Auditory Verbal Therapy Analysis

Auditory verbal therapy is a form of therapy used to help aided deaf children learn to listen and speak. A parent packet found online by Joanna Stith defines it as a “parent centered” therapy meaning parents play a huge role in the process. “AVT is based on teaching parents to emphasize residual hearing and interact with their child using auditory verbal approach (Stith, 2014, pg. 5).” Therapy occurs one or twice a week depending on the family, if the family does not live close then therapy may only be bi-weekly. The therapist uses different supports such as the ling 6 sound test, suprasegmentals, motherese, acoustic highlighting, hand cueing, and etc. Additionally, the parent packet explains on pg. 6 that AVT is not drill based or simple

An article written about the impact of AVT on cochlear-implanted children said, “It has been reported that parents who select these types of therapies also demonstrate a lot of commitment (Neuss, 2006, 210).” This is an advantage to this therapy approach, parents usually strongly committed to their child’s success and by choosing this therapy, are taught the exercises along with the child. Parents are able to go home to continue working through therapy practices. This benefits the child because they are able to receive more extensive help, even when not in a session. Creating the strong communication link between the parents and the child rather than just the therapist, helps the family to better assist the child once they move out of therapy at an older

With this type of therapy, American Sign Language is not needed nor a requirement. This allows parents to have a stronger connection and involvement within the therapy. Along with this rule, many principles for AVT is to “Guide and coach parents…” so parents are taught the skills they need to work with their child (AGBell, 2007). An article written to explain the connection for cochlear implants with AVT, described parents roles as teachers, advocators, members of support groups, and facilitators of social interaction or their children (Neuss, 2006, pg. 197). This goes to show the importance of parents in the therapy process, inside and outside of the sessions. Since the children are learning to speak and listen, mainstreamed schools are encouraged, which can make the life for the child and guardians easier. Some families may not live near a residential or specialized school for their child to attend, so having the option to mainstream their child can make living situations simpler. However, as a deaf education student, there is hope that parents would go to any length to help their child, but this is not always the case so having mainstream as an opportunity allows the child to have more