Auditory-verbal therapy

The auditory- verbal education (also auditory- verbal therapy or method called ) describes a pedagogical approach will be trained in the people, and especially young children with hearing impairments in their residual hearing and in their spoken language expression skills.

In contrast to the auditory- verbal education is the oralism the formation of speech sounds and the reading from the mouth to the fore.

History

Early beginnings of spoken language education for the deaf, there were already in the 16th century ( Pedro Ponce de León) and 18th century ( Samuel Heinicke ). At the Milan Congress of 1880, the then leading educators, all Deaf decided with the oral method according to language schools. This led to the so-called methods of dispute continues to this day.

Vienna had played a leading role in education for the deaf before the arrival of the Nazis. Viktor Urbantschitsch promoted the spoken language education with a method, which built on the still existing residual hearing. His successor at the Taubstummenanstalt Vienna Dobling Adolf Great Thaller, succeeded with these methods to learn to speak in 1920 deaf two year-old children.

Some convinced of the ear training educators and specialists such as Emil Froschels had emigrated before the war from Europe to the United States, which could continue to develop the speech and hearing development in America, while there was a setback in the education of all children with disabilities in Europe.

The auditory- verbal method developed in the 1950s in the Anglo- Saxon world was loud linguistically oriented, whereas the " French " method used sign language.

To reinforce the remnants of hearing aids such as hearing aids initially and stethoscope were used. The development of medicine and technology fostered the trend toward phonetic method. In the 1960s, the first useful for the deaf hearing aids were developed.

The breakthrough came in the late 1970s with the computer chip, making the hearing aid amplifies, miniaturized and were programmable. Thus the beginning of the 1980s a real auditory- verbal therapy could be offered. The mid- 1990s, the cochlear implant ( CI), also established in children. Thus, it was first possible, a sense organ to replace artificially together with the auditory- verbal method as auditory training.

Institutions and International Congresses

Auditory- verbal education of the pioneers

  • Helen Beebe, United States, 1909-1989
  • Morag Clark, UK, 1929 *
  • Warren Estabrooks, Canada, * 1947
  • Leahea Grammatico, United States, 1927-1997
  • Ciwa Griffiths, United States, 1911-2003
  • Daniel Ling, Canada, 1926-2003
  • Armin lion, Germany, 1922-2001
  • Doreen Pollack, United States, 1921-2005
  • Susann Schmid- Giovannini, Switzerland * 1928
  • Judith Simser, Canada, * 1958
  • Antonius van Uden, the Netherlands, 1912-2008
  • Edith Whetnall, UK, 1910-1965

Objectives

The main goal of auditory- verbal education is a most natural spoken language with good open set speech understanding and an age, school level and cognitive abilities according to normal vocabulary and grammar skills. Thus, children should be allowed to integrate into the mainstream school. This is successfully practiced in many countries.

The auditory- verbal education is usually used for people who are highly hearing impaired, hearing or deaf rest. The approximately 98% of all deaf people still existing residual hearing should be trained to spoken language ( spoken language ) by technical means such as modern hearing aids or cochlear implants (CI ) can be understood. A cochlear implant is indicated when using sound amplifying hearing aids no longer sufficient language comprehension can be achieved, which is the case with destroyed hair cells.

The auditory- verbal training can take place even when there is no residual hearing is present and the person in question has a cochlear implant or auditory brainstem implant ( ABI). Most CI - makers and carriers can use this technical aids and a corresponding auditory training understand spoken language and make calls.

As the word says, auditory- verbal, this approach adopts a dual approach: on the one hand, the ear is trained, on the other hand, the language is taught. Due to the (almost ) lack of auditory language comprehension is difficult and affects the perception of the acoustic clock that Tonmodellierung, intonation and volume. Therefore, these three skills must be trained ( on ). Here, the language acquisition support, in turn, the training of hearing.

Importance of the two time windows of language development for early detection and intervention

The two periods are consistent with recent research agreement in the field of experimental neurophysiology and neuroscience about the existence of a critical ( permanently fixed ) and a sensitive ( particularly receptive ) period in the development of man. They confirm the importance of early detection ( newborn ) and intervention ( hearing amplification, ear training ).

The first time window (critical period) extends up to 8-9 months. In the 1970s, the language teacher will Ciwa Griffiths discovered in the care of deaf infants with bilateral hearing aids, hearing aids that could be sold after a few months because the infants had now become a normal hearing. Your clinical trial from 1969 to 1973 to 21 deaf infants showed that 67 % of infants to eight months took part in the Age of the study and were supplied with a hearing aid, a normal hearing developed, while the after none of the infants, the only 8 months hearing aids received was the case. In a similar study, which was conducted by the Otologisten Arpad idol at the Janos Hospital, Budapest, Hungary 1978-1981 with 68 deaf infants were able to develop a normal hearing 51 ( 75%), the remaining 17 had deaf parents and their hearing aids were only after 8.5 months.

