Infants and toddlers

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preparing infants/toddlers with hearing loss for

preparing infants/toddlers with hearing loss for

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  • 1. Infants and Toddlers
  • 2. The Process
  • 3. Evaluation
    Detection
    Newborn hearing screening programs
    Diagnosis
    Tone-specific ABR
    Behavioral observation
    Visual reinforcement
  • 4. Preparation
    Counseling
    Presenting diagnosis of hearing loss
    AR Plan
    Individualized Family Service Plan
  • 5. Implementation
    Communication Mode
    Who will train parents?
    Assistive Technology
    Hearing Aids
    Cochlear Implants
    Use and Maintenance
  • 6. Implementation
    Consistent Device Use
    Ask parents should track use
    Explore why device may not be used as much as recommended
    Child compliance?Parent denial?
    Modeling good communication
    Listening goals
    Sound detection
    May need to link with visual stimulus then withdraw visual support
    Sound discrimination
    Large contrasts (“hop hophop” vs. “Aaaaaaah”)
    Speech goals
    Babble production
    One to two word utterances
  • 7. Implementation
    Early Intervention
  • 8. Early Intervention Team
    Parents
    Pediatrician
    Audiologist
    Speech-Language Pathologist
    Developmental Therapist – Hearing
    Deaf Mentor
  • 9. Early Intervention – Birth to 3
    Developmental Therapist - Hearing
    4-year degree in Deaf Education
    Bill under Aural Rehab
    Educate parents on
    Hearing loss
    Hearing aids
    Language development
    Communication options
    Deaf mentor
    Trained & certified through Early Intervention
    Bill under Family Training/IFSP
    Educate parents on
    Living with hearing loss
    Modeling language
    Meeting other DHH community members
  • 10. Early Intervention Reimbursement Rates
  • 11. Components of IFSP
    Describe the child and family's strengths and challenges and the family's priorities, resources and concerns.
    Summarize the child's health status, including his/her hearing and vision status.
    Enter the child's percent of delay as reported or verified by the child's evaluator. Also, describe the child's current level of functioning in each developmental domain. This description should convey to the family and other IFSP team members meaningful information about the area of development.
    Discuss the child's current functional status with the IFSP team. Use the three Child Outcomes to focus the discussion on the child's functioning during everyday routines and activities. The following decision tree may be used to assist the team in reaching consensus regarding the child's present level of functioning related to each of the three Child Outcomes.
  • 12. 1
    Increased oral/auditory communication
    Buddy
    Buddy will participate in daily activities, including responding to simple commands, turn-taking during play activities, and expressing his basic needs (hunger, bathroom, etc.).
    Aural rehab
    Language therapy
    DT-H services
  • 13. Possible areas of focus
    Audition
    Speech
    Language
    Cognition
    Communication
    Perceptual
    Articulation
    Vocabulary
    Theory of Mind
    Turn-taking