Infants and toddlers

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preparing infants/toddlers with hearing loss for

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  • Note ICF wording.
  • Infants and toddlers

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

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