audiology, speech instruction, auditory development and cochlear implant habilitation is provided.

St. Joseph Institute for the Deaf – Carle,

n Illinois Alexander Graham Bell Montessori School (AGBMS), www.agbms.org • 847-297-4660 (voice) •

agbms1@comcast.net (email). Alternatives in Education for the Hearing Impaired (AEHI) • www.aehi.org (website) • 847-297-3206 (voice) • info@aehi.org (email) • 2020 E. Camp McDonald Road, Mount Prospect, Il 60056 • 847-297-4660. AGBMS is a Montessori school educating children ages 3-12 who are deaf or hard of hearing or have other communicative challenges in a mainstream environment with hearing peers. Teacher of Deaf/ Speech/Language Pathologist/ Reading Specialist/ Classroom Teachers emphasize language development and literacy utilizing Cued Speech. AEHI, a training center for Cued Speech, assists parents, educators, or advocates in verbal language development for children with language delays or who do not yet substantially benefit from auditory technology.

809 West Park St., Urbana, IL 61801 • 217-326-2824 (voice) • 217-344-7524 (fax) • carle@sjid.org (e-mail) • danielle.edmondson@carle.com (e-mail) • www.sjid.org • Danielle Edmondson, M.A., CCC-A, Director. St. Joseph Institute for the Deaf – Carle, a campus of the St. Joseph Institute system, serves children with hearing loss, birth to age 6. Auditory/ oral programs include early intervention, nursery and preschool classes, cochlear implant rehabilitation, daily speech therapy and mainstream support services. Challenging speech, personal development and academic programs are offered in a nurturing environment. Early intervention credentialed and Illinois State Board of Education approved. (See Indiana, Kansas and Missouri.)

n Indiana St. Joseph Institute for the Deaf – Indianapolis, 9192 Waldemar Road, Indianapolis,

IN 46268 • 317-471-8560 (voice) • 317-471-8627 (fax) • touellette@sjid.org (e-mail) • www.sjid.org • Teri Ouellette, M.S. Ed., Director. St. Joseph Institute

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D I R E C T O R Y for the Deaf – Indianapolis, a campus of the St. Joseph Institute system, serves children with hearing loss, birth to age 6. Auditory/oral programs include early intervention, toddler and preschool classes, cochlear implant rehabilitation and daily speech therapy. Challenging speech, personal development and academic programs are offered in a nurturing environment. First Steps Provider. (See Illinois, Kansas, and Missouri.)

serving children with all degrees of hearing loss from infancy through age 5. Programs offered include early intervention, preschool classrooms, parent support groups, daily listening, speech and language instruction, cochlear implant rehabilitation and support for mainstream placement. New Orleans Oral School admits children of any race, color and national or ethnic origin.

n Maine n Kansas

913-383-3535 (voice) • 913-383-0320 (fax) • www.sjid.org • jfredriksen@sjid.org • Jeanne Fredriksen, M.S., Ed., Director. St. Joseph Institute for the Deaf - Kansas City, a campus of the St. Joseph Institute system, serves hearing-impaired children, birth to age 6. Auditory-oral programs include early intervention, toddler and preschool classes, cochlear implant rehabilitation and daily speech therapy. Challenging speech, personal development and academic programs are offered in a nurturing environment. (See Illinois, Indiana and Missouri).

hear ME now, 19 Yarmouth Drive, Suite 201, Yarmouth Hall, Pineland Farms, New Gloucester, ME 04260 • 207-688-4544 (voice) • 207-688-4548 (fax) • info@hear-me-now.org (e-mail) • www.hear-me-now.org • Maine’s Oral Deaf Learning Center. Maine’s only OPTION school for infants and children who are deaf or hard of hearing. Utilizing specially trained staff in promoting spoken language and developing listening skills, our loaner hearing aid program, parent infant, toddler, preschool and kindergarten offers the opportunity for children with hearing loss to develop spoken language at a rate similar to their normal hearing peers without sign language support. Auditory/oral and Auditory-Verbal programming available.

n Louisiana

n Maryland

New Orleans Oral School, 4000 West

The Hearing and Speech Agency’s Oral Center, 5900 Metro Drive, Baltimore, MD 21215 •

St. Joseph Institute for the Deaf - Kansas City Campus, 8835 Monrovia, Lenexa, KS 66215 •

Esplanade Avenue, Metairie, LA 70002 • 504-885-1606 (voice) • 504-885-2603 (fax) • neworleansoralschool@yahoo.com (e-mail) • www.oraldeafed.org/schools/neworleans • Martha Myers, M.C.D., Director • Auditory/oral school

410-318-6780 (voice) • 410-318-6758 (TTY) • 410-318-6759 (fax) • hasa@hasa.org (e-mail) • www.hasa.org • Jill Berie, Educational Director, Olga Polites, Clinical Director, Heather Eisgrau,

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Teacher of the Deaf/Coordinator. Auditory-oral education and therapy program for young children who are deaf or hard of hearing ages three through five with early intervention services for birth to age 3. Self-contained state-of-the-art classrooms located in the Gateway School approved by the Maryland State Department of Education. Additional services include speech-language therapy, family education and support, pre- and post-cochlear implant habilitation, collaboration and support of inclusion and audiological management. Applications are accepted year-round. Families are encouraged to apply for scholarships and financial assistance. HASA is a direct service provider, information resource center and advocate for people of all ages who are deaf, hard of hearing or who have speech and language disorders.

n Massachusetts Auditory-Verbal Communication Center (AVCC), 544 Washington Street, Gloucester,

MA, 01930 • 978-282-0025 (phone) • avcc@avcclisten.com (e-mail) • www.avcclisten.com • Listening and Spoken Language Specialists: James G. Watson, MSc, CED, Cert. AVT, and Lea D. Watson, MS, CCC-SLP, Cert. AVT. AVCC is a husband-wife team offering parent guidance for infants and preschoolers, school support, adult therapy, world-wide consultation for programs, distance (online) therapy for families, supervision and training (online) for professionals aiming at certification from the AGBell Academy for Listening and Spoken Language.

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Clarke School East, 1 Whitman Road, Canton,

MA 02021 • 781-821-3499 (voice) • 781-821-3904 (tty) • info@clarkeschool.org (email) • www.clarkeschool.org (website). Cara Jordan, Director. A program of Clarke School for the Deaf/ Center for Oral Education, serving families with young children. Auditory/Oral programs include early intervention, preschool, kindergarten, parent support, cochlear implant habilitation, and support for mainstream placements.

