This document provides information about hearing loss in infants and early intervention services. It discusses the CDC 1-3-6 goals for screening babies and providing early intervention before certain age milestones. Various communication options for children with hearing loss are outlined, including auditory-oral, sign language, cued speech, and total communication approaches. The importance of an unbiased provision of information and connecting families to resources is emphasized.
Nearly 12% of children ages 6-19 have noise-induced hearing loss. Approximately 12,000 babies are born with hearing loss each year in the United States. Hearing loss can delay language development if not addressed early on. Some causes of hearing loss in children, like ear infections, are temporary if treated promptly but can become permanent if ignored. Early identification and treatment of hearing loss leads to better language outcomes for children. Permanent noise-induced hearing loss can be prevented by using hearing protection for loud noises. Parents should monitor their children for signs of hearing loss.
Value of early intervention for hearing impairment on speech and language aqu...Dr.Ebtessam Nada
The document discusses the critical period for language acquisition in deaf children and the effects of early intervention. It summarizes a study that assessed language and speech outcomes in 58 deaf children who received hearing aids or cochlear implants at different ages. The study found that children who were amplified before 6 months of age achieved significantly higher language scores than those amplified between 6-12 months or 12-24 months. Children who received cochlear implants after 12-24 months showed better outcomes than those receiving hearing aids only, indicating electrical stimulation can still support language acquisition past the critical period. The document concludes early detection before 6 months is best for language outcomes, and cochlear implants may provide benefits even after 24 months.
Hearing impairment is the decreased ability to hear and discriminate among sounds. It is one of the most common birth defects. Each year in the United States, about 12,000 babies (3 in 1,000) are born with significant hearing impairment. (Centers for Disease Control and Prevention (CDC). Early Hearing Detection & Intervention Program. May 9, 2007 ).
Thelma Newsom, The Importance Of Infant Screening, Final Project Due 12 10 09...Angie Newsom
Infant screenings are important to check for potential health issues or developmental delays. Screenings can check vision, hearing, health, and development. They are conducted by trained professionals at well-baby checkups. Screenings help detect issues early so they can be addressed properly to support the child's healthy development. They check growth, motor skills, social skills, and more. Identifying potential problems early allows for early intervention.
Shaken baby syndrome is caused when someone vigorously shakes an infant, which can lead to brain injury or death in some cases. Survivors often suffer lifelong disabilities such as blindness, paralysis, seizures, and developmental or cognitive impairments. To help prevent shaken baby syndrome, parents and caregivers should be educated about child development, strategies for coping with a crying baby's frustration, and programs that provide support.
This document provides information about coping with crying babies and shaken baby syndrome. It discusses that babies normally cry for 2-3 hours per day, outlines the different types of cries, and lists things to check when a baby is crying like needs, sickness, and colic. When caregivers feel frustrated by crying, the document advises planning coping strategies instead of shaking the baby. It describes how shaking can cause brain and spinal injuries and even death. Statistics are given about shaken baby syndrome and signs to look for. Throughout, it emphasizes to never shake a baby and provides safety tips when handling infants.
Shaken Baby Syndrome (SBS), also known as abusive head trauma, describes injuries that result from violently shaking an infant or small child. SBS most often affects children under 1 year old and can cause long-term disabilities or death. Common signs include lethargy, poor feeding, vomiting, seizures, and retinal hemorrhaging. While perpetrators are often male caregivers, risk factors include infant crying, prematurity, and family stress. Prevention efforts aim to educate parents and caregivers about the dangers of shaking babies.
As nurses, we play an important role in educating parents about shaken baby syndrome and how to prevent it. Shaken baby syndrome occurs when an infant's head rapidly moves back and forth, causing brain damage. It can result in serious injuries like blindness, cerebral palsy, or even death. Nurses should teach parents healthy ways to soothe a crying baby such as feeding, changing, or going for a walk instead of shaking them.
Nearly 12% of children ages 6-19 have noise-induced hearing loss. Approximately 12,000 babies are born with hearing loss each year in the United States. Hearing loss can delay language development if not addressed early on. Some causes of hearing loss in children, like ear infections, are temporary if treated promptly but can become permanent if ignored. Early identification and treatment of hearing loss leads to better language outcomes for children. Permanent noise-induced hearing loss can be prevented by using hearing protection for loud noises. Parents should monitor their children for signs of hearing loss.
