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ABSTRACT INFORMATION
Title: 'Singing for the Brain' Track: 4 - Early Intervention Keyword(s): music, brain development, audition, spoken languge Learning Objectives: 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 Abstract: 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. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available CART: CART Transcription is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Judith Odendahl - Primary Presenter,Co-Presenter,POC St> Joseph Institute for the Deaf      Credentials: MAEd.; LSLS Cert. AVEd.       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 - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Barb Meyers - Co-Presenter St. Joseph Institute for the Deaf      Credentials: MA Ed, CED       Barb Meyers is an early intervention therapist for the ihear online therapy program at St. Joseph Institute for the Deaf in St. Louis. She holds a Master of Arts in Special Education and a Bachelor of Arts in Deaf Education from Fontbonne University in St. Louis, Missouri. Barb has been teaching deaf and hard of hearing children for over 40 years. Barb’s previous experience working with children at SJI includes teaching in the preschool department and educating families. Barb currently teaches a curriculum course in the Early Intervention in Deaf Education Master’s program at Fontbonne University and is a supervising teacher for graduate students doing practicum work in that program.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Kathy Gallagher - Author St. Joseph Institute for the Deaf      Credentials: MA       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.