The Clarke School for the Deaf - Center for Oral Education, 47 Round Hill Road,

Northampton, MA 01060 • 413-584-3450 (voice/tty) • info@clarkeschool.org (email) • www.clarkeschool.org (website). Bill Corwin, President. Early intervention, preschool, day, and boarding school, cochlear implant assessments, summer programs, mainstream support, evaluations for infants through school age children, audiological services, assistive devices, graduate-teachereducation program.

June A. Reynolds, Inc., Auditory-Verbal Inclusion Program for Hearing Impaired Children, 10 Yale Blvd. Beverly, MA 01915 • June

Reynolds, M.Ed., CED, Cert. AVT® • 978-927-2765 (voice) • 978-921-9459 (fax) • jreyno2727@aol.com (e-mail) • www.juneareynolds.com. Comprehensive auditory program providing parent-infant A-V therapy, licensed preschool program, cochlear implant habilitation, mainstream support services, preschool through high school.

SoundWorks for Children, 18 South Main Street, Topsfield, MA 01983 • 978-887-1284 (voice) • soundworksforchildren@verizon.net (e-mail) • Jane E. Driscoll, MED, Director. Satellite program serving Southern Maine. Katelyn Driscoll, MED, Program Coordinator. A comprehensive non-profit program dedicated to the development of auditoryoral skills in children who are deaf or hard-of-hearing. Specializing in cochlear implant habilitation and offering a full continuum of inclusionary support models from preschool through high school. Early Intervention services and social/self-advocacy groups for mainstreamed students are offered at our Family Center. Summer programs, in-service training, and consultation available.

n Michigan Monroe County Program for Hearing Impaired Children, 3145 Prairie St., Ida, MI

48140-9778 • 734-269-3875 (voice/TTY) • 734-269-3885 (fax) • whitman@ida.k12.mi.us (e-mail) • www.misd.k12.mi.us • Kathleen Whitman, Supervisor. Auditory/oral program, full continuum of services, birth to 25 years. Staff: 21.

Redford Union Oral Program for Children with Hearing Impairments, 18499 Beech Daly

Rd. Redford, MI 48240 • 313-242-3510 (voice) • 313-242-3595 (fax) • 313-242-6286 (tty) • Dorothea B. French, Ph.D., Director. Auditory/oral day program serves 80 center students/250 teacher consultant students. Birth to 25 years of age.

n Minnesota Northeast Metro #916 Auditory / Oral Program, 701 West County Road “B”, Roseville,

Minnesota 55113 • 651-415-5399 (voice). The mission of the program is to provide an intensive oral education to children with impaired hearing. Centered-based services are provided in a least restrictive public school environment, combining oral specific early intervention services within the mainstream setting for students pre-school through kindergarten age. Birth to 3 services and parent/child groups are tailored to meet identified needs. Parent and professional workshops are offered. Referrals are through the local school district in which the family live. Northern Voices, 1660 West County Road B,

Roseville, MN 55113-1714 • 651-639-2535 (voice) • 651-639-1996 (fax) • director@northernvoices.org (e-mail) • Kristina Blaiser, Executive Director. Northern Voices is a nonprofit early education center focused on creating a positive environment where children with hearing loss and their families learn to communicate through the use of spoken language. Our goal is for students to become fluent oral communicators and to join their hearing peers in a traditional classroom at their neighborhood schools.

n Mississippi DuBard School for Language Disorders,

The University of Southern Mississippi, 118 College Drive #10035, Hattiesburg, MS 39406-0001 • 601-266-5223 (voice) • dubard@usm.edu (e-mail) • www.usm.edu/dubard • Maureen K. Martin, Ph.D.,

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D I R E C T O R Y CCC-SLP, CED, Director • The school is a clinical division of the Department of Speech and Hearing Sciences and serves children from birth to age 13 in its state-of-the-art facility. Working collaboratively with 22 public school districts, the school specializes in coexisting language disorders, learning disabilities/ dyslexia and speech disorders, such as apraxia, through its non-graded, 11-month program. The Association Method, as refined, and expanded by the late Dr. Etoile DuBard and the staff of the school, is the basis of the curriculum. Comprehensive evaluations, individual therapy, audiological services and professional development programs also are available. AA/EOE/ADAI Magnolia Speech School, Inc., 733 Flag Chapel Rd., Jackson, MS 39209 • 601-922-5530 (voice) • 601-922-5534 (fax) • sullivandirector@comcast.net (e-mail) • www.oraldeaf.org • Anne Sullivan, M.Ed. Family Services (age 0 to 3 served free), Auditory/ oral classrooms, association method classroom, audiological services, mainstream services, evaluations and out-patient services available in an 11-month school year.

n Missouri CID – Central Institute for the Deaf,

825 South Taylor Avenue, St. Louis, MO 63110 • 314-977-0135 (voice) • 314-977-0037 (tty) • lberkowitz@cid.edu (email) • www.cid.edu (website) • Child- and family-friendly learning environment for children birth-12; exciting adapted curriculum incorporating mainstream content, emphasizing early

literacy and childhood development; family center for parents and babies; expert mainstream preparation; professional workshops, consulting and in-services for schools, auditory learning and educational materials; close affiliation with Washington University deaf education and audiology programs. The Moog Center for Deaf Education,

12300 South Forty Drive, St. Louis, MO 63141 • 314-692-7172 (voice) • 314-692-8544 (fax) • Betsy Moog Brooks, Director of School and Family School • bbrooks@moogcenter.org (e-mail) • Services provided to children who are deaf and hardof-hearing from birth to 9 years of age. Programs include the Family School (birth to 3), School (3 to 9 years), Audiology (including cochlear implant programming), mainstream services, educational evaluations, parent education and support groups, professional workshops, teacher education and student teacher placements.

The Moog School at Columbia, 3301

West Broadway, Columbia, MO 65203 • 573-446-1981(voice) • 573-446-2031 (fax) • Judith S. Harper, CCC SLP, Director • jharper@moogschool. org (e-mail). Services provided to children who are deaf and hard-of hearing from birth to kindergarten. Programs include the Family School (birth to 3). School (3 years to kindergarten). Mainstream services (speech therapy/academic tutoring) ,educational evaluations, parent education, support groups, and student teacher placements. The Moog School— Columbia is a Moog Curriculum School.

