19: Noisy Spaces & Your Deaf Child

19: Noisy Spaces & Your Deaf Child

Quiet spaces provide the deaf or hard of hearing child with the clearest listening opportunities. These are moments where the speech signal is received without competing noise.  This nineteenth episode, draws on Shefali Shah’s in-person practice and follows through on a father’s insight, that: “In order for a child to talk clearly, she must hear clearly.” However, life is noisy. School settings, playgrounds, birthday parties, and restaurants are filled with competing sounds. Background noise masks the clarity of speech, making it harder for a deaf or hard of hearing child to listen, pay attention, imitate, understand and respond appropriately. Listening in noise is not only harder, it is more tiring. This “auditory fatigue” can drain a child’s focus and energy long before the day is over. Shefali recommends asking your child’s audiologist for strategies to make classrooms acoustically supportive and how the hearing technology on your child’s devices can support her at school. She further recommends choosing school placement carefully as smaller, more acoustically friendly classrooms and accessories such as remote microphone systems can support your deaf child. She also shows how Auditory-Verbal Therapy prepares children for real-world noise, training their listening skills so they can thrive in the hustle and bustle of everyday life. Noise may compete for attention, but with the right support and practice, your deaf or hard of hearing child can learn to cope so that she enjoys life! This is The Sound Steps Podcast. 🎧 Top Tips from Episode 19 * Listening in quiet provides the best listening opportunities. Quiet spaces make it possible for the child to receive a clear speech signal. * Noise is an interference. Noise compromises the reception of a clear speech signal. * Auditory fatigue. Listening for prolonged periods is tiring. Listening in noise can get exhausting. * School settings, playgrounds, birthday parties and restaurants are noisy spaces.   * Choose school placement carefully: Smaller class size with fewer children provide more supportive listening and learning environments. * Practice listening in noise: This sets the child up for success at school. * Acoustic treatment at school and the use of accessories. Consult your audiologist for recommendations on how the hearing technology on your child’s devices can support her at school. Time Stamps: 00:00:00 Introduction 00:01:33 90% of deaf children are born to hearing parents 00:01:42 Choosing Auditory-Verbal Therapy for your deaf or hard of hearing child 00:02:15 AVT facilitates age-appropriate development 00:02:44 Abundant choices open up through AVT 00:03:11 Early identification and the fitting of early and optimal amplification. 00:03:17 A life free of limitations 00:03:30 Show notes, Top tips and Time Stamps 00:03:38 Links and contact details 00:03:43 Resources 00:03:52 Listening in quiet 00:04:38 Listening in noise 00:04:49 Listening in noise gets tiring 00:05:14 School settings and playgrounds are noisy 00:07:49 Noise detracts from the clarity of the speech signal 00:08:09 Choosing school placement 00:08:40 Participating in games on the playground 00:09:01 Explaining the rules of games 00:10:04 Practice listening in noise 00:11:14 Acoustic treatment at school 00:11:42 Accessories on hearing devices and setting up FM systems at school  00:12:56 Reflection 00:13:34 Our next episode: Passive Listening or Overhearing Resources: * 💬 Submit your question to the show: https://www.soundsteps.uk/podcast-ask-question/ [https://www.soundsteps.uk/podcast-ask-question/] * 👩‍⚕️ Face-to-face AVT with Shefali Shah (London): https://soundsteps.uk [https://soundsteps.uk] * 🌐 Online AVT sessions available via AVT Direct: https://avtdirect.com [https://avtdirect.com] * 🎓 Train online as an LSL professional in AVT: https://learnavt.com [https://learnavt.com] * 📧 Contact Shefali directly: shefalishah@soundsteps.uk [shefalishah@soundsteps.uk] Resources: 1. Listening in Noise & Auditory Fatigue * Nelson, P. B., & Soli, S. D. (2000). Acoustical Barriesrs to Learning: Children at Risk in Every Classroom. Language, Speech, and Hearing Services in Schools, 31(4), 356–361. 2.FM [http://2.FM] Systems and Classroom Acoustics * American Speech-Language-Hearing Association (ASHA). Classroom Acoustics: Recommended Standards.                                                              https://www.asha.org/Practice-Portal/Professional-Issues/Classroom-Acoustics/ [https://www.asha.org/Practice-Portal/Professional-Issues/Classroom-Acoustics/] https://www.asha.org [https://www.asha.org] * Flexer, C. (2004). The Importance of Sound for Developing Spoken Language. Seminars in Hearing, 25(2):131-140 * Crandell, C. C., & Smaldino, J. J. (2000). Classroom acoustics for children with normal hearing and with hearing impairment. Language, Speech, and Hearing Services in Schools, 31(4), 362–370.

