2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/09/2015 | 3:20 PM - 3:50 PM | Singing for the Brain | Willis | 4
Singing for the Brain
Early wiring of the brain shapes the way children think, learn and behave for the rest of their lives. Research supports the connection that exists between music and brain plasticity.
It is imperative to take advantage of this crucial time through the use of music and singing with young children who have hearing loss. With early and proper amplification and intervention, children with hearing loss are able to create neural connections and strengthen synapses through a rich environment of sounds, rhythms, language, emotions and movement, just as effectively as their hearing counterparts. In the words of Daniel Ling, “Our own experience confirms that stories and verse learned in songs can usually be remembered and repeated word for word many years later, but such material is often recalled vaguely, if at all, when it is learned with no musical context.”
Through this presentation participants will recognize how singing promotes listening skills, fosters language development, enhances speech production, improves auditory memory, increases attention and impacts physical development. Singing and music strengthen parent-child bonding and cultivate self-confidence as children perform movements in rhythm, match tones, and remember words to songs.
A review of research and the sequential progression of a child’s development and participation in music and singing will be explored beginning with parents' use of a musical voice attracting baby's attention until a child sings the words and melody of songs. Original and adapted songs and activities will be shared through a variety of case studies along with strategies for creating song routines.
The format of this presentation will include lecture, discussion and video demonstrations.
- Recognize the positive relationships between singing, music and enhanced brain plasticity and relevance to development of auditory processing and spoken language.
- Review the sequential progression of child’s development and participation in music and singing experiences
- Implement music and singing strategies demonstrated and incorporate auditory closure opportunities when planning music and singing experiences for daily routines
Presentation:
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Handouts:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Judith Odendahl
(Primary Presenter,Co-Presenter,POC), St> Joseph Institute for the Deaf, jodendahl@sjid.org;
Judy Odendahl has over 25 years of experience in the field of Deaf Education, having taught at Sunshine Cottage School for Deaf Children in San Antonio, Texas, Central Institute for the Deaf and St. Joseph Institute for the Deaf in St. Louis, Missouri. She holds a BA degree in Deaf Education from Fontbonne University, a MA degree in Early Childhood Education from University of Texas San Antonio and is a certified Listening and Spoken Language Specialist in Auditory Verbal Education. Judy is currently working as an Early Intervention therapist and Toddler class teacher at St. Joseph Institute for the Deaf utilizing Auditory Verbal and developmental models. She is a supervising teacher for graduate students doing practicum work in Early Intervention in Deaf Education.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Barbara Meyers
(Co-Presenter), St. Joseph Institute for the Deaf, bmeyers@sjid.org;
Barbara Meyers is a listening and spoken language therapist for St. Joseph Institute for the Deaf. Barb sees families in their homes in the state of Missouri, as well as, coaches caregivers, professionals, paraprofessionals, and school age students via the iHear Internet Therapy program. Barb has licensures in Missouri, Indiana, Nebraska, Wisconsin, and Kansas. She holds a Master of Arts degree in Special Education and a Bachelor of Arts degree in Deaf Education from Fontbonne University in St. Louis, Missouri. Barb has been teaching deaf and hard of hearing children for over 40 years. Her previous experience has been teaching 3–9-year-old students with St. Louis County Special School District and 3-4-year-old students in the preschool program at SJI. Barb has supervised undergraduate and graduate students from Fontbonne University and Washington University and has been a mentor to fellow staff members. Barb has worked with families who speak 2 or more languages including Spanish, Vietnamese, Arabic and Mandarin.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Kathy Gallagher
(Author), St. Joseph Institute for the Deaf , kgallagher@sjid.org;
Kathy Gallagher has been teaching children with hearing loss for over 25 years, having taught in the Dayton Public School District in Dayton, Ohio St. Joseph Institute for the Deaf and Central Institute for the Deaf in St. Louis, Missouri. She has a Masters degree in Early Intervention in Deaf Education from Fontbonne University.
ASHA DISCLOSURE:
Financial -
Nonfinancial -