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Monday 9am - 5pm Tuesday 9am - 6:30pm Wednesday 9am - 6:30pm Thursday 9am - 5pm Friday 9am - 2pm Sunday 9am - 5pm

Hearing Kids

Auditory Processing, Neurodevelopmental and Academic Services Developmental audiology : Helping you get to the physiological root of your child's struggle.

Specializing in auditory processing disorder and reading disorders (dyslexia).

02/24/2026

The school identifies WHAT is hard.

My job is to identify WHY it’s hard.

That shift is the difference between:

adding more skill supports… and still spinning wheels

versus finding the real bottlenecks and fixing the leaks

Because when we skip the WHY, we end up building plans on assumptions:
“Try this intervention.”
“Add more time.”
“More practice.”
“More support.”

But if the input system is compromised (auditory access, language processing, visual efficiency, visual-motor integration, attention, regulation, etc.), the output won’t change the way we want it to.

So I don’t start with “more.”
I start with why.

If you’ve put supports in place and you’re still not seeing the expected change, schedule an assessment today.

01/28/2026

There isn’t a “language pathway.”

There’s a language processing center.

So if we test language without confirming auditory and visual access, what are we really measuring?

We see "finding" the language issue as a win, but if we aren't passing the baton through the all the members of the relay team we haven't really won.

You know how you know this is true?
Because if the SAME STUDENT had first had hearing assessed and was found to be hearing impaired, these SAME TEST SCORES would be deemed INVALID without the mandated auditory access.

In your school: what is the team's minimum standard for confirming access before language testing drives eligibility? Are they waiting for the baton to be passed or are they getting ahead of themselves?

hashtag hashtag hashtag

12/19/2025

You’re not dramatic. Your nervous system has taken over.

Holiday meals shouldn’t feel like a threat.

Misophonia is real... and exhausting.

Holiday meals are supposed to be cozy.

But if you live with misophonia, the table can feel like a sound obstacle course: chewing, slurping, clinking, sniffing… and your body flips into fight-or-flight even when you love the people you’re with.

If you’ve ever thought:

“I’m trying so hard to be normal.”

“I hate that I’m irritated.”

“I need an exit plan… for dinner.”

You’re not alone.

People describe skipping meals, hiding earbuds, or eating separately just to get through the holidays.

Misophonia isn’t the same as hearing loss. Many people have normal hearing thresholds or better. Sometimes it’s closer to “my system notices too much / reacts too fast.”

If this season is hard, consider adding one practical step to your coping tools:

✅ rule out the auditory contributors (sound tolerance, middle-ear muscle reflexes, and related “protective” responses) so you’re not guessing.

You deserve support that takes your situation seriously, without telling you to “just ignore it.”

If you want, DM me “HOLIDAYS” and I’ll share what an audiology-informed misophonia workup can (and can’t) clarify.

11/20/2025

“Will AI take my job?”

If all I did was push buttons on an audiometer… maybe.

But that’s the difference between a technician and a clinician.

Phone apps and AI tools can already:

Play beeps

Record button presses

Spit out a pass/fail or a graph

Useful? Sometimes, yes.

But that’s data collection. It’s not clinical thinking.

Recently I evaluated a child who already carried labels of ADHD and dyslexia.

On paper, it all “made sense.” He was fidgety. He struggled with reading. He had trouble focusing.

But in the booth, something didn’t add up.

In the middle of testing… he fell asleep! (very briefly)

Not bored. Not oppositional. Just out of energy.

Yes, he was shaking his foot.

But what I saw looked less like “hyperactivity” and more like what adults do when they’re driving tired and shake their heads or tap their feet just to stay awake.

A robot running a test would have logged:

hearing loss (due to lack of response), poor attention, abnormal results

A clinician thinks:

Why is this child working so hard just to stay awake?

Is this really an attention problem, or a fatigue/physiology problem?

What else do we need to investigate so school and home expectations actually match his nervous system?

That kind of pattern recognition, curiosity, and real-time observation is exactly what AI cannot do.

If you’re worried that AI will replace you, ask yourself:

👉 Are you only following a protocol?

👉 Or are you using that information to understand the whole human in front of you?

And if you’re a parent wondering whether your child is truly hearing what you think they’re hearing and processing as well as you think they are:

You deserve more than an app and a printout.

You deserve a clinician who will:

Look at the test results

Watch your child in real time

Connect the dots between ears, brain, body, and learning

That’s the work I do every day in my clinic.

Families regularly travel to see me because they’re done guessing and done collecting labels that don’t change anything.

If you’re ready to truly understand how well your (or your child’s) ears are serving learning and daily life, schedule an assessment with me.

The clarity you gain should feel like you finally turned the lights on. 🌟

11/28/2024

Are you familiar with the potential commotion this area of child raising can create?

11/27/2024

Have you ever fallen for this parent trap?

11/26/2024

How familiar are you with this detail of child development?

11/25/2024

Are you familiar with these academic advantages for your child?

11/24/2024

– Parenting

Address

211 Boulevard Of The Americas, Suite 101
Lakewood, NJ
08701

Opening Hours

Monday	9am - 5pm
Tuesday	9am - 6:30pm
Wednesday	9am - 6:30pm
Thursday	9am - 5pm
Friday	9am - 2pm
Sunday	9am - 5pm

Telephone

+17322728509

Website

http://Hearing-kids.com/

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Developmental audiology : Helping you get to the physiological root of your child's struggle. Specializing in auditory processing disorder and reading disorders ( dyslexia ).