ROUGH EDITED COPY

EHDI

PACIFIC SALON 6/7

"MUSIC AND YOUNG CHILDREN WITH COCHLEAR IMPLANTS

(AND HEARING LOSS)"

PRESENTER: CHRISTINE PETT

3/15/16

10:10-10:40 A.M.

REMOTE CART/CAPTIONING PROVIDED BY:

ALTERNATIVE COMMUNICATION SERVICES, LLC

PO BOX 278

LOMBARD, IL 60148

18003350911

acscaptions.com

* * * * *

(This text is being provided in a rough draft format. Communication Access Realtime Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings.)

> Good morning!

Yeah, go ahead.

Good morning, my name is Christine Pett, I'm a consumer outreach manager with Med-EL Corporation. I've chosen my abstract next year, the benefits of wearing sunscreen on your forehead when you're in San Diego waiting for your room to be ready. Forgive me. Today is about a brochure created by someone named Julie Kosaner. It's entitled children with CI, cochlear implant, everything in this brochure is relevant to anyone listening to music, any child listening to music, whether they are hearing that music through a hearing aided ear, cochlear implanted ear or a normally developed ear.

Do I have parents in the room?

Oh, fantastic. Okay. So this brochure was actually written for parents but, again, everything that I tell you is going to be relevant. I may be saying you, as a parent, and I may be saying "with the child" if you're a therapist, but it's relevant for anyone working with kids using music. I have to disclosed I'm a paid employee of Med-EL Corporation.

So, again, this was developed by Julie Kosaner. This is a free brochure. I do have some available here, but I think we've run out at the booth, so you can take notes if you want to. You're welcome to take notes but you don't necessarily need to because everything I'm going to be telling you is contained in the brochure. If you can't get one today, please feel free to leave your name and email address and we'll be happy to send one. It's a free brochure and download available on our website. If you go to medel.com and choose downloads you'll find this. If you find things in particular we're talking about today you want to download from the brochure and not necessarily use the whole brochure, you're welcome to do that as well.

The focus of the brochure is a discussion of the benefits on the developing brain. We're also going to talk about how to strengthen musicality, a little about instrument exposure and the end of the brochure is a scale that we're going to discuss how to use. It's easy to use.

First let's talk about the benefits of musical training. How many of you use music with your own child or the kids you're working with as therapists because it's fun and engaging?

Right?

We always use music because it's fun and engaging. But do we know the greater benefits of using music with kids as far as their developing brain?

Let's check out this list. Communication skills. Listening skills. Language skills. Cognitive skills. Motor skills. It's like... hmm... really?

Social and emotional development and creativity. Would you have imagined that so many areas would be affected by using music? I really had no idea.

So let's break these down one by one. The first of these is communication skills. And you can kind of see in this picture a mom interacting with her child. Do they look like they're having fun? And can you imagine as you look at this list of things that are benefitting communication skills that those things are absolutely true as you look at this picture?

You think this child is paying close attention to her mama?

And maybe concentrating and focusing on what music the child -- the mother might be singing with the child? Really having a good time. Turn-taking. I imagine the mom may be singing something and the child reacting and the mom taking another turn. So really affecting those communication skills. Next on the list would be listening skills. So providing the child with interesting sounds to listen to we're encouraging him to pay attention to sound, and in that they're beginning to realize all sounds are different from one another, and also they're beginning to recognize sounds by associating them with the source that the sound is coming from. After listening carefully to these things, they're going to imitate these sounds and eventually learn to talk.

Language development. Raise your hand if you know that music affects language development. We all do. That's why we're at this conference. We're not surprised by this one. But definitely when a child sings they're learning to establish a more natural sounding voice control and definitely with fluency and rhythm. And when we sing-along we're helping the child to understand the meaning of the words definitely through context and give them an opportunity to practice some of those words. So an example of this might be when we were really little and started singing the song...

¶ twinkle twinkle little star ¶

Might we have known as a little baby? Maybe whoever was singing with us used a hand motion and eventually down the road we meant that maybe meant shining or something like that. So we're getting it from context. We're not necessarily singing twinkle twinkle little star because we know the star is twinkling. Does that make sense? What about Little Miss Muffett sat on a tuffet? I'm a little too old to say I don't think I know what a tuffet is.

This creates conversation. What do you mean she was sitting on a tuffet? Or we might visual representation singing that song and show them it is a stool and curds and whey being protein or food. So we get that from context.

