Dr. Donna Geffner

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303 appearances 1 recordings 1 series first heard Feb 2020 last heard Feb 2020

Dr. Donna Geffner’s voice in public audio — every appearance, attributed to the second.

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Full-Tilt Parenting: Strategies, Insights, and Connection for Parents Raising Neurodivergent Children · TPP 196: Understanding Auditory Processing Disorders with Dr. Donna Geffner · 17 Feb 2020 podcast
Well, we put glasses on his eyes, and now he can see the board.
He can read the letters.
He can read the words.
So the child who's wearing an FM system, either through a sound-enhanced system or an individual unit through headphones or binaural FM aids, can now hear clearly, can even monitor his own speech.
can help with phonological awareness skills for reading and be able to follow directions and be less embarrassed
to have to ask the teacher to repeat.
It makes it so much easier and there's less listening fatigue.
There's less teacher fatigue.
In other words, the teacher doesn't have to repeat as often or raise her voice.
It also establishes better eye contact for the youngster.
So we have lots of great data about the use of FM systems.
One of the important data points is not only better attention and focus, better eye contact.
Children know who to look to.
Children are able to process language better.
So we do see this.
And we also see as a result of PET scan studies of the auditory cortex that if a child wears an FM system over time, it's usually a school year with a six to eight hour school day, and wears it consistently, they see more activation in the left temporal lobe area, which is your ultimate
prime area for perception of sound so that that part of the brain gets stimulated and thus results in better hearing over time.
So wearing an FM system is not just a management approach for the child to hear better at the moment.
It is a therapeutic approach in that it improves the auditory system.
And I think once I explain that to parents or teachers, I think there's a greater emphasis on wearing it and wearing it consistently.
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