Auditory Processing Disorder (APD), All About YOU – Episode 68 with Juliana Pedri
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In this All About You episode, Dr. Lilach Saperstein speaks with podcaster and podcast manager, Juliana Pedri. Juliana lives in Las Vegas, loves art and spending time with family, and shares her story living with APD. Juliana had no clue she had a learning disability until the age of 18. Throughout her life has learned to stand up for herself and still be successful editing podcasts, which focus on audio production. Listen or read the full transcript below to hear about her experience finding out about her APD later in life and her advice for parents who are uncertain about sharing such a diagnosis (or similar ones) with their child/ren.
4:45: Auditory Processing playing out in Juliana’s childhood: Although Juliana’s parents knew about her APD by the time she was aged 2, Juliana’s parents didn’t tell her about her APD until age 18. School was difficult and studying took her extra time to process information.
8:00: Diagnosis clicking for Juliana: Juliana would hear things one way and then figure out that someone was actually saying something else. The background noises in school made it harder for her to hear things and remember things. Eventually her college professor, who was also an audiologist, gave her more information about her APD condition.
9:30: Learning about her APD: Initially when her parents told her about her APD diagnosis, she was upset that they waited so long to tell her. Looking back, she wishes she could take proper steps to help her get services and make classes easier for her. As a parents there is a not right decision about discussing such an issue with your child; you got it take it case by case on an individual’s basis.
12:00: Juliana’s unique identity: Just as every child has their own identity, so too did Juliana’s APD, make her childhood and coming of age unique since it defined her life while growing up. With this identity, getting a degree and pursuing audio work, despite her APD, makes her feel very proud of herself and this aspect of her identity.
16:00: Disability support and accommodations: At The University of Nevada, Reno, Juliana received every type of support that a student can get to support. She got a radio and a recording pen (16:00). She also had note takers. Lastly, she got an empty classroom, with no distractions, for exams. These supports helped Juliana redo her notes, after class, since she got all of the information in order to fill in the gaps that she missed in class due to the APD.
20:00: Sound Sensitivity: Loud noises will distract her. Even the air ducts of her air conditioner, TV, and noises in public places can distract her. Sound sensitivity gives one a lot of meaning and allows someone like Juliana to pick up on things that others with regular hearing may miss!
23:00: Juliana’s advice for parents with children who have an APD: Juliana thinks it’s good to communicate such information with one’s child/ren when they reach an age and stage where they will understand their life condition. One can encourage their child as they can be successful despite having an APD.
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Mentioned In this episode
Listen Next/Related Episodes
Episode 69: Children’s Books, Literature and Representation with Katie Petruzziello
Transcript:
“It clicked for me, I would talk to people and I would be like, did you really say this? And they would be like, no I didn’t say that at all, I said this. I heard it in one way and it was something completely different. A lot of people would make fun of me for it.” – Juliana
[Music]
Welcome back to the All About Audiology podcast. I’m your host, Dr. Lilach Saperstein and on the All About Audiology podcast we bring in personal experiences and guest experts and talk to everybody in this community to find out what is your experience with audiology. How does it affect your life?
Today on the show, we are coming back to a topic we’ve talked about before, sound sensitivities and auditory processing disorder. A couple of episodes back, in episode 45, we spoke with Dr. Melissa Karp who shared a lot about the testing that goes into auditory processing and a little more about sound sensitivities, how we diagnose them and how we treat them.
Well, today we are in for a treat and a surprise to talk to someone who experiences this and Juliana Pedri is going to share her experience with these things: auditory processing disorder, sound sensitivities and I think we are going to learn a lot from her experience and some of her tips from living with this. Not only that, Juliana is a podcast manager and a podcaster herself so we connected in that way and I was a guest on her podcast so I’m excited.
Dr. Lilach Saperstein: “Welcome, Juliana to the show.”
Juliana Pedri: “Thank you. I’m so excited to be here. I’ve been interested in audiology since college. So, I’m really excited that I found you, and that I had you as a guest on my show and now I’m a guest on your show to talk about my experiences. I have like basically 29 years of experience with this, so… Haha.”
LS: “Yeah. And I love that. That’s what this show is about too, is not just listening to the facts or the experts talking about it but how does it show up for you and your life. Not only that, but that you then went into a field where you are in audio all the time. So, I’d love to hear how it interacts with your work and everything.