Cognitive development, how does music benefit cognitive development? Through singing children are learning many new concepts, right? Conceptually. So, again, if I use an example of Mary had ha little lamb, cognitively what concept might I be learning in...

¶ Mary had a little lamb... ¶

Size difference, little and big.

¶ whose fleece was white as snow ¶

An adjective in there. All of these concepts in songs we're not thinking about. We're singing words because they're fun and engaging and kids love them and if there's visual representation it's colorful and engaging, but we're not thinking about what is it we're saying? And the kids are taking that all in and creating learning. So they're learning through concepts and memorization, learning new vocabulary and phrases and really this is strengthening their overall memory.

This is the one where I was like, how does starting on a song create an opportunity to benefit motor skills? However, as you look at this list, it's like, of course it benefits motor skills, right? I wasn't even thinking about the dance component or the movement component, action component coming into this. So really action is the key. So when we're participating in songs and bring in that action, that's where they really get an opportunity to practice some of these things. So if I am doing the itsy bitsy spider went up the water spout, fine motor. If I'm playing an instrument -- somebody throw out an instrument. What would an instrument -- I'm sorry?

Piano. Keyboard, right? With my fingers. What about a triangle?

Some kind of recorder or flute where they might be manipulating their fingers over the holes, really giving them an opportunity to practice manipulating the instruments and those fine motor skills. And then as far as large motor skills, I'm incorporating movement with my large muscles, legs, arms. Who can think of an example we can use for large motor skills?

Wait, there's a therapist in the room and she's like, I know!

Teddy bear teddy bear turn around. Did you have one? That's what I was thinking of, heads shoulders knees toes.

Did somebody say something?

I'm a little tea pot. Tip me over and pour me out. Right?

How about the hokey pokey? That gets everything involved.

If you're happy and you know it, clap your hands, shout hooray.

Giving an opportunity to practice large motor skills bringing in the music.

Somebody said "wheels on the bus."

That's a good one if you do lots and lots of verses.

And then social and emotional development. This one, too, I kind of had to read about this for a minute and think, that's a little stretch maybe, but then when I read about it, of course that makes sense. Particularly if the child is learning the music or being exposed to the music in a group. So more of a therapy setting not one-on-one but two-on-one or three-on-one. They're socializing with people, not just the therapist or teacher or mom but other kids in the group becoming adaptable because they have to take turns. Not everybody can jump in at one time and being respectful of other people's space and maybe the instrument they're playing. So really just -- I really was shocked when I read this brochure and thought I just really never thought about the areas that music benefits other than it just being kind of fun and engaging and sort of that language component.

And finally last on the list would be creativity. So lots of ways to encourage children to develop creativity using music. You can see a couple of them listed here responding to the sound of music. We really want to encourage them not to respond the way we think they should respond, right? Hold your hands. Wait until I tell you to respond. Okay, respond.

We don't want to encourage that. We want to encourage them to respond freely and independently. So a song that might not engage me or might not engage their little friend in the group might really engage them and cause them to jump up and clap and stomp and turn around and do a little jig, and we want to encourage that. When I was reading this it reminded me, do we have fans of the show Friends? Did you watch Friends? Do you remember when Jennifer Aniston was going to run in the park with Lisa Kudrow? An she was like crazy. And as soon as they got to park, Jennifer was, I'm good, I don't need to run with you. That's what I thought of this when I read this. You know, we should just allow them to respond freely and as an individual the things that cause them to feel creativity. And then with the noise makers and the instruments, we really want to give them exposure to not just, you know, kind of think of fruit like apple or pear... or apple, orange, banana. There's so many more fruits you can expose someone to. Same with the noise makers. Some we have readily on hand but what if we expose them to something we're not even thinking of like a banjo or a sitar or a didgeridoo. But if we show them that instrument and if we don't have those on hand, what can we do? Get an Internet, a picture, show them. Label the instrument and maybe get a CD from the library that plays that music. So if we don't have it on hand we can show them what it is and show them what kind of sound that music makes. Really just trying to expose them to all different kinds of noise makers and instruments.

Any questions on the areas that it helps to strengthen?

