Emma Rushbrooke, Australien
MPhil, BA, DipAud, MAudSA, LSLS-Zertifikat. AVT, RNC
Klinischer Direktor des Hear and Say-Programms
Die Grundlagen schaffen: die wichtige Rolle der Audiologie
in der Auditory Verbal Sprachtherapie (AVT)
Zielgruppe
Audiologen, Therapeuten, Eltern
mit Interesse an interdisziplinärer Zusammenarbeit
Teilnehmer der Präsentation vom 11.05.25
Datum: Sonntag, 25. Mai 2025, Uhrzeit : 16:00 Uhr (Berliner Zeit)
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Sprache: Englisch mit russischer Übersetzung
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Der frühe Zugang zu Geräuschen ist die Grundlage für die Entwicklung der Lautsprache bei Kindern mit Hörverlust.
Diese Präsentation untersucht die Wechselwirkung der Audiologie innerhalb der Philosophie der audiologischen verbalen Therapie (AVT) und unterstreicht die entscheidende Bedeutung eines kollaborativen, familienzentrierten Behandlungsansatzes.
Die Teilnehmer erhalten ein tieferes Verständnis dafür, wie eine frühzeitige und gezielte audiologische Intervention – durch Frühdiagnose, Hörtechnologie und kontinuierliche Geräteunterstützung – die AVT-Ziele direkt unterstützt.
Anhand klinischer Beispiele und evidenzbasierter Praktiken zeigt die Präsentation, wie die Zusammenarbeit zwischen Audiologen, Hör- und Sprachtherapeuten, Pädagogen, anderen Fachkräften und Familien optimale Hör- und Sprachergebnisse fördert.
Die Teilnehmer erhalten Strategien und nützliche Ideen zur Stärkung der interdisziplinären Zusammenarbeit.
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Sonntag, 25. Mai 2025 Uhrzeit : 16:00 Uhr (Berliner Zeit)
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A family of a child with CHARGE syndrome has recently approached our service — this is our first case involving a deafblind child. The child has no residual vision and profound hearing loss, and is currently using hearing aids in both ears.
We’re wondering if they at Hear and Say have experience working with children with CHARGE syndrome. If so, how do they approach Auditory-Verbal Therapy in such cases? Do they collaborate with other services when supporting these families?
Warm regards, Teona from Tbilisi
Question from Elena Novikova, Russia :
I have a question for the speaker: is there any clinical experience with reimplantation of a functioning implant with one from a different manufacturer? How did the postoperative period go, and what was the course of rehabilitation? My question is directed specifically to the audiologist. And it concerns, without exaggeration, several thousand people. For the colleagues, I will clarify what I mean.
Response from Marina Gureva, St. Petersburg, Russia:
There is such a problem: a child has an implant from a company that no longer supplies to Russia. A second cochlear implant from a different manufacturer was implanted. Since the speech processor for the first CI cannot be upgraded, reimplantation is being considered. I just wanted to explain the situation. I know a family where the child received a first CI from a French company that no longer exists. Recently, they received a Cochlear implant in the second ear. Since the speech processor of the first CI is not always functioning properly, and hearing outcomes with the second ear are better than with the first (based on diagnostics I conducted), reimplantation of the first ear is being considered. I believe that such situations involving implants from now-defunct companies are possible not only in Russia. I believe that such cases are always evaluated individually. For example, I have a former student (now an adult) who had a functioning 8-channel CI replaced with a more modern one so that he could use a more advanced speech processor.
Question from Khamida Mamedova, Russia
Who should not receive a cochlear implant?
Question from Eulalia Juan Pastor, Spain, during the webinar:
What outcomes should we expect for a baby implanted before 12 months of age (eg at 9 m)—for example, at 6 and 12 months post-implant? And from your perspective as an audiologist, when do you begin to suspect that things are not progressing as expected?, understanding when everything seems “typical”,development, family collaboration, therapy.
Question from Nadia Batyr from Ukraine:
What should we pay attention to if meetings with the audiologist are not very frequent? For example, the first fitting lasts 5 days, then there is a 1-month break, followed by another 5-day session, and then the next appointment is only after 3 months.
Questions from Teona Gvalia and Ekaterine Tortladze from Tbilisi, Georgia
1. How do you work with children with cochlear implants who have Auditory Neuropathy Spectrum Disorder (ANSD)?
2. Do you use a remote microphone during therapy sessions?
3. What do you do when a family is unable to decide about cochlear implantation, even after you’ve provided all the necessary information and you, as a professional, see that hearing aids are not sufficient for the child? Would you continue working with this child using the AVT approach?
4. What is your approach when there is little progress despite consistent therapy, and the audiologist confirms that the device is well-programmed—but after 18 months of intervention, the child still cannot identify the Ling sounds?
5. What is the latest age, in your experience, at which a child received a cochlear implant—without prior use of hearing aids or spoken language development—and was still able to progress in auditory and spoken language skills in line with their chronological age and hearing peers?
6. When working with young children, how do you define “intensive therapy” within a developmental approach, and how does that differ from what is considered intensive therapy in a remedial approach? Specifically, how many sessions per month do families typically attend in each case?
7. In what situations do you refer a child to a speech-language pathologist (SLP or logoped)?
Elena Novikova: In Russia, device fitting is also carried out in a similar way: the audiologist always works together with a surdopedagog (this is what we call an auditory-verbal therapist). This approach has been practiced for many years — definitely more than six, as that’s how long my daughter has been followed at the National Clinical Center of Otorhinolaryngology.
Monika Lehnhardt-Goriany:
We need to clarify that “surdopedagog” is not equal to “auditory-verbal therapist”!
Please mind that “surdopedagog” is not equal to “auditory-verbal therapist”!
Natalia Kirichenko: Very few centers actually work according to this principle. And even fewer truly involve the family.
Emilia Leongard: The importance and effectiveness of teamwork are clear. Unfortunately, in our country, it is implemented in only a small number of centers.
Questions from Eulalia Juan Pastor from Spain:
How do you involve families in the decision-making process regarding hearing technology and intervention goals?
What strategies do you use to build trust and empower families, particularly in the early stages after diagnosis?
In your experience, what are some challenges in interdisciplinary collaboration, and how have you addressed them
What innovations or technologies do you see enhancing the audiologist’s role within an interdisciplinary model in the near future?
In the UK, where AVT is still not an officially accepted approach (we can only access it privately), we encounter a lot of the professional distrust/egos you speak about. It puts even more onus on parents as their child’s “team leader” to try to keep all professionals “on the same page” when they have chosen AVT as their personal choice but the official system doesn’t value it to the same degree. I had a lot of personal experience with this when my daughter was on an AVT programme here in the UK…but so glad we stuck with it, because AVT was truly life-changing for our daughter and for our family as a whole.
: This is very important to understand: the same sound can “sound” differently depending on its position in a word! For example, it may no longer be the sound A, but something else — a different sound that doesn’t even exist in the “phonetic alphabet”.