But hold on, before we do that, will you tell us a little bit about yourself, your background, or anything you want to let us know about you?”
JP: “Yeah, my name is Juliana. I live in Las Vegas, Nevada which is really fun. Like you said before, I do podcast management as my main job, and I also love spending time with family and my boyfriend and my dog. My dog’s here too. Yeah, I’m just more a family person. My hobbies include jewelry making. I like to do art. I like to do things in that nature. I also like to go downtown a lot because my family is part of the art scene. So, Fridays I’m down there all the time. Things like that. So, I definitely have fun in the art field. So, yeah, that’s a little bit about me. I like to read, I like to write, things like that.”
LS: “How has it been in Vegas the last year basically?”
JP: “It was kind of wild because I grew up here since middle school, through high school and some college and all of that. Seeing the strip kind of shut down during the pandemic was wild. I had never seen it before (like that). Everything was closed. My brother-in-law and my cousin ended up roller skating down the strip once when it was completely empty and no one was there. It was so wild to see. But since then, things have been okay and things have been opening with regulations. People always have to wear masks when they go in, things like that.
I think Vegas is coming up again, but people are taking very cautious steps for that to happen. It’s definitely interesting seeing it completely shut down to slowly opening. Bars are opening again and things like that. It’s turning back into that 24 hour type of town but more safe.”
LS: “Cool. I wish that for everywhere to start coming back to “normal”. Vegas is also one of those places where a lot of people go there but don’t actually, when you live there, that’s like downtown. But you have a life and you go to the grocery store. It’s not Vegas for people who live in Vegas most of the time.”
JP: “Being a local, I don’t go to the strip ever, unless it’s for concerts, which aren’t a thing right now. But I wouldn’t go to the strip really for anything except maybe for a fancy dinner once in a while. So, I definitely stay away from that, which is funny because when people say, oh you’re from Vegas, which hotel do you live in? I don’t live in a hotel, I live in a suburb.”
LS: “Like, no! Haha. That’s so funny. I’m from New York and people would ask, do you see the Empire State building every day? Do you see the Statue of Liberty? It’s like, no man, I go to work. Haha. But the irony there is that actually I did see the Empire State building almost every day because my graduate school was right across the street. So, while I was in Grad school, I did. But do you think I went up and paid $40 to go up an elevator, no I did not. Hahaha.
So, anyway, back on topic, will you tell us a little bit about how auditory processing played out in your childhood? When did you even learn about this term? How has it affected you?”
JP: “Yeah. So, I kind of had a crazy case of it. I actually had no idea that I had a learning disability until I was 18. My parents, I love them so much, they didn’t want to tell me that I had this learning disability so that I can learn how to kind of overcome it myself and learn not to use it as a crutch. So, they didn’t want me to use it as an excuse that I can’t do something.”
LS: “But when did they know?”
JP: “They knew since I was two years old. So, they actually got me tested at two and they were like, we’ll try to help her in any way we can but we’re not going to tell her because we didn’t want to freak me out, all that stuff. What they did behind the scenes for me, and I didn’t realize this until they told me, they would talk to my teachers to put me in the front of the classroom so that I can hear everything better. They knew which side I couldn’t process well enough so they would put me on the side so that I was able to process in. All the time in classes, I was always like, why am I always in the same spot all the time? That was one of the reasons why.”
LS: “Do you remember the testing though, throughout your childhood, going to audiologists?”
JP: “I didn’t really do APD testing when I was a kid or a teenager and anything like that, because my hearing was always fine. My hearing was completely normal. For testing in schools, though, it was a struggle. In high school and middle school, my friends would study for an hour and know everything that they studied. For me, I would study for like two to three hours and I wouldn’t know anything. It would take me a longer time to process stuff. So, when testing came, I was kind of an average student. I never really got As. I always got Bs and Cs. I kind of didn’t understand why I wasn’t excelling even though I loved school and I loved learning and things like that. When they told me about it, everything started to click. I started researching on my own. I looked online, what is this? I don’t understand it.
Once I started noticing the symptoms that I was experiencing and noticing and how my schooling was and things like that, it started to make sense. It was like, oh I have this thing. Maybe I want to go into audiology and learn more about it and help other people with it. So, I went to school, tried a couple of different courses. I tried graphic design because that’s what I thought I wanted to do. Then I switched over to audiology and speech pathology. So, I transferred up to UNR. When I was at UNR, I took speech pathology classes, and I took tons of audiology classes and I was really excited because my audiology teacher, she was also an audiologist herself and she actually tested me for APD. That’s when I got more into that testing, was when I was in college. I was like 22/23 years old.