Okay. So let's move on then to strengthening musicality. How do we just strengthen musicality in kids, especially in these little guys? Julie's first suggestion is to sing lullabies. All the parents in the audience, how many of you sing lullabies to your young babies and young children? Did someone tell you to do that? We just do it naturally, don't we? Babies love to be soothed and comforted, cuddled, patted, rhythmically patted. They love it. While we're doing that and singing lullabies we're giving them an opportunity to hear our voice and make an emotional connection with our voice, but we're also exposing them to their native language. They're hearing that -- just like when in our womb and we were talking to them, right? Didn't matter to us they weren't sitting in front of us, music is the same. It doesn't matter they can't necessarily understand all the words that we're saying, but we're making that connection with them and really exposing them to their native language.

The next thing that Julie suggests is exploring sounds and exploring interesting and different sounds starting with environmental awareness.

So for a very young child with hearing loss, you know, it may be that we have to teach this concept more than we would with a normally hearing child. Really getting them to pay attention to what is in their environment. So if you're doing -- if you're a mom at home or a therapist doing a home visit, we can use environmental sounds right in the house. So we have an example of a dog or a cat. So perhaps we're in the home and the dog says woof-woof!

The child reacts to the sound. And really what are they saying? Did you hear that?

Right?

So we react to them by saying... oh... woof-woof, I heard that! That was a dog!

And if we wait long enough, what might the child do? They might imitate us. They might say woof-woof.

What other sounds in the environment can you think of to draw their attention to, cat, dog, any other kind of pet? Anybody?

>AUDIENCE MEMBER: [ off microphone ]

> CHRISTINE PETT: Everything in the kitchen makes noise. We hear people with cochlear implants say I diplomat know the world was so noisy. Dishwasher makes a sound and the microwave timer is going off, the washer and dryer. What else do I have on my list? Fans. Trains and airplanes outside. Sirens outside. When the siren goes, that gets attention. What is happening outside?

So all kinds of environmental things we can bring their attention to. We mentioned this before, noise makers, but not so much in the sense of an actual musical instrument but a toy. How many toy manufacturers make things that are silent? Can you imagine? Whoopety doo!

They want a rattle, squeak, hum. It's a teaching tool, plays a musical whatever. It's singing ABCs, so exposing them to all kinds of noise makers that make noise and drawing attention to those things that make noise.

Now, I put this on the list. Is anybody familiar with Hap palmer? I was introduced years ago at the national of association of education of young children conference and Happ was a guest musician and really what he does is he takes all these environmental sounds and turns them into sounds creates videos where kids are running around have a great time with whatever he's trying to illustrate. He sang a song about "tap your sticks" and I think they made them into DVDs. I'm dating myself, but they were videotapes before, and we had a few and my daughter loved the one about "tap your sticks." This went into the video player and she was doing her own thing in the house and "tap your sticks" came on, she would run down the hall and get her sticks and run back...

¶ tab tap your stick, tap your sticks ¶

So these are engaging for kids. Keep in mind and check these out. I'm sure they're DVDsby now. I don't know if he's making current music. They were a little old or looking, but the music was fantastic.

The next one that Julie suggests is playing games, and these probably, you know, aren't a surprise either when we start to think about it, when we give this thought, of course, some of these things we do naturally. So playing peek-a-boo. How many play peek-a-boo and go... peek...

Of course not!

We're peek-a-boo! Sing songy. This is my daughter's first word. She would cover her face when changing her diaper and go...

So cute. I can still remember it. Tickling games and incorporating action, going up their arm... do-do-do... weee!

They love it.

Here comes the airplane, eating or not. Weeeee... here comes the airplane... yum-yum-yum!

They're totally engaged. Are they going to be engaged if we say... take this bite.

They're not going to be as engaged. We want to have fun with this. This little piggy. You can do it on fingers, most people do it on toes but fingers as well.

Brainstorming and thinking what are the games fun for kids that expose them to that sing-songy rhythm.

Recognizing the start and stop of music. This can be a little bit more difficult maybe for a child who is hearing impaired. We might have to work a little to get them to recognize this particularly because there's maybe background noise going on subtlety, so we want to make sure first we get to a quiet spot. First thing we want to do is get to a quiet spot so maybe there's not so much background music and illustrate what is it we're trying to get them do to do. If I've got my CD player I'm going to draw their attention.

Listen... quiet...

Hit start and the music starts playing and I want to have some reaction.

Oh, I hear the music. Do you hear the music?

When I stop it... quiet. Really drawing attention to what is the start and stop of music. And as you're teaching them that, then you can move into some of the games that are really fun for teaching this concept. Musical chairs, who didn't love musical chairs when you were little, right?