Exam 2 Flashcards
School aged refers to children age…
3+
4 things hearing loss can impact
speech production, language development, psychosocial development, educational progress
seeks to improve the education of all children — with an emphasis on children from low-income families
No Child Left Behind Act (NCLB)
was replaced by The Every Student Succeeds Act in December of 2015
No Child Left Behind Act (NCLB)
focuses on the individual child and seeks to ensure specialized services for children with disabilities so that they may benefit from education.
Individuals with Disabilities Education Act (IDEA)
first signed into law in 1973 and recently reauthorized in 2004, supports and promotes the rights of individuals with disabilities.
The Rehabilitation Act
the major legislation that protects the rights of individuals with disabilities against discrimination on the basis of their disability in employment settings
The Americans with Disabilities Act (ADA)
give the right to full access to school and public activities and events, including after-school events
504 and 508
Recognize children who are D/Hoh have unique communication; Encourages development of a communication-driven and language-driven educational delivery system in the state
Deaf Child’s Bill of Rights
a required component of the IEP Process for students who have been identified as having the Deaf or Hard of Hearing (DHH) exceptionality.
Model Communication Plan (MCP)
helps to gather all data to guide the IEP team discussion on supports and services needed in the areas of language, communication, reading, assistive technology, listening, and more.
Model Communication Plan (MCP)
Revises provisions relating to public school choice options for parents of students in public schools to include auditory-oral education programs.
Auditory Oral Education Act (2011)
Recognized the need and want for DHH children to have the listening in spoken language (LSL) approach and that if they want it, the families should be able to choose to go to a school that provides these services if their local school does not offer it
Auditory Oral Education Act (2011)
Examples of roles of SLPs in schools
Help students meet the performance standards of a particular school district and state by assuming a range of responsibilities; Work in partnership with others to meet students’ needs; Provide direction in defining their roles and responsibilities and in ensuring appropriate services to students
An educational interpreter supports a child from an _____ standpoint
educational
The process of transmitting spoken English into American Sign Language and/or gestures for communication between deaf and hearing people.
Interpreting
The process of transmitting spoken English into any one of several English-oriented varieties of manual communications between deaf and hearing people.
Transliterating
For the school-aged population, we must assess:
speech, language, auditory
Early Speech Perception Test (ESP)
2 years and older; tests speech perception
Auditory Perception Test for the Hearing Impaired (APT/HI)
3 and older; auditory perception broken into a bunch of different subtests
TAPS-4
5 and older; A language processing skills assessment
PLS-V
Until 7;11… language
Receptive and Expressive One-Word Picture Vocabulary Tests | Fourth Edition
2:0-70+; child’s receptive and expressive vocabulary skills.
OWLS-II
3:0–21:11 (LC/OE); 5:0–21:11 (RC/WE); Oral Language, Written Language, Receptive Processing, Expressive Processing, and Overall Language Processing
The 3 P’s of typical development
- Perception Stage
- Processing Stage
- Production Stage
Perception Stage
Auditory perception learning (oral speech & language)
Processing Stage
Cognitive operations (auditory processing, speech programming, language/cognitive planning)
Production Stage
Intelligible speech and oral language
Auditory skills hierarchy (low-high)
The 3 P’s and… comprehension, identification, discrimination, detection
T/F: Children w/ profound HL typically exhibit deficits in mastering one spoken language
True
Indicators for successful development of more than one language via cochlear implant:
Parent proficiency in both languages, implanted before age 2, excellent perception skills, intensive therapy, parents used only English from diagnosis until 6-12 months post CI, cultural/religious opportunities, Therapy or school in other language
Possible contradictions for second language exposure:
Late age at intervention; late age at CI (after 3/4 years); poor speech perception with CI; partial insertion of electrode; child struggling w/ language acquisition; family support issues; additional diagnosis
Clinician and interpreter meet before session to discuss intervention goals and make interpretation decisions
Briefing
SLP and interpreter work together w/ patient
Interaction
Clinician and interpreter review outcomes of sessions and make follow-up plans
Debriefing
Reasons why increasing number of 40 & 50 y.os with HL
noise exposure from loud music, use of ear buds, power engines/vehicles
Usually for adults, HL is _____
gradual
Typically for adults w/ HL, _____ frequencies impacted the most
higher
T/F: Men are more likely to acknowledge HL
FALSE… women
Adult aural rehab plan typically consists of…
Assessment; counseling; development of plan as a team; implementation; outcomes; follow-up
Assessment of adult should include
full audiologic eval; baseline speech perception testing; comprehensive case history; interview; eval of conversational fluency; self-rating measures; discussion of results and motivation and understanding; consideration of hearing technology
Training should include:
Minimizing difficulties; use of strategies; role-playing
Most typical adult audiogram
Sloping SNHL
Assessment for perceiving and for processing