Because of college and UNR, I was able to say yes, I still do have this disability and it’s still there. It’s not to that extreme of it being really, really bad where some kids can’t focus at all, I guess beginning to middle stages of it. But yes, it was really interesting. I did a whole slew of tests and learned more of everything and how to help in schooling from then on. Yeah, I didn’t do testing until I was in college and I had the accessibility to do testing.”
LS: “Can you share a little bit about when you said that things clicked for you throughout your schooling? What were some of the challenges you were having that you didn’t really know why you were having them but you experienced them and then later on, you were like, maybe it’s about the processing?”
JP: “It clicked for me, I would talk to people and I would be like, did you really say this? And they would be like, no I didn’t say that at all, I said this. I heard it in one way and it was something completely different. A lot of people would make fun of me for it, because you can’t understand what I’m saying, why is that? It’s like, I have no idea, I just hear this way and that was a really big thing.
Schooling, when I was in school, there was all the background noises and things like that, that would always get in the way. I realized that it was really hard for me to remember things because stuff would be kind of mumbled and muffled. Just from what my friends say, from what my teachers have been telling me, they all kind of understood it before I even understood it. They were like, there’s nothing wrong with you, we just didn’t understand you but now we understand you and it’s funny. Because we understand why.”
LS: “One of the things about auditory processing disorder is that there’s different kinds and different skills within how we process sound. For some students, filtering out background noise might be the area where it’s hardest for them. So, we find that out in the testing, we know what to recommend which is going to be a quiet environment or a separate class, and things like that. But for someone else, their processing, the area or the skills that they have trouble with is with sequencing and memory. So, you can’t give like five step directions. You really got to take it down to one thing at a time. That’s why this testing is so important. It tells us what are your strengths, what are the areas that you need support in and it feels like you didn’t have that knowledge. Maybe other people in your family did but it didn’t get to you.”
JP: “Another thing would be like the tv would be on, I couldn’t understand what my dad was saying. He was sitting right next to me because sound from the tv was coming in and out and it was like mixing up with what he was saying. I don’t think my parents really saw the symptoms I had. They did what they were told like to put me in front of the classroom, I don’t think they really saw anything until I explained to them what I was seeing and experiencing.
But then again, I also didn’t really understand the experiences until college because that’s when I really knew about APD, that’s when I had all these extra tools to help me that those symptoms kind of subdue when I’m in classes and things like that makes sense.”
LS: “So, looking back, even as you say that you love your parents, which is very sweet. You’re not blaming them, but even so, looking back, do you feel like knowing it or having a conversation about what they know about the challenges you are having, do you think that would have helped you? Is that something you recommend to other parents to do?”
JP: “I love my parents for giving me the opportunity that I could go through things without having a crutch so to say. When I found out, I was really upset about not knowing that I had this disability for years and it’s like I could have prevented some things. I could have made classes easier for me and things like that. But that’s just me. Some kids might use it as a crutch like, I don’t understand anything because I have this disability, blah. Whatever.
I do wish I would have known because I feel like if I would have known, I would have taken the steps to help my schooling. I feel like I didn’t need the IEP because I know some kids would need that are on the spectrum and need it more than I did. But it’s like, I kind of wish I had known so that I could take the proper steps with classes. I could have used the frequency radio so I could have the teacher’s voice directly in my ear instead of it being muffled with everything else. I wish I had a note taker to take down notes that I missed because I couldn’t hear it and things like that.”
LS: “Yeah, you would have had those services. And the funny thing is that sometimes you’ll talk to other kids and they’ll be like, my parents are making me wear this thing and I hate wearing this FM system in the classroom. Even if you could go back, there’s no way to know how your experience would have been better. But I think it’s important to share that and I do appreciate your honesty and bravery really in sharing your experience. Because there are so many listeners now and parents who are in that place. Are they playing that they can’t hear? Are they serious about it? What services do they really need? Sometimes the service has a risk/benefit analysis of pros and cons. How much does it help versus how much does it affect their self identity or their socialization? You’re looking at all these things as a parent and you don’t necessarily know what’s going to be right and I’m just going to say, there’s probably not just one right thing. You got to see your individual child and their situation.”
