Audiologists In The Schools

  • 1,749 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
1,749
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
38
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Audiologists in the Schools Kirsten Marconi-Hutkay, Au.D., CCC-A Educational Audiologist Stark County Educational Service Center
  • 2. Overview
    • What is an Educational Audiologist?
    • Qualifying for Services
    • Audiology Overview
      • Anatomy
      • Hearing loss
      • Audiogram
    • Hearing Aid/Cochlear Implants: Pieces & Parts
    • Assistive Listening Devices
    • IEP Considerations
    • What’s new in Stark County
  • 3. What does an Educational Audiologist do?
    • Hearing conservation
    • Audiologic assessments
    • Assistive technology recommendations and fittings
    • Classroom assessments of acoustics and recommendations
    • Auditory processing assessments and recommendations
    • Hearing screenings
    • Aural habilitation
    • Inservices
    • Counseling
    • Support
    • And so much more!!
  • 4. How Does a Child Qualify?
    • “ Blue Book Laws”
      • 1. An average pure tone hearing loss of 50dB or greater for the frequencies 500, 1000 & 2000 Hz for the better ear
      • 2. An average PTA (pure tone average) of 25dB which has an adverse effect on educational performance related to documented evidence of:
        • More severe HL during developmental years
        • Hx of chronic medical problems resulting in fluctuating hearing (ex: chronic ear infections)
        • Delay in diagnosis, provision of amplification, and/or initiation of special programming
  • 5. How Does a Child Qualify?
    • “ Blue Book Laws” (con’t)
      • 3. Hearing loss of greater than 25dB for the frequencies of 1000-8000 Hz in the better ear with poor auditory discrimination that has an adverse effect on education.
  • 6. Audiology 101
    • Auditory System
    • Outer Ear
    • Pinna
    • Ear canal
    • Middle Ear
    • Tympanic Membrane
    • Ossicles
      • Malleus
      • Incus
      • Stapes
    • Inner Ear
    • Cochlea
    • Semicircular Canals
    • Auditory Nerve
    Pinna Ear Canal Ossicles Semicircular Canals Auditory Nerve Tympanic Membrane Cochlea Eustachian Tube
  • 7. Hearing Loss
    • When we are describing a hearing loss, we must consider two factors:
      • Type
      • Degree
  • 8. Types of Hearing Loss
    • Conductive
    • Sensorineural
    • Mixed
  • 9. Types of Hearing Loss
    • Conductive : Occurs because there is a problem in the outer or middle ear. Sound (voices, music) is too soft. Can usually be medically or surgically treated, but is sometimes permanent.
      • Will benefit from amplification and assistive listening devices.
      • Ex: Perforated TM (eardrum), Impacted wax, otitis media (ear infection).
  • 10. Types of Hearing Loss
    • Sensorineural : The problem is in the inner ear (cochlea or 8th cranial nerve). Sound is not only too soft, but also distorted. Can not be treated medically or surgically, resulting in permanent hearing loss. Will benefit from amplification, cochlear implant(s), assistive devices and aural rehabilitation.
      • Ex: Noise induced, ototoxic meds, infections/illnesses, genetic, trauma, anatomical malformation of cochlea or cranial nerve.
  • 11. Types of Hearing Loss
    • Mixed : Combination of a conductive and sensorineural loss.
      • Ex: noise induced loss and an ear infection
  • 12. Degree of Hearing Loss
    • Normal
    • Mild/Minimal
    • Moderate
    • Moderately-Severe
    • Severe
    • Profound
  • 13. Audiogram Normal Mild Moderate Moderately-Severe Severe Profound
  • 14. Example of a Hearing Loss X O X O O X O X X O O X Key X = Left Ear O = Right ear Moderate sloping to Profound Sensorineural Hearing Loss
  • 15. Audiogram X = Left Ear O = Right Ear
  • 16. Experience a Hearing Loss!
    • “ Unfair Spelling Test”
      • Available from Garlic Press
      • Simulates various degrees of hearing loss
      • Helps educators and administrators and even parents understand the impact the hearing loss has on listening and thus, academic success
      • Bath
      • Pearl
      • Sour
      • Mouse
      • Learn
      • Wheat
      • Vine
      • Tape
      • Hedge
      • Mood
  • 17.
