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AUDE 6140 - Pediatric Audiology > Why Hearing is Important in Children > Flashcards

Why Hearing is Important in Children Flashcards

1
Q

Are approximately 10% of newborns at risk for medical problems and developmental disability?

A

Yes

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2
Q

How much more prevalent is hearing loss in infants in the NICU?

A

20x more likely than those without complications in a normal nursey

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3
Q

Is hearing loss a silent disability?

A

Yes, you cannot see hearing loss
It can go unnoticed for a long time

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4
Q

How many babies are identified with hearing loss each year?

A

12,000

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5
Q

How many children pass their newborn hearing screening and then develop late-onset hearing loss between birth and 3 years old?

A

4,000 to 6,000

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6
Q

What are some risk factors for hearing loss?

A

Family history of hearing loss
Genetic disorders or syndromes
Problematic pregnancy
Drugs or alcohol use during pregnancy
Maternal infections during pregnancy such as rubella, sexually transmitted diseases, cytomegalovirus, and numerous others
Trauma during pregnancy
Trauma during birth
Anoxia at birth
Apgar scores below 5 at 1 min or less than 6 at 5 min
Postnatal infections
Hyperbilirubenemia
Ototoxic medications including aminoglycosides alone or in combination with loop diuretics
Patients undergoing chemotherapy or radiation for cancer treatment
Craniofacial anomalies
Recurrent otitis media with or without ventilation tubes
Mumps, measles
Noise exposure, particularly excessive use of personal listening devices

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7
Q

Why is hearing so important?

A

Speech and language development is critical and is considered as a prerequisite for cognitive development

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8
Q

What happens to a Deaf child in a hearing family that doesn’t receive intervention?

A

Does not learn to interpret sound patterns
Does not learn to produce sounds of spoken language around him/her
Unable to hear speech
Unable to acquire spontaneous language

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9
Q

What are the roles of a pediatric audiologist?

A

Prevent
Evaluate
Intervene

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10
Q

What are some challenges in pediatric audiology?

A

Identifying hearing loss early
Understanding the impact of minimal or unilateral hearing loss
Accurately assessing hearing thresholds
Providing effective counseling to caregivers
Minimizing the effects of auditory handicap
Ensuring proper follow-up for hearing-impaired patients

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11
Q

Can any undetected hearing loss of any degree have an impact on speech, language, cognitive, and psychosocial development?

A

Yes

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12
Q

What is the overall impact of mild hearing loss?

A

Communication, language learning, and educational achievement are affected

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13
Q

What is the perception of speech sounds for mild hearing loss?

A

Vowel sounds are heard clearly but voiceless consonants may be missed. The louder voiced speech sounds are only heard. The short unstressed words and less intense speech sounds (such as voiceless stops and fricatives) are inaudible

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14
Q

What are the educational and behavioral impacts of mild hearing loss?

A

In children with this degree of hearing loss auditory learning dysfunction may result in inattention, classroom behavior problems and possible mild language delay and speech problems

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15
Q

What is the speech perception of moderate loss?

A

Miss most conversational speech sounds; vowels are heard better than consonants. Short unstressed words and word endings (-s, -ed) are particularly difficult to hear

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16
Q

What is the communication confusion that comes with moderate loss?

A

Reduced auditory cues can lead to confusion in distinguishing speech sounds and word meanings

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17
Q

How is the speech articulation for a moderate loss?

A

Speech articulation often characterized by omission and distortion of consonants. Strangers may have difficulty understanding their speech

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18
Q

What are the behavioral and learning impacts of a moderate loss?

A

May demonstrate behavioral problems, inattention, language delay, speech problems, and learning problems

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19
Q

How is the speech and language development in children with a severe loss?

A

Language and speech do not develop spontaneously without intervention. With early intervention, properly fitted hearing aids, and specialized education, children can achieve significant functional improvement

20
Q

How is a child’s auditory perception without amplification with a severe loss?

A

Cannot hear typical sounds or normal conversation; can hear distorted self-vocalization, very loud environmental sounds, and only the most intense speech at close range

21
Q

What are some more challenges that come along with severe hearing loss?

A

Significant language problems speech problems and associated educational problems

22
Q

What are the speech and language delays that come with profound loss?