JP: “Yeah. And I think for me, you brought up a point about self identity. For me, growing up, I always felt like something was wrong with me but I had no idea why. I knew something wasn’t right. Like I knew I was wired differently and I wish they would have told me earlier on because I feel like if I would have known that I had this learning disability, things would have made a whole lot more sense for me and I would have had a more of a self-realization and say, okay, I need to think of different ways to do this. I’m not like everyone else. It makes me special. The whole self identity part really stuck out to me because it made sense. That’s a thing I wish I had when I was a kid. Instead of always feeling weird and left out and things like that, I wish I would have known that.”
LS: “Of course. Juliana, again, I really appreciate you saying that. And at the same time, maybe some words of comfort there on that topic for you and for anyone listening, all children and all teenagers go through lots of self identity crises in many ways about their culture and their language and their background. Some kids have different food at home and they are like, are we hiding it or are we bringing it to school. And they have that whole thing going on. Or a different language at home. Or the family structure. Like it’s mother’s day and maybe a child doesn’t necessarily have a mother and that can be really difficult for them.
Sometimes, it helps to kind of zoom out and say, every kid is going through life, haha, in whatever it is. Not to take away from your experience but to feel more connected to this experience that everyone is having and to say this was my story. I couldn’t learn the same as other kids. I felt like everyone else was having one experience and I was different. And I feel like every young teenager pretty much feels that at some point. If it’s about how you look or how you speak or what are you’re hobbies. So, and then a part of growing into the coming of age, those stories is when you finally realize that everyone is different in something and these differences like you said, make you really special.
So, that’s quite a journey. I relate to it in many ways. Haha.”
JP: “The biggest thing was graduating school and I didn’t think I would because I went to school just trying to get a bachelor’s degree just because of learning everything about my APD and changing courses and things like that. I ended up graduating with a degree and I know that a lot of people that have a learning disability may not think that it’s possible. It is possible but you just need the right kind of help and the right things to help them move forward. It’s kind of ironic because my degree is in psychology and I’m doing auditory editing and podcast producing and management and things like that, which is all auditory. I have this learning disability, that’s an auditory disability. But I like to see that it’s one of my strengths because I pick out things that people can’t hear usually. I will edit that or whatever but it’s a fun thing to use my learning disability to do what I do now. I’m kind of using it as a strength instead of a weakness.”
LS: “That is amazing. You just flipped the whole thing on its’ head. It’s like you focus so much on it and you recognize that you do have the strength in that. That’s beautiful.
You said you were 22 in college, you were taking these courses. So, you had the testing for the APD. Were you able to use that then to get the services during the rest of your schooling? What kind of things did you get?”
JP: “I went to school at the University of Nevada, Reno and they have an amazing disability program. I got everything that you could have for an APD learning disability. I had the FM radio. I had this amazing thing, I forget what it’s called, but it’s a pen that records the class. And you take notes on a special piece of paper. And when you are taking notes, the pen is recording the audio. So, if you go back to study, you’re like what does this note mean, I forgot about it, you can click on the bullet point and that pen will go back to that audio recording.”
LS: “What?!?! What is this? I need to learn about this. Haha.”
JP: “Yeah, I forget the pen name but it was really cool because I was able to go back and listen to what the teacher said. There are so many different kinds.”
LS: “Okay, we are going to do some research on that and put it in the show notes for sure. Did you have a note taker as well?”
JP: “So, there are two different kinds of note takers. One of them was actually, I think there is a note taker and a strip recorder which is amazing. The note taker would take notes normally on a piece of paper, whatever. And there was someone who actually took down the whole entire class, what the teacher says, what the students says and they would write it all down and it would be word for word. So, if I’m studying, I could go through the script and be like, okay she said this was going to be on the test so I could highlight it and use it in my notes. I loved that because after every class, she would send me the notes and it’s like, yes, I do remember this. I remember hearing about this. And then I would use the pen and then it would all click and it would all make sense. That was really cool and really unique. I loved it.
Another thing that they did was that I could go into a private room and do testing there and I could have an extra fifteen to thirty minutes on a test. So, if a test was an hour, or the class was for an hour, I could have testing for an hour and thirty minutes in a private room with maybe like one or two other people doing different testing. That was really fun. I really loved that because I could take my time with answering the questions. And background noises, and people getting up and distractions and things like that, didn’t bother me.