    • Amplification
    • Options
  • 18. Hearing Aids: Pieces & Parts
    • Most hearing aids have the same parts:
      • Program switch
      • Volume control
      • Battery compartment
      • Earhook
      • On/off switch
      • Microphone(s)
    • Earmolds:
      • Tubing
      • Sound bore
      • Vent (maybe)
    Microphone Earhook Program switch On/Off Battery Compartment Tubing Sound Bore
  • 19. Hearing Aids:
    • Hearing aid can’t and won’t restore normal hearing!
      • Hearing aids can only AMPLIFY sounds; they can not prevent or eliminate the distortion resulting from the hearing loss.
    • Just because the child hears you doesn’t mean that they understand you. Even with hearing aids, a child with a hearing impairment is putting forth much more effort than a child with normal hearing to keep with daily activities. They have to “work” to listen.
      • “ Did you hear what I said?”
      • “ Can you tell me what I said?”
    • Hearing aids run on batteries that must be changed periodically. The teacher or speech-language pathologist (or the child) should have extra batteries on hand in case of an emergency.
  • 20. Hearing Aids
    • How Do I Know it’s Working?!?
    • * Ling 6 Sound Test * Hearing Aid Checklist
    • Troubleshooting 101:
    • *Does it need a new battery? *Is it clogged with wax?
    • *Is it turned on? (Should be in the “M” position)
  • 21. ~The Ling 6 Sound Test~ This test allows for a quick and easy way to check and see that your student is able to hear sounds within his/her range of hearing! It also helps you as a teacher to get an idea of your student’s DISTANCE OF HEARING -or- EARSHOT. These are the “Ling 6 Sounds” Ah Mm Oo Sh Ee Ss Each morning, before class, say these sounds to the student. Make sure that they are not able to read your lips. Continue saying the sounds while gradually moving further away. Note the greatest distance that they are able to hear and repeat the sounds.
  • 22.
    • Helpful Hints :
    • * Switch around which sounds you say…don’t say them in a predictable pattern each day
    • * TAKE CARE TO PRODUCE EACH SOUND AT NORMAL CONVERSATIONAL LOUDNESS!! Don’t increase your intensity as you increase your distance.
    • * Take care not to increase the length of the sounds.
    • How will I know if his/her hearing has changed?!?
    • * Depending on the hearing loss, hearing for that day, ambient room noise and hearing aid efficiency, most of the vowels should be heard out to 15 feet and beyond. Due to their weak acoustic energy , the “sh” and “s” will be detected at closer distances (if at all)
  • 23.
    • 3/6/08
    Ling 6 Sound Test ~ Recording Form ~The Ling 6 Sound Test~ This test allows for a quick and easy way to check and see that your student is able to hear sounds within his/her range of hearing! It also helps you as a teacher to get an idea of your student’s DISTANCE OF HEARING -or- EARSHOT. These are the “Ling 6 Sounds” Ah Mm Oo Sh Ee Ss Each morning, before class, say these sounds to the student. Make sure that they are not able to read your lips. Continue saying the sounds while gradually moving further away. Note the greatest distance that they are able to hear and repeat the sounds Helpful Hints : * Switch around which sounds you say…don’t say them in a predictable pattern each day * TAKE CARE TO PRODUCE EACH SOUND AT NORMAL CONVERSATIONAL LOUDNESS!! Don’t increase your intensity as you increase your distance. * Take care not to increase the length of the sounds. How will I know if his/her hearing has changed?!? *Depending on the hearing loss, hearing for that day, ambient room noise and hearing aid efficiency, most of the vowels should be heard out to 15 feet and beyond. Due to their weak acoustic energy , the “sh” and “s” will be detected at closer distances (if at all) Adapted from : Carol Flexer, Ph.D. The University of Akron Ling 6 Sound Test ~ Recording Form ~The Ling 6 Sound Test~ This test allows for a quick and easy way to check and see that your student is able to hear sounds within his/her range of hearing! It also helps you as a teacher to get an idea of your student’s DISTANCE OF HEARING -or- EARSHOT. These are the “Ling 6 Sounds” Ah Mm Oo Sh Ee Ss Each morning, before class, say these sounds to the student. Make sure that they are not able to read your lips. Continue saying the sounds while gradually moving further away. Note the greatest distance that they are able to hear and repeat the sounds Helpful Hints : * Switch around which sounds you say…don’t say them in a predictable pattern each day * TAKE CARE TO PRODUCE EACH SOUND AT NORMAL CONVERSATIONAL LOUDNESS!! Don’t increase your intensity as you increase your distance. * Take care not