A

Severe language delays, speech problems, and potential learning dysfunction without intervention. Intensive special education with powerful hearing aids or cochlear implants is essential for language and speech development

23
Q

What are the auditory perceptions of children with profound loss and no intervention?

A

Cannot hear or understand sounds; amplification is critical. Early detection and treatment significantly improve outcomes

24
Q

What are the speech characteristics of children with profound hearing loss?

A

Speech often includes issues with voice, articulation, resonance, and prosody. Vocal pitch may be higher, with a monotone quality due to lack of intonation and stress

25
Q

What are some characteristics of mild loss?

A

Understand conversation at 1 – 1.5m
May have delayed speech development
May miss up to 50% class discussion if speaker not visible
May need hearing aid
Will need special education attention

26
Q

What are some characteristics of moderate loss?

A

Understand conversation at 0.5m
Will have difficulty at school
Likely to have language delay
Will have poor speech clarity
Will need hearing aid
Will need special education assistance and probably special training for listening

27
Q

What are some characteristics of severe loss?

A

May understand speech at <15cm
Hears loud environmental sounds
Will have delayed speech/language
Will need hearing aid
Requires auditory training
Uses vision for additional cues
Speech/language will not develop spontaneously if loss present before 1 year old

28
Q

What are some characteristics of profound loss?

A

May only be aware of very loud sounds
Speech and language will be defective
Visual and gestured cues essential for learning
Needs full time special education assistance
Does not rely on hearing as primary avenue of communication
Hearing aids are intended to allow the user to maintain contact with environment and to allow the utilization of any auditory clues that might be presented

29
Q

What aspects of communication will be impacted by hearing loss?

A

Vocabulary
Sentence structure
Speaking

30
Q

Do children with hearing loss have difficulty with all areas of academics?

A

Yes, especially reading and math

31
Q

Do children with mil to moderate loss, on average, achieve one to four grades levels lower than their peers?

A

Yes, they may have to repeat grades because they are missing information

32
Q

Do children with a severe to profound hearing loss usually achieve skills no higher than the 3rd to 4th grade level unless there is appropriate early educational intervention?

A

Yes

33
Q

Does the gap in academic achievement between children with normal hearing and those with hearing loss widen as they progress through school?

A

Yes

34
Q

Do children with severe to profound hearing loss often report feeling isolated, without friends, and unhappy in school?

A

Yes
Particularly when their socialization with other children with hearing loss is limited

35
Q

Are social problems more frequent in those with mild to moderate loss than severe to profound?

A

Yes
They feel like they are more like the normal hearing peers than the severe to profound
They can see themselves in them, but there is still distance

36
Q

What are economic burdens that come with a child with hearing loss?

A

Medical and audiological expenses
Education and training expenses
Special living expenses
Lifetime loss of income considerations

37
Q

Do many Deaf children have difficulties in large social settings?

A

Yes
They cannot attend to multiple simultaneous conversations, especially when there is background noise

38
Q

Do Deaf children often have an inadequate concept of how others think and feel?

A

Yes
Theory of mind

39
Q

How do we typically define minimal and mild hearing loss?

A

The category of minimal hearing loss is broad, severity and configuration are also important
May be different for children than adults
Normal for kids is typically 15 dB HL

40
Q

Why does the prevalence of minimal hearing loss increase at school age?

A

School screenings are done every few years

41
Q

Is identifying minimal hearing loss in newborns problematic?

A

Yes
Current OAEs and ABRs cannot distinguish between normal and mild

42
Q

Do hearing screening programs target minimal and mild losses?

A

No, these children are not likely to be referred for diagnostic evaluations

43
Q

Does minimal hearing loss have an educational impact?

A

Yes
50% of children either repeat a grade or need resource support in school
Increased behavioral and linguistic problems compared to hearing controls

44
Q

Are parents of children with mild losses uncertain of the amplification recommendations?

A

Yes

45
Q

Is there usually a considerable delay between the confirmation of hearing loss and the fitting?

A

Yes
There can also be inconsistencies between audiologists on if they would recommend amplification to children with mild loss

46
Q

Could a child with minimal loss experience a speech delay?

A

Yes
The unvoiced consonants /s, p, t, k, th, f, sh/ contain so little speech energy that they often fall below even normal hearing thresholds in an average rapid conversation

AUDE 6140 - Pediatric Audiology (15 decks)

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