And then, I think those are all the accommodations I could have, and then if I didn’t have the pen to record and take a notes on, I was able to have a recorder with me and I could just record the class. The teacher would know. Some classes did not allow the person to take notes on the computer, the whole script, so they would have the note taker with the pen and paper, a regular note taker in that class. Some classes allowed that and some did not. So yeah, I definitely learned a lot from the accommodations that I had and it helped me so, so much.”
LS: “That’s amazing. I’m really glad that you were able to finally get that support that you needed and it helped you get through those classes. What’s funny is that I had a friend in college who was employed by the office of disabilities to take notes in the classes that she was taking. She was getting paid for her class notes that anyway she would be taking, but she would do it as a service to the other students and it’s kind of like a real win-win for everybody, haha. So, I think there was a lot of confidentiality and she didn’t know who necessarily the student was who was getting it, unless a student would self-identify and say, that’s for me. And then it would just go between them. But she always had to submit them with a date and the teacher had to sign that she was there and everything. It was very official.
Sometimes, when you hear the other side, then that helps. But I also know that they not only pay students, they also sometimes have a dedicated note taker that isn’t taking the class and comes in.”
JP: “Yeah, it was really cool because for my class with the note taker that did the whole script, someone else already in my class that I was in, was having that service. So, basically what they did was that they emailed me the same notes too. My teacher was aware of it but no one else in the classroom really knew that we were using that type of services. We just thought it was someone taking regular notes. It’s really cool and I love that service that colleges offer. When you take notes yourself, you miss so much stuff. You get distracted by so much. I realized I take the wrong type of notes. I don’t take the right type of notes so it was really nice.”
LS: “So, we talked a lot about the auditory processing side of things but you also mentioned to me that you also have sound sensitivity to certain sounds. I want to talk about that a little. Tell me.”
JP: “The sound sensitivity is something I’ve noticed more recently and, sorry there is sound going on outside right now and it’s distracting me. Haha.”
LS: “That was perfect, right on cue, haha.”
JP: “Yeah, if it’s something like that, that’s loud, I’ll have to rethink about what I say because it’s like, I was distracted because it was too loud. It’s like disrupting my thoughts. And then another really big one is recently, we have air ducts right now. And if you turn them on, like the vent, I hate it because it’s so loud and I’m like, I can’t think. This is is so annoying. I don’t know how to process anything because it’s too loud, I can’t even think my thoughts. And then, for the tv, it was weird because I need it kind of loud, but I also use close captioning to kind of help me understand what’s being said.
Lately it’s been the air ducts that are really bothering me and the outside noises that are super loud. If I’m at a restaurant, it would just be too loud, to the point where I could hear the littlest things of like something dropping and it just distracts me. Other sensitivity stuff is not too noticeable. I have my APD. That’s the only experience that I have with it.”
LS: “Yeah, and I think one of the fascinating things about the way that we process sound and how for some people it’s really different, it gives us a real insight into what’s going on when we listen and how we can have a lot of distracting noises but sometimes, our system will latch onto that and give it a lot of meaning and all the attention goes there and it might be hard to bring the attention back. But then when we can do that, it’s pretty impressive of our mind the rest of the time when we are doing that.
On the other hand, you are able to use that to your advantage like you said and you pick up on things and it doesn’t just get filtered out for someone who is maybe their auditory processing is more typical, they would have missed that. So, it’s always pros and cons in life and very situation dependent but knowing what it is, I think it’s really valuable and I’m glad that you now have a chance to analyze it and evaluate it for yourself as an adult.”
JP: “Yeah, and I think it’s really cool too because doing the auditory editing for podcasts, I do hear those specific things. Some people wouldn’t care if they heard it, for me it’s like, I have to mute this because it’s bugging me and I’m sure other people, it would bug them too. It’s like little clicks when people talk and other things like that. Haha. I help edit that out. I feel like some people just don’t hear it the way that I do.”
LS: “Now I’m super self-conscious about how my mouth clicking, hahaha.”
JP: “No, it’s fine. It’s just a me thing. It’s a sensitivity thing. I know I do it too. It’s just listening to podcasts because I do it all the time. I hear those little things that go on in the background a lot and people don’t pick up.”
LS: “So, to wrap up this All About YOU! episode where I bring in someone to share their experience, what advice would you have for our listeners who either they have a child and they are not sure how much to disclose to them or you know, at what age to do something like that. What would your thoughts be on that?”