to increase the length of the sounds. How will I know if his/her hearing has changed?!? *Depending on the hearing loss, hearing for that day, ambient room noise and hearing aid efficiency, most of the vowels should be heard out to 15 feet and beyond. Due to their weak acoustic energy , the “sh” and “s” will be detected at closer distances (if at all) Adapted from : Carol Flexer, Ph.D. The University of Akron Ling 6 Sound Test ~ Recording Form ~The Ling 6 Sound Test~ This test allows for a quick and easy way to check and see that your student is able to hear sounds within his/her range of hearing! It also helps you as a teacher to get an idea of your student’s DISTANCE OF HEARING -or- EARSHOT. These are the “Ling 6 Sounds” Ah Mm Oo Sh Ee Ss Each morning, before class, say these sounds to the student. Make sure that they are not able to read your lips. Continue saying the sounds while gradually moving further away. Note the greatest distance that they are able to hear and repeat the sounds Helpful Hints : * Switch around which sounds you say…don’t say them in a predictable pattern each day * TAKE CARE TO PRODUCE EACH SOUND AT NORMAL CONVERSATIONAL LOUDNESS!! Don’t increase your intensity as you increase your distance. * Take care not to increase the length of the sounds. How will I know if his/her hearing has changed?!? *Depending on the hearing loss, hearing for that day, ambient room noise and hearing aid efficiency, most of the vowels should be heard out to 15 feet and beyond. Due to their weak acoustic energy , the “sh” and “s” will be detected at closer distances (if at all) Adapted from : Carol Flexer, Ph.D. The University of Akron Ling 6 Sound Test ~ Recording Form ~The Ling 6 Sound Test~ This test allows for a quick and easy way to check and see that your student is able to hear sounds within his/her range of hearing! It also helps you as a teacher to get an idea of your student’s DISTANCE OF HEARING -or- EARSHOT. These are the “Ling 6 Sounds” Ah Mm Oo Sh Ee Ss Each morning, before class, say these sounds to the student. Make sure that they are not able to read your lips. Continue saying the sounds while gradually moving further away. Note the greatest distance that they are able to hear and repeat the sounds Helpful Hints : * Switch around which sounds you say…don’t say them in a predictable pattern each day * TAKE CARE TO PRODUCE EACH SOUND AT NORMAL CONVERSATIONAL LOUDNESS!! Don’t increase your intensity as you increase your distance. * Take care not to increase the length of the sounds. How will I know if his/her hearing has changed?!? *Depending on the hearing loss, hearing for that day, ambient room noise and hearing aid efficiency, most of the vowels should be heard out to 15 feet and beyond. Due to their weak acoustic energy , the “sh” and “s” will be detected at closer distances (if at all) Adapted from : Carol Flexer, Ph.D. The University of Akron Ling 6 Sound Test ~ Recording Form Ling 6 Sound Test ~ Recording Form 18 ft. 3/7/08 20 ft. 3/8/08 20 ft. S Sh Mm Ee Oo Ah Distance Date S Sh Mm Ee Oo Ah Distance Date S Sh Mm Ee Oo Ah Distance Date S Sh Mm Ee Oo Ah Distance Date X X                       15 ft. 3/5/08 S Sh Mm Ee Oo Ah Distance (ft.) Date
  • 24. Additional Info:
    • Phonak
      • www.phonak.com
      • eschooldesk
        • www.phonak.com/professional/eschooldesk
        • FM support for teachers, SLPs, AuDs, etc.
    • Oticon
      • www.oticonus.com
  • 25. Cochlear Implants
    • What is a cochlear implant?
      • A medical device for severely to profoundly deaf individuals who gain little or no benefit from hearing aids and assistive listening devices.
    • How is it different from a hearing aid?
      • Hearing aids amplify sound. To a person with severe to profound hearing loss, amplification won't provide much hearing because sound is still being delivered through a damaged part of the ear.
      • A cochlear implant doesn’t make sounds louder – it bypasses the damaged part of the ear and sends sound directly to the auditory (hearing) nerve to provide a clearer understanding of sound and speech.
    • Does a cochlear implant restore normal hearing?
      • No, an implant will not restore normal hearing-nothing can. A child using an implant will typically have thresholds in the mild hearing loss range…(remember the spelling test?) Also, it sounds different. They aren’t hearing an acoustic signal, but an electric signal.
  • 26. Cochlear Implant
  • 27. Cochlear Implants
    • 3 Manufacturers
      • Cochlear Corporation
        • www.cochlear.com
      • Advanced Bionics
        • www.advancedbionics.com
      • MedEl
        • www.medel.com
  • 28. Aren’t hearing aids & cochlear implants enough?