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St. Joseph Institute for the Deaf – St. Louis,

1809 Clarkson Road, Chesterfield, MO 63017 • 636-532-3211 (voice/TYY) • 636-532-4560 (fax) • mdaniels@sjid.org (e-mail) • www.sjid.org • Mary Daniels, M.A., Principal. An independent, Catholic auditory/oral, day and residential school serving children with hearing loss ages birth through the eighth grade. Auditory-oral programs include early intervention, toddler and preschool classes, K-8th grade, on-site audiology clinic, full evaluations, mainstream consultancy, summer camp, after-school enhancement program, financial aid. Fontbonne University graduate and undergraduate practicum site. Mainstream academic accreditations (ISACS and NCA), Approved private agent of Missouri Department of Education.

n New Hampshire HEAR in New Hampshire, 11 Kimball Drive,

Suite 103, Hooksett, NH 03106 • 603-624-4464 (voice) • www.HEARinNH.org • Lynda S. French, Director. New Hampshire’s only auditory-oral school for children who are deaf or hard of hearing. HEAR in NH serves children with all degrees of hearing loss from infancy through high school. Programs offered include parent/child play groups, preschool, pre-kindergarten, kindergarten and itinerant services for children in their community schools. Summer services, parent education/support, speech/language services and professional workshops are available.

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n New Jersey HIP and SHIP of Bergen County Special Services - Midland Park School District,

41 E. Center Street, Midland Park, N.J. 07432 • 201-343-8982 (voice) • kattre@bergen.org (email) • Kathleen Treni, Principal. An integrated, comprehensive pre-K-12th grade auditory oral program in public schools. Services include Auditory Verbal and Speech Therapy, Cochlear Implant habilitation, Parent Education, and Educational Audiological services. Consulting teacher services are available for mainstream students in home districts. Early Intervention services provided for babies from birth to three. SHIP is the state’s only 7-12th grade auditory oral program. CART (Computer Real Time Captioning) is provided in a supportive, small high school environment. The Ivy Hall Program at Lake Drive,

10 Lake Drive, Mountain Lakes, NJ 07046 • 973-299-0166 (voice/tty) • 973-299-9405 (fax) • www.mtlakes.org/ld. • David Alexander, Ph.D., Principal. An innovative program that brings hearing children and children with hearing loss together in a rich academic environment. Auditory/oral programs include: early intervention, preschool, kindergarten, parent support, cochlear implant habilitation, itinerant services, OT, PT and speech/language services. Self-contained to full range of inclusion models available.

Speech Partners, Inc., 26 West High Street, Somerville, NJ 08876 • 908-231-9090 (voice) • nancyschumann@hotmail.com (email) • Nancy V. Schumann, M.A., CCC-SLP, Cert. AVT. Auditory-Verbal Therapy, Communication Evaluations, Speech-Language Therapy and Aural Rehabilitation, School Consultation, Mentoring, Workshops. Summit Speech School for the Hearing-Impaired Child, F.M. Kirby Center,

705 Central Ave., New Providence, NJ 07974 • 908-508-0011 (voice/TTY) • 908-508-0012 (fax) • info@summitspeech.com (e-mail) • www.summit-speech.org • Pamela Paskowitz, Ph.D., CCC-SLP, Executive Director. Auditory/oral services for deaf and hard of hearing children. Programs include Parent Infant (0 to 3 years), Preschool (3 to 5 years) and itinerant services for children in their home districts. Speech and language, OT and PT services available.

n New Mexico Presbyterian Ear Institute – Albuquerque,

415 Cedar Street SE, Albuquerque, NM 87106 • 505-224-7020 (voice) • 505-224-7023 (fax) • Contact: Bettye Pressley, Executive Director. A cochlear implant center, auditory/oral school for deaf and hard-of-hearing children and parent infant program. Serves children from infancy to early elementary school years. Comprehensive audiology, diagnostic and speech therapy services. Presbyterian Ear Institute is a Moog Curriculum School.

n New York Anne Kearney, M.S., LSLS Cert. AVT, CCC-Speech Language Pathology,

401 Littleworth Lane, Sea Cliff, Long Island, NY 11579 • 516-671-9057 (voice). Auditory/Oral School of New York, 2164 Ralph

Avenue & 3321 Avenue “M,” Brooklyn, NY 11234 • 718-531-1800 (voice) • 718-421-5395 (fax) • info@auditoryoral.org (e-mail) • Pnina Bravmann, Program Director. A premier auditory/oral early intervention and preschool program servicing hearing impaired children and their families. Programs include: StriVright Early Intervention (home-based and center-based), preschool, integrated preschool classes with children with normal hearing, multidisciplinary evaluations, parent support, Auditory-Verbal Therapy, complete audiological services, cochlear implant habilitation, central auditory processing (CAPD) testing and therapy, mainstreaming, ongoing support services following mainstreaming.

Buffalo Hearing & Speech Center-Oral Deaf Education Program, 50 E. North Street, Buffalo,

NY 14203 • 716-885-8318 (voice) • 716-885-4229 (fax) • lshea@askbhsc.org (e-mail) • www.askbhsc.org • Buffalo Hearing & Speech Center is a non-for profit organization that offers a auditory/oral program for children ages birth to 5 years who are deaf and hard of hearing. The Oral Deaf Education Program consists of parent/ infant program, early intervention classroom and a preschool program. BHSC also offers innovative services to children and adults with communication and educational needs including a cochlear implant

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D I R E C T O R Y center and comprehensive audiological services. Our dedicated and skilled staff is focused on the mission of improving the quality of life for adults, children and infants in need of speech, hearing or educational services. The Oral Deaf Education Program is a Moog Curriculum School. Clarke School - New York, 80 East End Avenue,

New York, NY 10028 • 212-585-3500 (voice/tty) • info@clarke-nyc.org (email) • www.clarkeschool.org (website) • Dan Salvucci, Acting Director. A program of Clarke School for the Deaf/Center for Oral Education, serving families of young deaf and hard of hearing children. Auditory/oral programs include early intervention, preschool, kindergarten, comprehensive evaluations, hearing aid and FM system dispensing and related services including occupational, physical and speech-language therapies. Cleary School for the Deaf, 301 Smithtown Boulevard, Nesconset, New York 11767 • 631-588-0530 (voice/TTY) • 631-588-0016 (fax) • www.clearyschool.org • Kenneth Morseon, Superintendent; Ellen McCarthy, Principal. A statesupported program serving hearing impaired children birth to 21. Auditory/oral programs include ParentInfant Program (school and home based) for children birth to 3, Auditory-Oral Reverse Inclusion Preschool Program for children 3 to 5 and Transition Program for children with cochlear implants who have a sign language base. Auditory/oral programs include daily individual auditory-based speech and language therapy, daily speech push-in, annual and on-going audiological and speech-language evaluations and

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parent training/support. The mission of the Reverse Inclusion Auditory-Oral Preschool Program is to best prepare children to enter kindergarten in their own school district. Classes consist of children with hearing loss and their normal hearing peers.

standards. Music/Dance, Physical Education (and swimming), Art, Library, as well as technology are part of the school schedule.