JP: “Of course. So, because of how I learned my APD, my advice would be that if you are a parent that has a young kid and they are starting to show symptoms early, I do think it would be best to disclose and say, hey you do have this disability but here are different ways that we can work with it and not make him see it as an excuse that something’s wrong with him, that they are special and different but it’s something that you can work with. Know that even if they struggle, they can still accomplish many great things. There have been people in all types of fields of work with APD. There’s been actors with APD, there’s been singers that have APD, things like that. Where normally it’s shown that they want to be successful in those areas but they obviously can be, just to keep that in mind to your child that you can be successful in anything you put your mind to. If you have this disability you can find ways to work with it and around it and learn about it and figure out what works best for you. Everyone is different. I would suggest to definitely talk to your kid when they understand that there is something different about them and not use it as something that is off-putting or that’s weird with them but more as an encouragement thing that they can see in the future type of way instead of a discouraging thing.”
LS: “That’s such great advice. That reminds me of a time that you brought up for me, a memory of a school age, maybe an eleven or twelve year old who was diagnosed with auditory processing. When I was diong the counseling with them, I asked the mom if she would like to have her son also in the room so that we can review this together. She thought about it, I gave her that option and that was then part of the conversation. She decided that we would talk some of it ourselves and then bring him in and talk with him as well. When I spoke to him, he’s like yeah I know, that’s hard for me, that happens to me. I really feel like that conversation meant a lot to him and his mom. That was a success, I hope. I’m sure there are other times where it’s not a benefit to the child to have them involved, especially when they are much younger. So, you know, there’s a lot, there’s a lot to go into it. I’m so glad you shared your story with us today.”
JP: “Thank you so much for letting me share. I’ve always been wanting to share my story and let others know that even if you have a learning disability or something that feels like it might be stopping you from doing something, it’s more of your mindset, not because of the disability and you can do whatever you put your mind to. I wanted to share that because I’ve been through it and I’m someone that understands and I want to let other people know that you could be successful in whatever you decide to do. Yeah, thank you for giving me the opportunity to share all that.”
LS: “Yeah, that is awesome. If people want to come and find you, tell us where you hang out.”
JP: “Of course, So, I am mainly on Instagram. I have two. I have a personal one and a business one. My personal one is @juliana.vincenza. My business one is @julianapedri.pp and you could find more about podcasting, podcasting management and things like that. My personal one, I talk a little bit about APD, and my personal Facebook page but that might change. I have a website julianapedri.com if anyone is interested in any type of podcasting services and things like that.”
LS: “I just remembered because you mentioned your Instagram and your Facebook, that you had posted on Instagram about that Siri voice. I think we should tell people about that. What’s that all about?”
JP: “Yeah, so I love TikTok and I scroll on TikTok all the time and there’s this new trend where you use this Siri voice as like their script. And it’s just Siri talking and I hate that so much because it’s like for me, for some reason, that monotone voice, that robotic voice, I can’t. I think it’s like that ear sensitivity. It’s just a little pet peeve that I have because I understand you don’t want to speak but the robotic voice is just too much. I guess that’s another sensitivity thing that I’ve been noticing.”
LS: “Yeah, it cuts out all of these elements that help us understand. That tone, the intonation, that procity, all the things that go into speech and it takes it all out. And it’s like (in a robotic voice), what are you doing? I am eating my breakfast. Haha.”
JP: “Oh, I hate that one too.”
LS: “And then I commented to you about the quiver voice, where people are trying to be silly. I don’t know why they put on this filter but it makes everything sound like they are crying, haha, and that one really hurts my heart. Haha.”
JP: “Yeah, I tried to listen to that a couple of times and I’m just like why, I don’t understand. I understand that it’s supposed to be funny, but for me, I just can’t process it. It goes right over my head and it’s like, I don’t understand the concept. So, see ya, I’ll keep scrolling.”
LS: “So, look at that. That’s how APD and other things affect, even your social media consumption and it shows up in all parts of your life, so you can see that it’s not just about school and services but it’s about other things in life.
Anyway, I really do enjoy hanging out with you, so thanks for coming on the show.”
Everybody will know that there is full transcripts of every episode at allaboutaudiology.com. Come and follow me on Instagram @allaboutaudiologypodcast. I answer all of my DMs and I love when you share your biggest takeaways from the episode.
Thank you so much for being a listener. This is the All About Audiology podcast. I’m Dr. Lilach Saperstein.
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