With the study of filial learning in 2000 was Alison Gopnik of the University of California after that seven -month-old Japanese and American babies could distinguish well between "R" and "L" equal to what after ten months no longer possible for the Japanese baby had. This study confirms results of brain research that the brain controlled by the ears, specializing in the native language and therefore foreign sounds that it does not stop in the language environment, limiting after 8-9 months. For deaf children who receive no sensory input, the restriction is still massive.

The second time window ( sensitive period) ranges from 8-9 months to about 3.5 years, which is considered as a ripening period of language development. The longer the brain is deprived of acoustic input, the greater the resulting sensory deprivation, which causes a lack of sensory stimulation of the brain. Not only that sensory deprivation prevents auditory learning, it also prevents neuronal growth. In the absence of normal stimulation, there is a sensitive period to about 3.5 years in which the human central auditory system remains maximum plastically after the age of 7 years, the plasticity is greatly reduced.

Application

With the auditory- verbal education of a child with a hearing impairment should be started as early as possible; that is, immediately after the diagnosis of deafness or in the first year of life. The diagnosis is thereby created by a newborn, an audiogram or ABR. In the third year of life have with the auditory- verbal method behaved children over the same or often larger - especially if trained - vocabulary like normal hearing children.

The acquisition of language must also be trained by their parents every day with the child. Is spoken, the more interactive with the child, the more they develop their auditory- verbal skills. It is important to ensure that the sentences are spoken significantly, but normal in the language with the child. The volume must be normal; Finally, to be grammatically correct speaking to the child. The latter is also important because of the many deaf people who major in the German language extensions are not understood or false. The child needs a lot of feedback so that it can correct his pronunciation, on the usual volume, the right intonation, the right timing and the right Tonmodellierung.

The application must be continuously adjusted according to age. One makes with the younger child games, so wake up or be able to obtain, while the older child and the young take place almost therapy sessions in which even more practical tasks such as homework can be treated the child's attention.

Another important feature in the use of auditory- verbal education is the input- oriented training of the child. The child should get as much information as possible to the then learned to apply the vocabulary and the grammar of their own accord. The idea behind this is that normal hearing children learn in the same way. Hearing impaired children are restricted exclusively in their hearing. Therefore, the learning process should, even if he usually starts late, run exactly the same as in normal hearing children. The child with a hearing impairment has in German speaking countries though usually later listening experience than children with normal hearing, where the hearing begins in the 6th month of pregnancy in the womb, while deaf -born children are usually diagnosed only after an average of two years as an deaf and only then appropriate get tonverstärkende technical aids. Children who were brought up from the first year of life with the auditory- verbal method, reach the age of three the same vocabulary as a normal hearing child and can be fully integrated into the mainstream school.

Accompaniment

In many countries, there are various counseling centers with professionals who support and advise the parents. You come home and show parents how the therapy works, discuss with parents problems, support them in the solution of problems such as in school and develop with them the therapy continues always to the age and progress according. The audio educators or deaf educators need the assistance of parents to promote the auditory- verbal development of the child, as they can only work two to four hours per week with the child usually. The actual therapy or ear training must therefore be supported by the parents and the siblings. The audio educators have a therapeutic and instructional function.

Problems

It is known in particular the so-called sibling issues, which are, however, in special education in general ( ie not just in people with hearing impairments ). The problem is that children with disabilities through the promotion of appropriate skills from the perspective of affected siblings get more attention and also need more objectively. Many siblings conclude that the parents prefer this child and the disability is a false front. This can be countered by involving the siblings in the education, so that they experience that their siblings actually has a disability. It must be explained to them sensitively, that because of it - and not for any other reason - the child needs more attention. On the other hand, one should for the siblings create a balance and give them own special subsidies (see also: Shadow Child). Although the sibling problem belongs to the more difficult of education for such people, there are in the field of education for such people to only a few scientific studies.

Demarcation to oralism

The oralism is, in contrast to the auditory- verbal education fixed on the mouth. In addition, this method of education is output-oriented, that is, the child is to articulate as much as possible and repeat. This means that the debate can be good, but suffer from circumstances of vocabulary and grammar. In addition, the auditory system is not encouraged, because the child is accustomed to lip-reading, while it must learn to listen first.

Medical diagnosis Interactivity Youth Siblings (disambiguation)
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