WSU AUD 5420 week 7 developing listening/language skills

parentese

aka baby talk, speech often used with infants that has an elongated, high-pitched, sing-songy quality

newborn hearing screenings

early identification of hearing loss for earlier treatment & better chance to develop speech & language skills (if this is the goal of the family) - not all children receive necessary habilitative services following diagnosis of hearing loss

early hearing detection & intervention (EDHI)

hearing screening is important but it is essential to remain attentive to signs of hearing loss even if child passes; depending on testing used, screenings may miss: minimal/mild hearing loss, progressive hearing loss, recurrent otitis media (causes CHL), auditory neuropathy

ABR

screens for synchrony of auditory pathway; detection of auditory neuropathy but misses configured hearing loss

critical period

must have access to hearing language in order to develop spoken language; infants & toddlers learn through direct interactions with parents/caregivers through routines and everyday activities, incidental learning

diagnostic hearing screening

once referred from screening, audiologist obtains ear specific hearing thresholds, refer to medical professional, if found to have hearing loss refer to local early intervention program like Early On and Guide by your Side

Early On

organization that helps children with special needs & their families from birth-3 years old, helps w developmental delays, risk for delays, health conditions including hearing loss, helps with social, health, & educational services

Guide by Your Side - Hands & Voices

organization that helps children who are deaf/Deaf or hard of hearing & their families, support through other families with children who have hearing loss (parent guide)

possible educational consequences

kids with even minimal hearing loss can experience grade failure, poor communication skills, stress, social support, and self-esteem issues, children with even a unilateral hearing loss are 10 times more likely to fail a grade by age 10

goals of early intervention

maximize sensitive period for language development in infancy, promote responsive social and communicative environment, support family adjustment to child’s diagnosis

language

fundamental to human communication, socialization, and learning; rule-governed system for conveying thoughts & feelings

language goals for deaf/hard of hearing children

facilitate the child’s acquisition of age-appropriate language

Individuals with Disabilities Education Act of 2004 (IDEA)

used people-first language (child with hearing impairment vs hearing-impaired child) early intervention takes place in natural environments, at 36 months old, the child can receive support in a school setting from an SLP, teacher of the deaf, and educational audiologist

purpose of developmental norms

serve as a guide for parents/caregivers, early interventionists, teachers, etc; listening & talking approach IF this is the goal of the family

impact of hearing loss on semantic content

delays in vocabulary development bc of lack of exposure to certain sounds, fewer opportunities for incidental learning; limited understanding in metaphors, idioms, figurative language, homonyms (words with multiple meanings)

impacts of hearing loss on listening & talking

hearing loss is like an ‘acoustic filter that distorts, smears, or eliminates incoming sounds, especially sounds from a distance’; can affect alllll components of language

hearing loss & phonological development

misarticulated words, may omit sounds due to not hearing them rather than not understanding the concept, high frequency S is most commonly omitted (plural/possessives)

daily listening checks

to ensure devices are functioning properly; Ling 6 sounds, words, quiet, troubleshooting kits

3 main modes of communication

listening & spoken language (LSL), manual communication, total communication - help educate patients about their options so they can make the best decision for their life/preferences

listening and spoken language (LSL)

auditory input + spoken language, use hearing technology

manual communication

ASL, signed English, fingerspelling, cued speech

total communication

combination of LSL and manual communication - hearing tech, manual comm, visual cues

hearing/listening age

begins the moment consistent use of appropriate amplification provides access to acoustic stimulation (NOT chronological age)

listening bubble

the area around a child in which speech is clear enough to be understood; language is ‘caught’ not taught; range varies dependent on degree & configuration of hearing loss, whether the devices are able to compensate for the hearing loss, presence of background noise

strategies for providing a stimulating listening environment

direct child’s attention to everyday, non-linguistic auditory stimuli to allow for identification of sounds like running water, garage door opening, birds chirping

LSL approach

highlights the active role of parents in treatment sessions, goal is to mainstream children into schools to be educated with peers w normal hearing

Acoustical Performance Criteria, Design Requirements, and Guidelines for schools

sets criteria of maximum background noise & reverberation times for unoccupied classrooms, standard is voluntary but some states have written them into regulation

challenges of HL

hearing loss is an invisible condition; will services be provided by local education authority (LEA) or through an outside agency; cost of purchasing & maintaining equipment is expensive; basic hearing screenings are often not done by individuals who are not audiologists; middle ear infections, wax impaction, inattention, improper instructions/procedures resulting in inaccurate results

effective speaking habits of adults for children w HL

moderate speaking rate, at physical level of child, appropriate volume, teach child good listener strategies

individualized education plan (IEP)

a written document developed for each child who is eligible for special education resources/services; records child’s current performance, provides annual educational goals, recommends modifications and accommodations by the school to help child reach goals, reviewed annually

SMART goal

specific, measurable, acceptable, realistic, time-bound

aural rehabilitation for pediatric populations

hearing aid fitting, intensive auditory training, language stimulation, speech therapy

Education for all Handicapped Children Act

enacted in 1975, public law; schools must provide free and appropriate public education to all, must ensure hearing aids are worn in school & functioning properly

3 components of IDEA

Free and Appropriate Public Education (FAPE)

Least Restrictive Environment (LRE)

Individual Education Program (IEP)

Free and Appropriate Public Education (FAPE)

component of IDEA; special education & related services by schools, not only for cognitive issues; could include SLP, math help, literacy training, services provided without charge, word ‘appropriate’ is vague

Least Restrictive Environment (LRE)

each child should be educated in an environment with greatest access to academic, social, and emotional support

mainstreaming (LRE)

in standard classroom with children without disabilities (may have accommodations like interpreter or FM system)

inclusion (LRE)

attends standard classes but also goes to special education classes (part or full days)

individual transition plan (ITP)

IDEA requires that all students must have this by age 16; short and long-term adult outcomes, need to have a plan for transition to school or job whether its college, vocational school, independent living