Perceiving- APTHI
Processing- TAPS
3 main key points about the Model Communication Plan
Required in Florida; Informs all stakeholders; Completed prior to initiating IEP
Informal assessments may include:
CASLLS; Speech and language samples; PLS checklists
Goals for AR must include goals in
Auditory Skills
T/F: Assessment if conversational fluency can take place during interview
True
Therapy activities for adult:
Minimal pairs; ling sounds; conversation on phone
Clients can access a home program for AR using:
AB RehAB Portal
Reasons for why increasing number of adults in 40s and 50s experience hearing impairment
noise exposure from loud music
use of ear buds
power engines/vehicles
- often gradual
- higher freq impacted more
- convo difficult especially w/ background noise
- day to day interactions more difficult: phone convo, restaurants
Consider w/ older patients:
patient's age, stage of life, lifestyle work and family environment financial wellbeing cultural background support system self-image and mental health tinnitus other medical conditions (vision) where the individual is in their hearing journey
who is more likely to acknowledge a hearing impairment
Women
hearing journey
pre-awareness awareness movement diagnosis >< rehabilitation >< resolution >
Aural rehab plan
assessment counseling development of plan as a team implementation outcomes follow-up
Assessment of adult should include:
full audiological eval baseline speech perception testing comprehensive case history structured and/or unstructured interview evaluation of conversational fluency questionnaires and/or other self-rating measures
Information counseling
- Discussion of Audiological and Auditory Perception tests
- Discussion of motivation, expectations and support system
- Confirmation and understanding of the individual’s hearing impairment
- Consideration of hearing technology
- Discussion of individual’s comfort level with hearing technology
- Affirmation of person’s frustrations, thoughts and emotions
Goals should include
- Measurable objectives (Auditory training)
- Conditions for objectives
- Timeframe
- Joint decision making (individual, audiologist, SLP)
- Functional carryover and practice of skills
- Communication Strategies training
Communication strategies for adults
ask: what do you hear instead of what did I say!!!!!!!!
create good listening environment > positioning
wait time
sabotage
expectant look
auditory sandwich provide appropriate visual support
acoustic highlighting
Training should include
minimizing difficulties: partner, enviornment, etc
using of strategies and implementation of appropriate behaviors
potential role-playing
Communication partner strategies
- Decreasing background noise/distractions/distance/same room
- Ensure that you are face to face when having a conversation
- Ask the partner “what did you hear?” instead of “what did I say?”
- Ensure comfort and use of hearing technology/utilizing devices
- Appropriate conversational turn taking
- Using a topic board/white board
- Visuals when appropriate
- Counseling family members
- Including the individual in conversations
Discharge from individual AR services
- Goals are met/progress is achieved
- Individual feels confident using strategies
- Communication partners are confident using strategies
- Plateau in skills/other medical issues
- Transition to group services
- Individual is comfortable with hearing technology and utilizing it daily
- Self-advocacy skills have been enhanced
- Skills can be maintained via home program
Bilingual Development in Children who are DHH
- Children with profound hearing loss typically exhibit deficits/delays in mastering one spoken language > reluctant to recommend bilingual language environments
BIFI
- Self-rate speaking ability of each parent independently - In English In 2nd lang.
- Self-rate understanding ability of each parent independently - In English In second language
- Rate ability of others in home - In English In 2nd lang.
- Cultural/Social/Religious network - In English and then In 2nd lang.
Multicultural influences on the AR process
- Bilingual proficiency possible in early-implanted children
- Clinicians uninformed about bilingualism
- Recommendation for non-fluent families to speak English to child is ill-advised
- Professionals need training on special ways to work with such families
involves understanding and appropriately responding to the unique combination of cultural variables
Cultural competence
ASHA - Position Paper Acceptable Interpreters
- Bilingual SLPs
- Professional interpreters
- Bilingual professionals other than SLPs
- Family and friends of the client
- All should have native or near native proficiency in both languages
Responsibilities of SLP
- Interpreter Skills and Knowledge
- Interview techniques
- Confidentiality considerations
- Technical terminology
- Objectives of intervention
- Sensitivity toward culture and speech community
- Tone of intervention, diagnosis, recommendations, outcomes & follow follow-up care
- Without training, interpreter might unintentionally change results without monolingual SLP awareness
Role of SLP in school
- Help students meet the performance standards of a particular school district and state by assuming a range of responsibilities
- Work in partnership with others to meet students’ needs
- Provide direction in defining their roles and responsibilities and in ensuring appropriate services to students
Auditory processing disorders impair
the understanding of meaning for incoming sounds
Auditory neuropathy
auditory dysynchrony as it is a disorder of the timing of the auditory nerve
2 additional things to consider in children
tinnitus; dual sensory
Foundation of listening development
listening training
assessment
language
auditory-based speech