18: Clear Speech in Your Deaf or Hard of Hearing Child

In this essential eighteenth episode, Shefali Shah takes us on an auditory journey, sharing authentic sound bites from her own AVT practice. We listen in as infants and toddlers progress through the natural stages of pre-speech: from early vocal play, to babbling,  jargon, imitation and first words as they thrive in environments that support their listening, learning and talking. The episode offers a rich understanding of how listening, language, and speech are closely intertwined. Talking is the outcome of a consistent period of listening time. Language and speech development follow a universal hierarchy in which listening precedes speech. Speech sounds too follow a natural sequence, with early emerging speech sounds invariably preceding and preparing for the emergence of later developing sounds.  A couple in Shefali’s online practice, shares their delight in the emergence of intelligible speech in their cochlear-implanted toddler as they discover that there is a universal order to the production of speech sounds and learn what to expect and how to monitor and support their daughter’s age-appropriate speech development. Clear speech is the result of diligent preparation. This is The Sound Steps Podcast. 🎧 Top Tips from Episode 18 * Clear speech emerges from clear listening: Ensure your child has optimal access to sound with well-functioning hearing devices. * Talking precedes listening: Talking is the outcome of a consistent period of listening time. * Train your child’s listening: The presence of hearing loss means that your child needs to be trained to listen, even with modern hearing technology. * Your baby will talk when she is ready to talk: The simple and daily acts of swallowing and chewing strengthen and prepare your baby’s oral mechanism for speech. * Pre-Speech development: Vocalisations, babbling and Jargon precede first words. * Follow the natural stages of development of Speech sounds: There is a universal order to the development of speech sounds.                                                                              Time Stamps: 00:00:00 Introduction 00:01:10 90% of deaf children are born to hearing parents 00:01:25 Choosing Auditory-Verbal Therapy for your deaf or hard of hearing child 00:01:50 AVT facilitates age-appropriate development 00:02:02 Abundant choices open up through AVT 00:02:47 Early identification and the fitting of early and optimal amplification. 00:02:53 A life free of limitations 00:03:06 Introduction to this episode 00:03:42 Show notes, Top tips and Time Stamps 00:03:54 Links and contact details 00:04:00 Resources 00:04:45Development in infants with typical hearing  00:05:19 We talk as we hear 00:06:34 Talking presupposes listening 00:09:39 Your baby will talk when she is ready to talk 00:09:56 Speech readiness 00:11:40 Pre-speech development 00:13:29 Vocalisations 00:14:10 Babbling 00:15:01 Vocalisation Vs Babbling 00:15:27 Delayed or absent babbling 00:15:53 Babbling develops with social interaction 00:17:18 Jargon 00:20:08 First words 00:20:24 new word combinations emerge 00:21:08 Sentences emerge 00:21:30 Conversation is both the base plate and the apex of the Spoken language development  00:22:40 The Hierarchy of speech sound production 00:25:10 Monitor your growing child’s speech development 00:29:19 Engaging your baby through Conversation  00:29:46 Reflection 00:30:57 Our next episode: Noisy Spaces Resources: * 💬 Submit your question to the show: https://www.soundsteps.uk/podcast-ask-question/ [https://www.soundsteps.uk/podcast-ask-question/] * 👩‍⚕️ Face-to-face AVT with Shefali Shah (London): https://soundsteps.uk [https://soundsteps.uk] * 🌐 Online AVT sessions available via AVT Direct: https://avtdirect.com [https://avtdirect.com] * 🎓 Train online as an LSL professional in AVT: https://learnavt.com [https://learnavt.com] * 📧 Contact Shefali directly: shefalishah@soundsteps.uk [shefalishah@soundsteps.uk] 📚 Resources For Professionals and Parents: * Estabrooks, W., MacIver-Lux, K., & Rhoades, E. (Eds.). (2020). Auditory-Verbal Therapy: For Young Children with Hearing Loss and Their Families, and the Practitioners Who Guide Them (2nd ed.). Plural Publishing.