    • Not always.
    • Assistive Listening Devices overcome obstacles such as:
      • Background noise
      • Distance
      • Reverberation
        • Which are found in all classrooms!
        • Assistive Listening Devices
    • Can be used with hearing aids and cochlear implants
    • If more than one student with hearing loss in the same classroom, can “sync” all of the hearing aids/cochlear implants so that they are all on the same frequency.
      • Same frequency= ONE microphone!!
  • 29. Assistive Listening Devices
    • Lots of different types of systems
      • FM Systems
      • Infrared Systems
      • Hard wired
      • Wireless
      • Classroom
        • Permanent
        • Portable
      • Personal
    • Similar Components : 1. Microphone- worn by the teacher/therapist 2. Speaker/Receiver- for the students - Connected to hearing aid or distributed throughout the classroom
  • 30. Infrared Wireless System
    • Lightspeed
    • Classroom system
      • Speaker that transmits teacher’s voice throughout the classroom
        • Wall mounted
        • Speakers in the ceiling
  • 31. Phonak Wireless FM System
    • Personal system
    • Must be on a specified frequency
    • Two parts
      • Teacher’s Microphone
      • Student’s Receiver
        • Couples to the bottom of hearing aid/cochlear implant
          • Audio shoe (w/ aid)
          • Receiver
  • 32. What?!?!?
  • 33. When in doubt...
    • Contact your area rep!
    • Phonak
      • www.phonak.com
      • 1-888-777-7333 (Main)
      • 1-888-777-7316 (FM)
      • Deb Edwards
        • Regional FM Product Specialist
    • Lightspeed
      • www.lightspeed-tek.com
      • 1-800-732-8999
  • 34. IEP Considerations
    • Preschool
      • Soundfield/Classroom amplification
      • Will benefit from personal amplification system coupled to hearing aid(s)/cochlear implant.
        • ** NOT FOR ALL KIDS AT THIS AGE**
      • Teachers/Staff must be inserviced at the beginning of the school year.
        • Daily listening checks of the equipment
        • Change batteries
        • Pieces and parts
      • Consultation with Educational Audiologist
  • 35. IEP Considerations
    • Elementary School
      • Teachers/Staff also need to be inserviced annually.
      • Soundfield or personal amplification system
      • Classroom/Test taking accommodations
        • Extended time
        • Preferential seating
        • Pre-tutoring new vocab/concepts
      • Important for student to start caring for equipment.
        • Responsibility of daily listening checks and batteries fall on the students
      • Consultation with Educational Audiologist
  • 36. IEP Considerations
    • Middle School
      • Teacher/Staff/Coach inservices
      • Daily checks of equipment
      • Classroom/test taking accommodations
      • May start seeing the “social” aspect of their hearing loss
        • Although may start earlier
        • Become introverted
        • In denial of hearing loss or need for equipment/accommodations
          • Keep an eye on them!!
      • Consultation with Educational Audiologist
  • 37. IEP Considerations
    • High School
      • Get thinking about after graduation!
      • Services out there for students with hearing loss.
        • Help pay tuition, ALDs, etc
          • BVR (Bureau of Vocational Rehabilitation)
          • Office of Accessibilities
      • Tons of scholarships!
        • Sertoma
        • Quota International
        • Alexander Graham Bell Association
      • Consultation with Educational Audiologist
  • 38. What’s Going on in Stark County??
    • SPEAK Auditory Oral Preschool
      • S tark P roject for E ducating A udition in K ids
      • For children whose parents have chosen spoken language as the primary means of communication for their child
      • All of our kids wear hearing aids and/or cochlear implants
      • Public preschool program
      • Follow ODE guidelines
      • Children receive highly specialized instruction in speech, language and auditory skills
      • Teacher is certified in Oral-Deaf Education
  • 39. What’s Going on in Stark County??
    • HIT IT
      • H earing I mpaired T eens, I nteracting T ogether
      • Middle school and high school students with hearing loss who live in Stark County (except those attending Canton City)
      • Support group
      • Learn about their hearing loss, and meet other kids with hearing loss, discuss issues they may be facing in a non-threatening environment.
  • 40. What’s Going on in Stark County??
    • Sound Beginnings
      • Sponsored by Quota International of Massillon
      • Provides financial assistance for the initial set of hearing aids to any child (age 3 and under) who is diagnosed with permanent hearing loss, regardless of income.
      • Ensure every child with a hearing loss has appropriate and optimum hearing aid amplification as soon after diagnosis in order to begin early intervention services.