Hearing Loss in Children Flashcards
Early Hearing Detection and Intervention (EHDI)
- national public health initiative for pediatric hearing healthcare birth to 3 years
- 1999 Newborn and Infant Hearing Screening and Intervention Act was passed
- all EHDI programs support the universal newborn hearing screening (UNHS)
1-3-6 rule that all states aim to follow
1 = screening for hearing loss prior to 1 month of age
3 = diagnosed with hearing loss by 3 months age
6 = enrolled into an EI program by 6 months of age
the 1-3-6 rule is outlined step-by-step by the…
Joint Committee on Infant Hearing (JCIH)
in addition to traditional auditory testing, SLPs can use the following during assessments on children with HL
- developmental index of audition and listening (DIAL)
- early listening function (ELF)
- functional auditory performance indicators (FAPI)
- auditory behavior in everyday life (ABEL)
- littleears auditory questionnaire
- parents’ evaluation of aural/oral performance of children
- infant-toddler meaningful auditory integration scale
- FM listening evaluation
developmental index of audition and listening (DIAL)
types of listening behaviors expected at different developmental levels
early listening function (ELF)
parents observe and rate their child’s auditory awareness skills
functional auditory performance indicators (FAPI)
assesses child’s auditory skills across 7 different categories of development
auditory behavior in everyday life (ABEL)
parental perceptions of child’s auditory behavior
littleears auditory questionnaire
auditory behaviors assessed after CI or HA fitting
parents’ evaluation of aural/oral performance of children (PEACH)
real-world observations of HA usage and behaviors
infant-toddler meaningful auditory integration scale (IT MAIS)
for children birth to 3 years fit with HA or CI, looking at auditory behaviors
FM listening evaluation
use and benefit of FM system
EI services for children who are deaf or HOH
recommendation that all children birth to 3 years with any degree of permanent hearing loss in one or both ears are eligible for early intervention services
___ of children with permanent childhood HL also present with at least one additional disability such as…
30%-40%; developmental delays, cleft palate, vision loss, cerebral palsy, craniofacial anomalies, autism spectrum disorder
ASHA’s roles and responsibilities of SLP in Early Intervention: guideline roles include…
- awareness of federal, state, agency, and professional policies of hearing screenings
- assessing infants and toddlers at risk for disabilities
- standardized measures for hearing screenings
- collaboration
- supporting family
identification: physiologic screening
- otoacoustic emissions (OAE)
- auditory evoked potentials (AEP)
- auditory brainstem response (ABR)
auditory habilitation
- children with pre-lingual HL
- SLPs work with educational audiologists and teachers of the deaf/hard of hearing
hearing loss prevention: growing levels of concern
- schools ear exempt from OSHA standards
- noise regulations that do exist in schools are classified to staff
- insurance companies for schools have limited knowledge of noise exposure hazards
- school hearing screening is not mandated in all states, and if they do they are generally not designed to identify students with NIHL
SLPs will work with students on
- auditory skill development
- language development
- speech production training
- visual communication systems
- selection/use of instructional materials
- assistive technology
- case management/care coordination
- compensatory skill training
- educational options
- service recommendations
literacy: children with hearing impairment
- can adversely affect educational performance
- rely on acoustical input through a listening device
literacy: children with deafness
- impairs the processing of linguistic information with or without hearing assistance technology
- do not rely on acoustical input, communicate through manual communication
the simple view of reading in children with HL
- children who benefit from hearing assistive technology fall slightly below their normal hearing peers with regard to reading
- children who do not rely on the acoustic signal fall even more poorly than their hearing impaired and normal hearing peers
the simple view of writing in children with HL
- children who rely on acoustic signal fall behind their normal hearing peers
- children who do not rely on the acoustic signal fall even further behind (perform very poorly on expressive writing tasks)
reading interventions for children with HL
- improving decoding skills
- visual phonics
- use of audiovisual technology