17: Self-monitoring with clear analysis

Self-monitoring is the invisible skill that allows children to reflect, adapt, and regulate, so as to learn independently and grow. In this seventeenth episode, Shefali Shah demonstrates with three-and-a-half and four year old deaf children  how Auditory-Verbal Therapy systematically fosters the ability to self-monitor speech intelligibility and language usage. As listening becomes deeply internalised, a deaf or hard of hearing child begins to observe herself, spontaneously modifying her language and speech, to align with increasing accuracy with the patterns she hears around her. This intentional shift in responsibility is central to Auditory-Verbal Therapy and is in accordance with Principle 8. Self-monitoring is both subtle and powerful as it characterises the independent learner. This is The Sound Steps Podcast. 🎧 Top Tips from Episode 17 * Follow Principle 8 of AVT. Professionals and caregivers support the child in self-monitoring her spoken language through listening.  * Foster maturity for self-regulation: Children learn to observe, monitor, and adjust their language and speech, to align with expectations.                 * Self-regulation is foundational: Self-regulation sets the stage for independent learning.                                                                                                              * Speech clarity through listening: Self-monitoring ensures spontaneous, continuous adjustment of speech and language based on the auditory feedback loop. * Pull back intentionally. Parents and professionals gradually withdraw active correction, giving space for the child to monitor and self-correct. * Practice matters: Finely tuned listening skills support accurate imitation of speech and language norms. Time Stamps: 00:00:00 Introduction 00:01:30  90% of deaf children are born to hearing parents 00:01:39 Choosing Auditory-Verbal Therapy for your deaf or hard of hearing child 00:02:14 AVT facilitates age-appropriate development 00:02:40 Abundant choices open up through AVT 00:03:07 Early identification and the fitting of early and optimal amplification. 00:03:15 A life free of limitations 00:03:23 Show notes, Top tips and Time Stamps 00:03:34 Links and contact details 00:03:43 Resources 00:03:49 Principle 8 of AVT: Self-monitoring 00:04:07 Meaning of self-monitoring 00:05:17 Self-monitoring critical to independent learning 00:05:30 An efficient tool to maintain speech intelligibility 00:06:08 Self-Practice 00:07:34 Intentional pull back 00:08:05 Analysis of short demo 00:14:13 Reflection 00:15:02 Our next episode: Clear Speech Resources: * 💬 Submit your question to the show: https://www.soundsteps.uk/podcast-ask-question/ [https://www.soundsteps.uk/podcast-ask-question/] * 👩‍⚕️ Face-to-face AVT with Shefali Shah (London): https://soundsteps.uk [https://soundsteps.uk] * 🌐 Online AVT sessions available via AVT Direct: https://avtdirect.com [https://avtdirect.com] * 🎓 Train online as an LSL professional in AVT: https://learnavt.com [https://learnavt.com] * 📧 Contact Shefali directly: shefalishah@soundsteps.uk [shefalishah@soundsteps.uk] 📚 Resources For Professionals & Parents * Estabrooks, D., Morrison, H. M., & MacIver-Lux, K. (2020). Auditory-Verbal Therapy: For Young Children with Hearing Loss and Their Families, and the Practitioners Who Guide Them. *  Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. *  National Scientific Council on the Developing Child (Harvard University). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function. https://developingchild.harvard.edu [https://developingchild.harvard.edu] Self-Monitoring Speech * Paul, R., & Norbury, C. (2012). Language Disorders from Infancy through Adolescence.

