Chapters 8 & 9 Flashcards
Why are AR services required in school setting
Mandated by IDEA
Hearing loss is considered an educationally significant disability
Language delay caused by hearing loss
Reduced vocab
Delayed syntax
Inappropriate use of morphological markers
Difficulty with figurative speech
What is FAPE
Free appropriate public education
Federal law
Access to special education and related services at no charge
Based on individual needs
What is IDEA
Individuals with disabilities education act
Started in 1975
Part of this law requires that the school ensures the HA or devices are functionally properly
1986 PL 99-457
All educational services were expanded to include birth to 5 years
Included infants, toddlers, families
1990 PL 101-476
Changed terminology
Disability instead of handicap
People first language - e.g. children with autism instead of autistic children
1997 IDEA Amendments
Educational goals were to be functional
Perform progress reports
General education teacher included to ensure integration of SPED goals
2004 IDEA
Renamed IDEIA - individuals with disabilities education improvement act
Aligns with NCLB
Have to use scientifically proven practices
Key component of IDEA
FAPE must be provided in the Least restrictive environment (LRE)
Educational program documented through IEP plan and team
What is LRE
Educate where child has the most access to academic, social, and emotional support
Does not mandate mainstreaming - no one size fits all
Continuum of alternative placements is available to meet the needs of child
Determination for LRE is based on individual needs
Factors that help determine LRE
Communication needs and child/family preferred mode of communication
Linguistic needs
Severity of hearing gloss
Academic level
Social, emotional, cultural needs including opportunities for peer interaction and communication
No interpretation of LRE is meant to override the provision of FAPE
Most important consideration regarding classroom placement
Communication method used by the student
AR services provided in the schools
Screening and assessment of hearing loss
Management of amplification
Direct instruction and indirect consultation
Evaluation and modification of classroom acoustics
Transition planning
Early intervention programs include
Auditory training
Speech/language therapy
Other supports needed (OT, PT, developmental)
Screening and assessment requirements
Kinder-grad 12 have to have screenings and select grade levels
Known hearing loss must be annually assessed and includes:
Conventional hearing test
Speech recognition
Speech reading abilities in quite and noise
Functional performance with amplification
Advantages of behavioral pure tone screening
Gold standard because involves entire auditory pathway
Good sensitivity/specificity
Disadvantages to behavioral pure tone screening
Requires cooperation from child
Experienced and well qualified examiner
Suitable test environment
3 things that affect the acoustic environment of a classroom
Classroom noise levels are high
Reverberation
Distance
FM systems help overcome these challenges
Fm advantage
Overrides the negative effects of noise
Increases the teacher’s voice
Eliminates the adverse effects of distance and direction
GAP Guide to Access Planning
Emphasizes knowledge and skills to promote communication access
Emphasizes the use of HAT (hearing assistance technology)
Part of ITP - Individualized Transition Plan
SLP support to teacher
How to provide visual cues during instruction
Promote speech reading opportunities
Control for acoustic problems
Diagnosis of APD based on what?
Scores at least 2 standard deviations below the mean
On at least 2 auditory processing tasks
3 forms of remediation for APD
Direct Therapy
Environmental Modifications
Coping and problem solving skills
Profile of client when considering AR services
Hearing Loss onset
Age at time of service: 0-5, 8-18, 18+
Other disabling conditions: visual, motor intellectual
Goal of IFSP
Address communication and developmental status in the home environment
Early Intervention approaches
Family centered
Child centered
Part C IDEA
Requires the provision of early intervention services in natural environments
Services NOT in clinics or center-based programs
Hearing Aid monitoring for infants to preschool
Ear old fit replaced every 6 months to toddler, every year as get older
HA programming: 3-6 months when young, annual when child is accurate reporter
Real ear measures to verify tech is working and meeting NLA and DSL guidelines
Electroacoustic assessment
Ling six sound test of aid
4 phases of infant auditory learning
Become aware of sounds
Connect sound with meaning
Understand simple language through listening
Understand complex language through listening in quiet and noise
Counseling in AR
Informational
-use hearing tech
-compensatory strategies
Adjustment
-centered on active listening as professional
-responding to emotional needs
-goes hand in hand with informational counseling
4 general areas of IEP
Communication status: audiologic and amplification, receptive and expressive and social communication skills
Overall participation variable of academic achievement, psychosocial adaptation and prevocational/vocational skills
Personal factors unique to that child
Environmental factors
Sound treatment of environmen in classroom
+12 dB SNR is acceptable - 12 dB higher than background noise
+6 dB and 0 dB is typical
30-35 dbA recommended acceptable in classroom but typically 50 dB A
Skills that support classroom listening
Listening for main idea in paragraph
Drawing a conclusion from several details
Make comments relevant during discussion
Recognize when critical info is missed and seek clarification