League for the Hard of Hearing, 50 Broadway, 6th Floor, New York, NY 10004 • 917-305-7700 (voice) • 917-305-7999 (fax) • 917-305-7888 (TTY) • www.lhh.org • Florida Office: 2800 W. Oakland Park Blvd, Suite 306, Oakland Park, FL 33311 • 954-731-7200 (Voice/TTY) • 954-485-6336 (fax) • National diagnostic, rehabilitation, human-services agency offering comprehensive services to all individuals who are deaf or hard of hearing. Audiology, otology, hearing aid dispensing, communication therapy, technical services, mental health, career development, assistive-devices center, cochlear implant training, museum, noise center, library, publications, education programs, support groups.

New Hyde Park, NY 11042 • 718-470-8910 (voice) • 718-470-1679 (fax) • The Long Island Jewish Hearing and Speech Center provides services for individuals of all ages with communication disorders. The Center serves two tertiary care hospitals, Long Island Jewish Medical Center and North Shore University Hospital, providing both in-patient and outpatient services. As the largest hearing and speech center on Long Island, the Center accepts referrals from physicians, schools, community speech pathologists and audiologists, and self-referrals from Long Island and New York City. The professional staff consists of 14 audiologists, 10 speech-language pathologists, a social worker and a deaf educator. Audiologic services available at Center include complete diagnostic and habilitative services, a cochlear implant program, a voice and laryngeal laboratory and a hearing aid dispensary.

Lexington School for the Deaf,

26-26 75th Street, Jackson Heights, NY 11370 • 718-350-3300 (voice/tty) • 718-899-9846 (fax) • www.lexnyc.org • Dr. Regina Carroll, Superintendent, Ronni Hollander, Principal - rhollander@lexnyc.org (email). A state-supported program serving hearing impaired children in the Greater New York area from infancy through age 21. Auditory-Oral programs include the Deaf Infant Program (ages 0-3), Preschool classes (ages 3-6) and early Elementary classes. Auditory-Oral programs include daily speech, listening and language services, ongoing audiological support, coordination with hospital implant centers, evaluations and parent support. The school’s academic program follows the New York State

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Long Island Jewish Medical Center Hearing & Speech Center, 430 Lakeville Road,

Mill Neck Manor School for the Deaf, GOALS (Growing Oral/Aural Language Skills) Program, 40 Frost Mill Road, Mill Neck, NY 11765 •

516-922-4100 (voice) • Mark R. Prowatzke, Ph.D., Executive Director, Francine Bogdanoff, Assistant Superintendent. Publicly-funded integrated preschool program, serving Deaf and hard of hearing children (ages 3-5) on Long Island. Literacy-based program with auditory/oral approach, curriculum aligned with NY State Preschool Standards, art, music, library, audiology, speech, language therapy, related support services and family programs.

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Nassau BOCES Program for Hearing and Vision Services, 740 Edgewood Drive, Westbury,

NY 11590 • 516-931-8507 (Voice) • 516-931-8596 (TTY) • 516-931-8566 (Fax) • www.nassauboces.org (Web) • JMasone@mail.nasboces.org (Email). Dr. Judy Masone, Principal. Provides full day New York State standards - based academic education program for children 3-21 within district-based integrated settings. An auditory/oral or auditory/sign support methodology with a strong emphasis on auditory development is used at all levels. Itinerant services including auditory training and audiological support are provided to those students who are mainstreamed in their local schools. Services are provided by certified Teachers of the Hearing Impaired on an individual basis. The Infant/Toddler Program provides center- and home-based services with an emphasis on the development of auditory skills and the acquisition of language, as well as parent education and support. Center-based instruction includes individual and small group sessions, speech, parent meetings and audiological consultation. Parents also receive 1:1 instruction with teacher of the Deaf and Hard of Hearing on a weekly basis to support the development of skills at home. Comprehensive audiological services are provided to all students enrolled in the program, utilizing state of the art technology, FM assistive technology to maximize access to sound within the classroom, and cochlear implant expertise. Additionally, cochlear implant mapping support provided by local hospital audiology team will be delivered on site at the school.

New York Eye & Ear Cochlear Implant and Hearing & Learning Centers, (formerly Beth

Israel/New York Eye Ear program). New Location: 380 Second Avenue at 22nd Street, New York, NY 10010 • 646-438-7800 (voice). Comprehensive diagnostic and rehabilitative services for infants, children and adults including audiology services, amplification and FM evaluation and dispensing, cochlear implants, auditory/oral therapy, otolaryngology and counseling.

n North Carolina BEGINNINGS For Parents of Children Who Are Deaf or Hard of Hearing, Inc.,

3714-A Benson Drive, PO Box 17646, Raleigh, NC 27619 • 919-850-2746 (voice) • 919-850-2804 (fax) • raleigh@ncbegin.org (e-mail) • Joni Alberg, Executive Director. BEGINNINGS provides emotional support, unbiased information, and technical assistance to parents of children who are deaf or hard of hearing, deaf parents with hearing children and professionals serving those families. BEGINNINGS assists parents of children from birth through age 21 by providing information and support that will empower them as informed decision makers, helping them access the services they need for their child, and promoting the importance of early intervention and other educational programs. BEGINNINGS believes that given accurate, objective information about hearing loss, parents can make sound decisions for their child about educational placement, communication methodology and related service needs.