16: Reading: Moving Beyond Words with Your Deaf or Hard of Hearing Child

Your six month old infant is ready to be read to! In this delightful sixteenth episode, Shefali Shah is joined by Simi Rughani and Rashi Sanghi to experience the joy of reading aloud to their toddler. Follow Shefali’s practical guidance on how to choose developmentally appropriate books, to harness your child’s wholehearted participation. Books open up new worlds. The research shows that early reading is a strong predictor of lifelong academic success. Enjoy listening to mothers reading to their toddlers, moving beyond mere labelling to unlock the subtle messages of the story. Witness an emerging Theory of Mind(ToM), as the toddler demonstrates his emerging appreciation of perspective. Reading is fun! Share the fun of reading with your child!  This is The Sound Steps Podcast. 🎧 Top Tips from Episode 16 * Babies are ready to be read to by the age of 6 months. Prop your baby up against large cushions as guided by your professional, if she is able to sit independently. * Choose books wisely. Select books that are appropriate to your child’s stage of development. * Move beyond labelling. Use books as opportunities to expand your child’s vocabulary, expressive language and thinking skills. * Understanding perspective. Help your child notice that the reader often knows more than the story characters, laying the foundation for Theory of Mind (ToM). Time Stamps: 00:00:00 Introduction 00:01:28 Introducing our guests in this episode: Simi Rughani and Rashi Sanghi  00:02:00 90% of deaf children are born to hearing parents 00:02:10 Choosing Auditory-Verbal Therapy for your deaf or hard of hearing child 00:02:49 AVT facilitates age-appropriate development 00:03:12 Abundant choices open up through AVT 00:03:37 Early identification and the fitting of early and optimal amplification. 00:03:44 A life free of limitations 00:03:53 Show notes, Top tips and Time Stamps 00:04:03 Links and contact details 00:04:11 Resources 00:04:42 Suggested reading for young children 00:04:50 Reading score is a reliable predictor of lifelong academic achievement  00:05:24 Reading to infants 00:06:41 Move away from mère labelling as you read to your infant 00:07:00 Making each page come alive 00:08:27 Reading to toddlers 00:09:08 Transitioning to books with involved plots 00:10:58 Comprehending the subtleties of the storyline 00:11:10 Understanding Perspective 00:11:39 Emerging Theory of Mind 00:17:07 Reflection 00:17:21 Our next episode: Self-monitoring Resources: * 💬 Submit your question to the show: https://www.soundsteps.uk/podcast-ask-question/ [https://www.soundsteps.uk/podcast-ask-question/] * 👩‍⚕️ Face-to-face AVT with Shefali Shah (London): https://soundsteps.uk [https://soundsteps.uk] * 🌐 Online AVT sessions available via AVT Direct: https://avtdirect.com [https://avtdirect.com] * 🎓 Train online as an LSL professional in AVT: https://learnavt.com [https://learnavt.com] * 📧 Contact Shefali directly: shefalishah@soundsteps.uk [shefalishah@soundsteps.uk] Resources For Professionals & Parents * A simple map of typical Theory of Mind development. https://www.youtube.com/watch?v=YiT7HFj2gv4 [https://www.youtube.com/watch?v=YiT7HFj2gv4] * Astington, J. W., & Edward, M. J. (2010). The development of theory of mind in early childhood. In The Wiley-Blackwell Handbook of Childhood Cognitive Development (pp. 258–284). Wiley-Blackwell. Books For Infants & Toddlers: * Browne E., (2004) Handa’s Surprise * Buckingham, M., (2007), Peek-a-boo Penguins * Hoose, P and H., ( 1998), Hey, little Ant * Rathmann, P., (2012), Goodnight Gorilla * Sheneman, D, ( 2017), Nope! A Story of First Flight!

