peds Flashcards
development
social behavior, attention, language abilities, context self regulation
effects of motor function
organic factors-vestib
sensory deprivation - vocal play
language deprivation - reheard plan language
emotional factors - overprotecting or neglect
effects on speech
acoustic patterns of speech contain cues for motor actions, have trouble breaking down patterns, more on the syllable or phoneme level
candidacy eval domains
audiologist speech eval ent opthalmology social worker
audio eval
ABR, ASSR, Tympanometry
OAEs, behavioral testing (BOA, VRA CPA)
Hearing aid eval - aided thresholds in sound field and speech testing
speech eval goals
provide baselines of speech and language skills ,uncover obstacles for acquistiiton,
overall profile.
acticulation and intelligibility but also oral motor exam (low muscle tone?)
other factors for speech eval
family support, school environment and modality
internal factors
age of child /age of implant duration and age amplification introduced severity of hearing loss prior to CI primary communication mode language and Cog, nonverbal IQ auditory benefit from CI
external factors
primary communication mod at school nd of the family
support, follow through and expectations
2 important starting factors
child’s development and language level
auditory skills pyramid
Level 1 awareness
Level 2 suprasegmental discrimination and association - tone and meaning
Level 3 segmental association and identification - consonants and vowels similar works (boat bat)
Level 4 identification - vocab, repeating words
Level 5 processing and comprehension - open ended conversation
level 1 auditory skills pyramid
Level 1 awareness
level 2 auditory skills pyramid
Level 2 suprasegmental discrimination and association - tone and meaning
yelling is mad
level 3 auditory skills pyramid
Level 3 segmental association and identification - consonants and vowels similar works (boat bat)
level 4 auditory skills pyramid
Level 4 identification - vocab, repeating words
level 5 auditory skills pyramid
Level 5 processing and comprehension - open ended conversation
language skills pyramid
level 1 - word approximation level 2 - word production level 3 - connected utterances level 4 - simple sentences level 5 - expanded sentences level 6 - complex sentences
tips for listening at home
Model a hearing response engage in vocal play face to face 3 feet consistent labels describe actions and interests provide words for your child's wants need and intended messages
ABC model
A - auditory oral/verbal communicator
b - both auditory/oral communicator with visual assist
c- complimentary, auditory verbal skills assist primary visual communication
d - does not benefit
outcomes - A
commensurate on track with typical peers mainstream with minimal support deafness is only diagnosis language is good, appropriate support, early implant
outcomes B
capable
can learn auditory oral but is slower to process and needs intensive support, may be mainstream but may be specialized.
deafness is not the only challenge, language and learning abilities or later implanted.
outcomes c
challenged
poor access of auditory signal from CI may require multi modality communication strategies
def not mainstream
deafness is not the main diagnosis
may never have used ha
mapping checklist
equipment check usage problems/environments -----how is school going, classroom? FM use, speech therapy? concern from parent or patient mapping testing hearing aid adjustment unaided testing? recommendations
follow up testing
verify map settings record of progress ling 6 basic audio open set speech (hint, CNC, ESP) it Mais