CASTLE- Center for Acquisition of Spoken Language Through Listening Enrichment,

5501-A Fortunes Ridge Drive, Suite A, Durham, NC 27713 • 919-419-1428 (voice) • www.uncearandhearing.com/pedsprogs/castle An auditory/oral center for parent and professional education. Preschool and Early intervention services for young children including Auditory Verbal parent participation sessions. Hands-on training program for hearing-related professionals/ university students including internships, two week summer institute and Auditory Verbal Modules.

n Ohio Millridge Center/Mayfield Auditory Oral Program, 950 Millridge Road, Highland Heights,

OH 44143-3113 • 440-995-7300 (phone) • 440-995-7305 (fax) • www.mayfieldschools.org • Louis A. Kindervater, Principal. Auditory/oral program with a ful continuum of services, birth to 22 years of age. Serving 31 public school districts in northeast Ohio. Early intervention; preschool with typically developing peers; parent support; individual speech, language, and listening therapy; audiological services; cochlear implant habilitation; and mainstreaming in the general education classrooms of Mayfield City School District. Ohio Valley Voices, 6642 Branch Hill Guinea Pike, Loveland, OH 45140 • 513-791-1458 (voice) • 513-791-4326 (fax) • mainoffice@ohiovalleyvoices.org (e-mail) • www.ohiovalleyvoices.org (website). Ohio Valley Voices teaches deaf and hearing-impaired children to use spoken language as their primary means of

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D I R E C T O R Y communication. The vast majority of our students utilize cochlear implants to give them access to sound, which in turn, allows them to learn to speak when combined with intensive speech therapy. We offer a birth-to-3 program, a preschool through second grade program, a full array of on-site audiological services, parent education and support resources. Ohio Valley Voices is a Moog Curriculum School.

that co-enrolls children with hearing loss and children with normal hearing in every class. Each class is taught by a regular educator or early childhood specialist and a teacher of deaf children. Programs for children with hearing loss start at birth and continue through 5th grade. Tucker-Maxon provides comprehensive pediatric audiology evaluations, cochlear implant management, habilitation and mapping, early intervention, and speech pathology services.

n Oklahoma Hearts for Hearing, 3525 NW 56th Street,

Suite A-150, Oklahoma City, OK 73112 • 405-548-4300 • 405-548-4350(Fax) • Teresa H. Caraway, Ph.D.,CCC-SLP, LSLS Cert. AVT and Joanna T. Smith, M.S., CCC-SLP, LSLS Cert. AVT, Jace Wolfe, Ph.D., CCC-A. Comprehensive hearing healthcare program which includes pediatric audiological evaluations, management and cochlear implant mapping. Auditory-Verbal therapy, cochlear implant habilitation, early intervention, pre-school, summer enrichment services and family support workshops are also provided. Opportunities for family, professional education and consultations. www.heartsforhearing.org

n Oregon Tucker-Maxon Oral School, 2860 S.E. Holgate,

Portland, OR 97202 • 503-235-6551(voice) • 503-235-1711 (TTY) • tminfo@tmos.org (e-mail) • www.tmos.org (website) • Established in 1947, Tucker-Maxon is an intensive auditory-oral school

n Pennsylvania Archbishop Ryan School for Children with Hearing Impairment, 233 Mohawk Ave., Norwood,

PA 19074 • 610-586-7044 (voice) • 610-586-7053 (fax) • Our Oral Academy is located within a regular elementary school enabling some children to learn with hearing peers in a mainstream classroom with the support of a Deaf educator. Some children learn in self-contained classrooms with other deaf children. We offer a full academic program from preschool through age 14. For more information visit www.cesmsa.org, click registry and our school by name. Bucks County Schools Intermediate Unit #22, Hearing Support Program, 705 North

Shady Retreat Road, Doylestown, PA 18901 • 215-348-2940 x1240 (voice) • 215-340-1639 (fax) • kmiller@bucksiu.org • Kevin J. Miller, Ed.D., CCC-SP, CED, Supervisor. A publicly-funded program serving local school districts with deaf or hard of hearing students (birth -12th Grade). Services include itinerant support, resource rooms, audiology, speech-language

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therapy, auditory-verbal therapy, C-Print captioning, and cochlear implant habilitation. Center for Childhood Communication at The Children’s Hospital of Philadelphia,

3405 Civic Center Boulevard, Philadelphia 19104 • 800-551-5480 (voice) • 215-590-5641 (fax) • www.chop.edu/ccc • Judith S. Gravel, Ph.D., Director. The CCC provides children with audiology, amplification, speech-language and cochlear implant services and offers support through our Family Wellness Program. We serve families at our main campus in Philadelphia and at our Pennsylvania satellite offices in Bucks County, Exton, King of Prussia, Springfield, and at our New Jersey satellite offices in Voorhees, Mays Landing and Princeton. Clarke Pennsylvania Auditory/Oral Center,

455 South Roberts Road, Bryn Mawr, PA 19010 • 610-525-9600 (voice/tty) • info@clarkeschool.org (email) • www.clarkeschool.org (website). Judith Sexton, Director. A program of Clarke School for the Deaf/Center for Oral Education, serving families with young children with hearing loss. Auditory/ Oral programs include early intervention, preschool, parent support, individual auditory speech and language services, cochlear implant habilitation, audiological support, and mainstream support.

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Delaware County Intermediate Unit #25, Hearing and Language Programs,

The Western Pennsylvania School for the Deaf is a non-profit school with high academic expectations. WPSD, located in Pittsburgh since 1869, has provided quality educational services, cutting-edge technology and a complete extracurricular program to deaf and hard-of-hearing children from birth through grade 12. Serving over 250 day and residential students, from more than 100 school districts and 30 counties, WPSD is the largest comprehensive center for deaf education in the state. For more information: wpsd.org

DePaul School for Hearing and Speech,

n South Carolina

200 Yale Avenue, Morton, PA 19070 • 610-938-9000, ext. 2277 • 610938-9886 (fax) • mdworkin@dciu.org • Program Highlights: A publicly funded program for children with hearing loss in local schools. Serving children from birth through high school. Services include audiology, speech therapy, cochlear implant habilitation (which includes auditory-verbal therapy),psychology and social work.