15: Firing Imagination Through Play in Your Deaf or Hard of Hearing Child

Play offers children a safe and imaginative space to explore, express emotions, experiment, and fail, all without consequence. It is the perfect stage on which your deaf or hard of hearing child can practice talking, thinking, problem-solving and learning. In this fifteenth episode, Shefali Shah shares a delightful conversation with a young couple from her online AVT practice: parents of a cochlear implanted toddler, as they reflect on how their play epiodes have evolved. Through real-life play sequences, Shefali coaches them to move beyond factual exchanges, to expand play themes, embrace unpredictability, and fuel their child’s imagination. By modelling new ideas, introducing “Sabotage” to disrupt predictable patterns, and allowing space for their child to resolve play scenarios, the family discovers how imagination and language take flight together. They laugh, learn, and marvel at how creative their child has become! Move away from realistic routine and take flights of fantasy! Once you open up those doors you’ll be amazed by how quickly your child grabs these opportunities and flies with them, so that you can fly together! This is The Sound Steps Podcast. 🎧 Top Tips from Episode 15 * Play sets the stage. Play provides a secure, low pressure environment to grow your child’s expressive and cognitive skills * Talk as you play. Extend conversations as you describe events, express emotions and explore feelings. * Move away from predictable play patterns. Play does not have to be realistic: go beyond the routine!. * Keep play going. Use open ended responses to extend both the game and conversation. * Use Sabotage to introduce disruptions. Disrupt predictable play to provoke problem-solving and invite creative responses. *  Wait for resolution. Give your child the space she needs to propose solutions and direct next steps. * ·The unexpected fuels imagination and higher thinking. These moments foster inventiveness. Time Stamps: 00:00:00 Introduction 00:01:17 90% of deaf children are born to hearing parents 00:01:26 Choosing Auditory-Verbal Therapy for your deaf or hard of hearing child 00:01:58 AVT facilitates age-appropriate development 00:02:28 Abundant choices open up through AVT 00:02:54 Early identification and the fitting of early and optimal amplification. 00:03:01 A life free of limitations 00:03:11 Show notes, Top tips and Time Stamps 00:03:20 Links and contact details 00:03:28 Resources 00:03:34 Auditory-Verbal Techniques 00:03:50 Auditory-Verbal Techniques: Sabotage 00:04:15 Auditory-Verbal Techniques: Modelling 00:04:47 Engaging your child in play 00:05:16 Introducing our guests in this episode 00:05:44 Pretend Play 00:06:05 Keeping Conversation alive through play 00:07:35 Firing imagination 00:09:05 Young children playing together 00:10:00 Exploring non-factual themes 00:10:53 Pure imagination in play 00:14:12 Sabotage: Disrupting play with a disaster 00:14:38 Variations in the same play theme 00:20:24 Play out play sequences in dreams 00:21:47 Reflection 00:22:15 Our next episode: Reading: Beyond Words Resources: * 💬 Submit your question to the show: https://www.soundsteps.uk/podcast-ask-question/ [https://www.soundsteps.uk/podcast-ask-question/] * 👩‍⚕️ Face-to-face AVT with Shefali Shah (London): https://soundsteps.uk [https://soundsteps.uk] * 🌐 Online AVT sessions available via AVT Direct: https://avtdirect.com [https://avtdirect.com] * 🎓 Train online as an LSL professional in AVT: https://learnavt.com [https://learnavt.com] * 📧 Contact Shefali directly: shefalishah@soundsteps.uk [shefalishah@soundsteps.uk] 📚 Resources * Elkind, D., (2006)The Power of Play: How Spontaneous, Imaginative Activitites Lead to Happier and Healthier Children, Perseus Books * Estabrooks, D., Morrison, M., & MacIver-Lux, K. (2020). Auditory-Verbal Therapy: For Young Children with Hearing Loss and Their Families, and the Practitioners Who Guide Them (2nd ed.). Plural Publishing. * Schwartz, S. (2004). The New Language of Toys: Teaching Communication Skills to Children With Special Needs, a Guide for Parents and Teachers. Woodbine House. * Center on the Developing Child, Harvard University. (n.d.). Serve and Return Interaction Shapes Brain Architecture.  https://developingchild.harvard.edu [https://developingchild.harvard.edu]