Value of early intervention for hearing impairment on speech and language aqu...Dr.Ebtessam Nada
The document discusses the critical period for language acquisition in deaf children and the effects of early intervention. It summarizes a study that assessed language and speech outcomes in 58 deaf children who received hearing aids or cochlear implants at different ages. The study found that children who were amplified before 6 months of age achieved significantly higher language scores than those amplified between 6-12 months or 12-24 months. Children who received cochlear implants after 12-24 months showed better outcomes than those receiving hearing aids only, indicating electrical stimulation can still support language acquisition past the critical period. The document concludes early detection before 6 months is best for language outcomes, and cochlear implants may provide benefits even after 24 months.
Hearing impairment is the decreased ability to hear and discriminate among sounds. It is one of the most common birth defects. Each year in the United States, about 12,000 babies (3 in 1,000) are born with significant hearing impairment. (Centers for Disease Control and Prevention (CDC). Early Hearing Detection & Intervention Program. May 9, 2007 ).
Thelma Newsom, The Importance Of Infant Screening, Final Project Due 12 10 09...Angie Newsom
Infant screenings are important to check for potential health issues or developmental delays. Screenings can check vision, hearing, health, and development. They are conducted by trained professionals at well-baby checkups. Screenings help detect issues early so they can be addressed properly to support the child's healthy development. They check growth, motor skills, social skills, and more. Identifying potential problems early allows for early intervention.
Shaken baby syndrome is caused when someone vigorously shakes an infant, which can lead to brain injury or death in some cases. Survivors often suffer lifelong disabilities such as blindness, paralysis, seizures, and developmental or cognitive impairments. To help prevent shaken baby syndrome, parents and caregivers should be educated about child development, strategies for coping with a crying baby's frustration, and programs that provide support.
This document provides information about coping with crying babies and shaken baby syndrome. It discusses that babies normally cry for 2-3 hours per day, outlines the different types of cries, and lists things to check when a baby is crying like needs, sickness, and colic. When caregivers feel frustrated by crying, the document advises planning coping strategies instead of shaking the baby. It describes how shaking can cause brain and spinal injuries and even death. Statistics are given about shaken baby syndrome and signs to look for. Throughout, it emphasizes to never shake a baby and provides safety tips when handling infants.
Shaken Baby Syndrome (SBS), also known as abusive head trauma, describes injuries that result from violently shaking an infant or small child. SBS most often affects children under 1 year old and can cause long-term disabilities or death. Common signs include lethargy, poor feeding, vomiting, seizures, and retinal hemorrhaging. While perpetrators are often male caregivers, risk factors include infant crying, prematurity, and family stress. Prevention efforts aim to educate parents and caregivers about the dangers of shaking babies.
As nurses, we play an important role in educating parents about shaken baby syndrome and how to prevent it. Shaken baby syndrome occurs when an infant's head rapidly moves back and forth, causing brain damage. It can result in serious injuries like blindness, cerebral palsy, or even death. Nurses should teach parents healthy ways to soothe a crying baby such as feeding, changing, or going for a walk instead of shaking them.
Down syndrome is a genetic condition where a child is born with an extra chromosome, usually chromosome 21. This extra genetic material causes delays in physical and cognitive development. Children with Down syndrome often have characteristic facial features and may experience various medical issues. Development is slower in areas such as language, motor skills, and cognitive abilities compared to typically developing children. Early childhood educators need to be aware of these delays and adapt programs, activities, and communication to support the individual needs and abilities of each child with Down syndrome.
Speech development- Delay and other problemsBabu Appat
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
Connie is concerned about a child in her care who may have special needs and asks how to identify if this is the case. The most common special needs seen in young children are speech/language delays, autism spectrum disorder, cognitive delays, social/emotional disorders, and learning disabilities. The document provides information on warning signs for each of these and recommends that caregivers document observations, share concerns with parents, and request a developmental evaluation if needed. Early identification and intervention is important to help support the child's development.