6202 Alder Street, Pittsburgh, PA 15206 • (412)924-1012 (voice/TTY) • mk@depaulinst.com (email) • www.speakmiracles.org (website) • Mary Beth Kernan - Family Service Coordinator. DePaul is Western Pennsylvania’s only auditory-oral school serving families for 100 years. A state-approved, private magnet school, DePaul’s programs are tuition-free to parents and caregivers of approved students. Program includes: early intervention services for children birth to 3 years; a center-based toddler program for children ages 18 months to 3 years; a preschool for children ages 3-5 years and a comprehensive academic program for grades K-8. Clinical services include speech therapy, cochlear implant habilitation services, audiological support including cochlear implant mapping, physical and occupational therapy, mainstreaming support, parent education programs and a parent support group. Western Pennsylvania School for the Deaf,

300 East Swissvale Avenue, Pittsburgh, PA 15218 • 412-244-4207 (voice) • 412-244-4251 (fax) • vcherney@wpsd.org (e-mail) • www.wpsd.org.

The University of South Carolina Speech and Hearing Center, 1601 St. Julian Place, Columbia,

SC 29204 • 803-777-2614 (voice) • 803-253-4143 (fax) • Center Director: Danielle Varnedoe, daniell@sc.edu (e-mail). The center provides audiology services, speech-language therapy, adult aural rehabilitation therapy and Auditory-Verbal therapy. Our audiology services include comprehensive evaluations, CAPD evaluations, and cochlear implant evaluations and programming. The University also provides a training program for AVT and cochlear implant management for professional/ university students. Additional contacts for the AVT or CI programs include: Nikki Burrows (803-777-2669), Wendy Potts (803-777-2642) or Cheryl Rogers (803777-2702).

n South Dakota South Dakota School for the Deaf (SDSD),

2001 East Eighth Street, Sioux Falls, SD 57103 • 605-367-5200 (V/TTY) • 605-36705209 (fax) •

sdsd@sdbor.edu (e-mail). Serving children and youth with hearing loss by offering services on site and through its outreach program. Academic option includes auditory/oral program for students using spoken language and are preschool through third grade. SDSD utilizes the Sioux Falls School District Curriculum and prepares students to meet state standards. Instructional support in other areas is available as dictated by the IEP, including parent/ child education, speech language pathology, auditory training and special education. Arranges for dual enrollment of students in their local schools to expand curricular and social options. Outreach staff provides support to families with newborns and children through the ages of 2 years and continues to work with the families and school district personnel of older students who are either remaining in or returning to their local districts. Any student in South Dakota with a documented hearing loss can take advantage of services offered through SDSD, including audiological testing, speech evaluation, and triennial multidisciplinary assessment.

n Tennessee Memphis Oral School for the Deaf, 7901 Poplar

Avenue, Germantown, TN 38138 • 901-758-2228 (voice) • 901-531-7050 (fax) • www.mosdkids.org (website) • tschwartz@mosdkids.org (email). Teresa Schwartz, Executive Director. Parent-infant program, auditory/ oral day school (ages 2 to 6), speechlanguage and cochlear implant therapy, mainstream services.

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A s s o c i a t i o n f o r t h e D e a f a n d Ha r d o f H e a r i n g

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D I R E C T O R Y Vanderbilt Bill Wilkerson Center - National Center for Childhood Deafness and Family Communication, Medical Center East South Tower,

1215 21st Avenue South, Nashville, TN 37232-8105 • 615-936-5000 (voice) • 615-936-1225 (fax) • nccdfc@vanderbilt.edu (email) • www.mc.vanderbilt.edu/root/vumc.php?site=hearing (web). Tamala Bradham, Ph.D., Director. The NCCDFC Service Program is an auditory/oral learning program serving children with hearing loss from birth through 18 years. Services include educational services at the Mama Lere Hearing School at Vanderbilt as well as audiological and speech-language pathology services. Specifically, the Service Program includes audiological evaluations, hearing aid services, cochlear implant evaluations and programming, parent-infant program, individual speech, language, and listening therapy, educational assessments, toddler program, all day preschool through kindergarten educational program itinerant/academic tutoring services, parent support groups, and summer enrichment programs.

n Texas Bliss Speech and Hearing Services, Inc.,

12700 Hillcrest Rd., Suite 207, Dallas, TX 75230 • 972-387-2824 • 972-387-9097 (fax) • blisspeech@aol.com (e-mail) • Brenda Weinfeld Bliss, M.S., CCC-SLP/A, Cert. AVT®. Certified AuditoryVerbal Therapist® providing parent-infant training, cochlear implant rehabilitation, aural rehabilitation, school visits, mainstreaming consultations, information, and orientation to deaf and hard-ofhearing children and their parents. Callier Center for Communication Disorders/ UT Dallas, Callier-Dallas Facility, 1966 Inwood Road,

Dallas, TX, 75235 • 214-905-3000 (voice) • 214-905-3005 (tty) • Callier-Richardson Facility: 811 Synergy Park Blvd., Richardson, TX, 75080 • 972-883-3630 (voice) • 972-883-3605 (tty) • eloyce@utdallas.edu (email) • www.callier.utdallas.edu • Nonprofit organization, hearing evaluations, hearing aid dispensing, assistive devices, cochlear implant evaluations, psychology services, speech-language pathology services, child development program for children ages 6 weeks to 5 years. The Center for Hearing and Speech,

3636 West Dallas, Houston, TX 77019 • 713-523-3633 (voice) • 713-874-1173 (TTY) • 713-523-8399 (fax) • info@centerhearingandspeech.org (email) • www.centerhearingandspeech.org (website) • CHS serves children with hearing impairments from birth to 18 years. Services include auditory/oral preschool; Audiology Clinic providing comprehensive hearing evaluations, diagnostic ABR, hearing aid and FM evaluations and fittings, cochlear implant evaluations and follow-up mappings; SpeechLanguage Pathology Clinic providing Parent-Infant therapy, Auditory-Verbal therapy, speech therapy, aural (re)habilitation; family support services. All services offered on sliding fee scale and many services offered in Spanish. Denise A. Gage, M.A., CCC, Cert. AVT© Certified Auditory-Verbal Therapist, SpeechLanguage Pathologist, 3111 West Arkansas Lane,

Arlington, TX 76016-0378 • 817-460-0378 (voice) • 817-469-1195 (metro/fax) • denise@denisegage.com (email) • www.denisegage.com • Over 25 years experience providing services for children and adults with hearing loss. Services include cochlear implant rehabilitation, parent-infant training, individual therapy, educational consultation, onsite and offsite Fast ForWord training. Speech and Hearing Therapy Services,

North Dallas • 214-458-0575 (voice) • speechandhearingtherapy@yahoo.com (e-mail) •

www.speechandhearingtherapy.com (website) • Tammi Galley, MA, CCC-SLP, Aural Habilitation Specialist. Comprehensive Aural Habilitation therapy, specializing in pediatric populations, cochlear implant habiltation, parent-infant/child and individual therapy, Auditory-Verbal therapy, auditory/oral, or total communication offered with strong emphasis on auditory skill development. Home visits or office visits. Sunshine Cottage School for Deaf Children,

103 Tuleta Dr., San Antonio, TX 78212 • 210-824-0579 • 210-826-0436 (fax). Founded in 1947, the auditory/oral school promotes early identification of hearing loss and subsequent intervention, working with parents and children from infancy through high school. Audiological services include diagnostic hearing evaluations for children of all ages, hearing aid fitting, cochlear implant programming and habilitation, maintenance of soundfield and FM equipment in the classroom. Programs include the Newborn Hearing Evaluation Center, Parent-Infant Program, Hearing Aid Loaner and Scholarship Programs, and Educational Programs (three years of age through 12th grade mainstream), Speech Pathology, Counseling, and Assessment Services. For more information visit www.sunshinecottage.org.

n Utah Sound Beginnings of Cache Valley, Utah State University, 1000 Old Main Hill,

Logan, UT 84322-1000 • 435-797-0434 (voice) • 435-797-0221 (fax) • www.soundbeginnings.usu.edu • lauri.nelson@usu.edu (email) • Lauri Nelson, Ph.D., Sound Beginnings Director • todd.houston@usu.edu (email) • K. Todd Houston, Ph.D., CCC-SLP, LSLS Cert. AVT, Graduate Studies Director. A comprehensive auditory learning program serving children with hearing loss and their families from birth through age five; early intervention services include homeand center-based services, parent training, a weekly toddler group, pediatric audiology, and AuditoryVerbal Therapy. The preschool, housed in an innovative public lab school, provides self-contained Auditory-Oral classes for children aged three through five, parent training, and mainstreaming opportunities with hearing peers. The Department of Communicative Disorders and Deaf Education offers an interdisciplinary graduate training program in Speech-Language Pathology, Audiology, and Deaf Education that emphasizes auditory learning and spoken language for young children with hearing loss.

Utah Schools for the Deaf and the Blind,

742 Harrison Boulevard, Ogden, UT 84404 • 801-629-4700 (voice) • 801-629-4701 (tty) • www.usdv.org • A state-funded program for children with hearing loss (birth through high school) serving students in various settings including local district classes throughout the state and residential options. Audiology, speech instruction, auditory verbal development and cochlear implant habilitation provided.

n Virginia Chattering Children – Richmond Center,

1307 Lakeside Avenue, Richmond, VA 23228 • 804-290-0475 (voice) • NOVA Center, 1495 Chain Bridge Road, Suite 100, McLean, VA 22101 • www.chatteringchildren.org (website) • adavis@chatteringchildren.org (email). Chattering Children, Empowering hearing-impaired children through spoken communication. Infants through school age. Parent-Infant Program, AV Therapy, mainstream support. SPEAK UP (an auditory oral school). Family-centered conversational approach. In-service training and an internship program for graduate students. NoVa Center: 1495 Chain Bridge Road, Suite 100, McLean, VA 22101 (Metro DC area),

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Tel: (571) 633-0770. Richmond Center: SPEAK UP auditory-oral school and auditory-verbal therapy: 1307 Lakeside Ave Richmond VA 23228. Tel: (804) 290-0475. Contact Anne Davis, Executive Director, Anne Davis, adavis@chatteringchildren.org. Listen Hear Audiology, 1101 S. Arlington Ridge Rd. #117, Arlington, VA 22202 • 202-997-4045 (voice) • listenhearaudiology@yahoo.com (e-mail) • www.listenhear.net • Rachel Cohen, Au.D., CCC-A • Auditory/oral services provided to children or adults who are hard-of-hearing or deaf using preferred methodology (Auditory/oral, Cued, TC, or ASL) when needed. Auditory (re)habiliation is provided in your home/natural environment or at my office. Birth through geriatric cochlear implant habiliation, aural (re)habilitation, assistive listening device information, parent-infant training and consultation. Lynchburg Speech Therapy, Inc.,

1049 Claymont Drive, Lynchburg, VA 24502 • 434-845-6355 (voice) • 434-845-5854 (fax) • dclappavt@aol.com (e-mail) • Denice D. Clapp, M.S., CCC-SLP, Cert. AVT®, Director. Auditory-Verbal habilitation services provided for hearing impaired children with all degrees of hearing loss and their families to develop spoken language through listening. Auditory re(habilitation) provided for older children through adults who use cochlear implants to access hearing. Consultations and mainstream educational support for children and their families. Early inter-vention provided in the home.

n Washington Listen and Talk – Education for Children with Hearing Loss, 8610 8th Avenue, NE, Seattle, WA,

98115 • 206-985-6646 (voice) • 206-985-6687 (fax) • hear@listentalk.org (e-mail) • www.listentalk.org (website). Maura Berndsen, Educational Director. Family-centered program teaches children with all degrees of hearing loss to listen, speak, and think in preparation for inclusion in neighborhood schools. Services include early intervention (0 to 3 yrs), Auditory-Verbal therapy (3 to school age), blended pre-school/pre-K classes (3 to 5 yrs), and consultations. A summer program is offered in addition to services provided during the school year.

The Listen For Life Center at Virginia Mason,

1100 9th Ave. MS X10-ON Seattle, WA 98111 • 206-223-8802 (voice) • 206-223-6362 (tty) • 206-223-2388 (fax) • lsnforlife@vmmc.org (email) • www.vmmc.org/listen (website) • Non-profit organization offering comprehensive diagnostic and rehabilitation services from infancy through senior years. Audiology, otolaryngology, hearing aids, implantable hearing aids, cochlear implants, communication classes, assistive listening devices, Aural Rehabilitation, counseling, support groups, school consultations, professional training workshops, community days, library.

n Wisconsin Center for the Deaf and Hard of Hearing,

10243 W. National Avenue, West Allis, WI 53227 • 414-604-2200 (voice) • 414-604-7200 (fax) • www.cdhh.org • Amy Peters Lalios, M.A., CCC-A, Cert. AVT®. Nonprofit agency located in the Milwaukee area serving individuals with hearing loss, from infants to the elderly. The Birth to Three program works with children from throughout southeastern Wisconsin, providing both auditory/ oral and Auditory-Verbal therapies, including education in the home, toddler communication groups and individual speech therapy. Pre- and postcochlear implant training is provided for school-age children and adults. Communication strategy and speechreading is offered in individual as well as small group sessions.

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INTERNATIONAL n Australia

List of Advertisers

Telethon Speech & Hearing Centre for Children WA (Inc), 36 Dodd Street, Wembley WA

Advanced Bionics............... Inside Back Cover

6014, Australia • 61-08-9387-9888 (phone) • 61-08-9387-9888 (fax) • speech@tsh.org.au • www.tsh.org.au • Our oral language programs include: hearing impairment programs for children under 5 and school support services, Talkabout program for children with delayed speech and language, audiology services, Ear Clinic for hard to treat middle ear problems, Variety WA Mobile Children’s Ear Clinic, newborn hearing screening and Cochlear Implant program for overseas children.

n Canada Montreal Oral School for the Deaf,

4670 St. Catherine Street, West, Westmount, QC, Canada H3Z 1S5 • 514-488-4946 (voice/ tty) • 514-488-0802 (fax) • info@montrealoralschool.com (email) • www.montrealoralschool.com (website). Parent-infant program (0-3 years old). Full-time educational program (3-12 years old). Mainstreaming program in regular schools (elementary and secondary). Audiology, cochlear implant and other support services.

Saskatchewan Pediatric Auditory Rehabilitation Center (SPARC), Room 21,

Ellis Hall, Royal University Hospital, Saskatoon, SK, S7N 0W8, Canada • 306-655-1320 (voice) • 306-655-1316 (fax) • lynne.brewster@usask.ca (e-mail) • www.usask.ca/healthsci/sparc • Rehabilitative services including Auditory-Verbal Therapy for children with hearing impairments. (Birth through school age). The Vancouver Oral Centre for Deaf Children,

3575 Kaslo Street, Vancouver, British Columbia, V5M 3H4, Canada • 604-437-0255 (voice) • 604-437-1251 (tty) • 604-437-0260 (fax) • www.deafeducationcentre.org (website) • Our auditory-oral program includes: on-site audiology, cochlear implant mapping, parent-infant guidance, auditory-verbal therapy, music therapy, preschool, K, Primary 1-3; itinerant services.

Auditory Verbal Center, Inc (Atlanta)........... 36

The Speech, Language and Hearing Centre,

Christopher Place, 1-5 Christopher Place, Chalton Street, Euston, London NW1 1JF, England • 0114-207-383-3834 (voice) • 0114-207-383-3099 (fax) • info@speechlang.org.uk (e-mail) • www.speech-lang.org.uk • Assessment, nursery school and therapeutic centre for children under 5 with hearing impairment or speech/language difficulties.

DePaul School for Hearing and Speech...... 23 DuBard School for Language Disorders..... 13

Subjects of Interest

Auditory-Oral School of San Francisco....... 46 Central Institute for the Deaf....................... 29 Clarke School for the Deaf.......................... 19

Ear Technology Corporation....................... 17 Fontbonne University.................................. 52 Harris Communications............................... 48 Illinois State University................................ 25 Infoture, Inc................................................... 7 Jean Weingarten School............................... 8 John Tracy Clinic......................................... 53 Logital Company, Ltd.................................. 47 Moog Center for Deaf Education................................. 21, 37, 41 National Cued Speech Association............. 11 National Technical Institute for the Deaf/RIT........................................... 39

Phonak, LLC..................................Back Cover St. Joseph Institute..................................... 49 Sorenson Communications......................... 50 Sprint Relay................................................. 27 Sound Aid.................................................... 51 Sunshine Cottage........................................ 35

VOICES

Tucker-Maxon Oral School............................ 4 University of Hartford.................................. 45

AG Bell – Financial Aid................................ 43

Let us know how we are doing. Write a Letter to the Editor, and you could see your comment in the next issue.

AG Bell – LSL Symposium............................. 9

Media Kit

n Technology – related to hearing loss, new technology, improvements to or problems with existing technology, or how people are using existing technology, accommodations. n Education – related to public or private schools through post-secondary education, new approaches and teaching methods, legal implications, and issues, etc. n Advocacy – information on legislation, hearing health, special or mainstream education, and accessibility. n Health – audiology issues relating to children or adults with hearing loss and/or their families and friends. n Action – stories about people with hearing loss who use spoken language as their primary mode of communication; deafness need not be the focal point of the article. Editorial Guidelines The periodicals department reserves the right to edit material to fit the style and tone of Volta Voices and the space available. Articles are selected on a spaceavailable and relevancy basis; submission of materials is not a guarantee of use. Transfer of Copyright The revised copyright law, which went into effect in January 1978, provides that from the time a manuscript is written, statutory copyright is vested with the author(s). All authors whose articles have been accepted for publication in Volta Voices are requested to transfer copyright of their articles to AG Bell prior to publication. This copyright can be transferred only by written agreement. Without copyright ownership, the Alexander Graham Bell Association for the Deaf and Hard of Hearing cannot issue or disseminate reprints, authorize copying by individuals and libraries, or authorize indexing and abstracting services to use material from the magazine. Art Submission Guidelines Volta Voices prefers digital images over original artwork. When submitting electronic files, please provide them in the following formats: TIF, EPS or JPG (no BMP or GIF images). Digital images must be at least 300 dpi (at size).

AG Bell – AG Bell Bookstore........................ 33

Letters to the Editor

Visit www.agbell.org and select “About AG Bell” for advertising information

Submissions to Volta Voices Volta Voices welcomes submissions from both AG Bell members and non-members. The magazine is published six times annually. Its audience consists of individuals who are deaf or hard of hearing, parents of children who are deaf or hard of hearing and professionals in fields related to hearing loss (audiology, speech-language pathology, psychology, otology, social services, education). Visit the Volta Voices page at www.agbell.org for submission guidelines and to submit content.

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

n England

Want to Write for Volta Voices?

AG Bell – Online Career Center................... 54

Submit Articles/Items to: Volta Voices Alexander Graham Bell Association for the Deaf and Hard of Hearing 3417 Volta Place, NW • Washington, DC 20007 e-mail: editor@agbell.org Submit online at www.agbell.org

V OLTA V OICE S • NOV E M BE R / D E C E M BER 2008

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