This document discusses shaken baby syndrome, its causes and effects, and introduces Adele, a 3-year-old child with cognitive and motor delays due to being shaken as an infant. It provides information on adapting environments for children with Adele's delays and lists several support agencies in Toronto for children with special needs as well as for their mothers, including those providing speech therapy, occupational therapy, rehabilitation, early intervention programs, housing support, and substance abuse support groups.
The document provides information about hearing impairment in children. It defines different types and levels of hearing loss, from mild to profound impairment. It discusses ways to diagnose hearing impairment, including simple tests, auditory testing, and using an audiometer. It recommends modifications that could be made to a childcare center's physical environment and teaching strategies to accommodate a child with hearing impairment, such as reducing background noise, using visual aids, speaking clearly, and repeating questions. Resources for parents of deaf children are also listed, including websites for Voice For Deaf Kids and The Canadian Hearing Society.
The document discusses autism and strategies for communicating with autistic children. It notes that autistic children have heightened senses and can be overwhelmed by things like lights, sounds, touch, smells, and tastes. It also provides information on signs of autism, including difficulties with social interaction and repetitive behaviors. The document emphasizes that early diagnosis is important so autism's effects can be reduced and children can learn and develop. It lists resources for more information on autism and provides tips for families in adjusting to and supporting an autistic child, such as accepting help, being honest about needs, and finding companionship.
Autism is a pervasive developmental disorder that affects children's brains and normal development. While the exact cause is unknown, it is considered a non-transmittable condition present from birth, not an illness that can be passed from one person to another. Autism mostly impacts boys under age 5 and is characterized by difficulties with pretend play, social interaction, communication skills, and repetitive behaviors. There is no cure for autism, but treatments like visual aids, dietary changes, therapy, and applied behavioral analysis can help manage symptoms, though none are considered miracle cures.
Shaken Baby Syndrome: A Comprehensive Review of Manifestation, Diagnosis, Man...iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
Five Amazing Facts about Hearing Problems among KidsImaginears, Inc.
Be sure to ask your hearing specialist or audiologist for a more conclusive list of signs and symptoms to watch for, as well as his/her recommendation on when your child should have a professional hearing screening.
1) Hearing loss in children can be caused by being born prematurely, as their ears may not be fully developed, or from hereditary factors, as hearing loss may be passed down through genes from parents.
2) Approximately 12,045 babies in the United States are born profoundly deaf or with some type of hearing loss each year.
3) An estimated 36 million people in the U.S., or 1 in 10, have some level of hearing loss. Early detection of hearing loss through tests for newborns can help with speech and language development outcomes.
This document provides information about autism spectrum disorder, including its characteristics and treatment. It describes the common behavioral, communication, and social challenges associated with autism. While there is no known cure, early intervention with therapies such as applied behavioral analysis, speech therapy, and occupational therapy can significantly improve the lives of those affected. The document also discusses the importance of education, biological treatments, and the need for support for individuals and families living with autism.
Learn the signs of autism early for early diagnosis and treatment. Show compassion to families affected by autism and help support them. Advocate for autism legislation and help families access needed support services. The Hope For Xavier Foundation raises awareness of autism and empowers families through support, advocacy, and research funding.
This document discusses normal speech development and common speech and language disorders. It covers the essentials needed for normal speech development including sensory stimulation, imitation, experimentation, and feedback. It then describes the typical stages of phonation and articulation in infants. The document classifies speech disorders and discusses factors important for diagnosing speech delays.
This document provides an overview of autism including:
- Definitions and classifications of autism spectrum disorder.
- Early signs and screening methods like the M-CHAT screening tool.
- Associated genetic syndromes like tuberous sclerosis, fragile X syndrome, and Rett syndrome.
- Medical evaluations and testing to consider when evaluating a child for autism.
- Proposed severity levels for autism spectrum disorder in the DSM-V.
Current Management Trends for Minimal / Mild Hearing Loss in ChildrenPhonak
This document discusses considerations for managing children with minimal/mild bilateral hearing loss. It notes that while there is consensus that children with moderate or worse bilateral hearing loss benefit from amplification, guidelines are less clear for other groups like those with minimal/mild bilateral loss. The document outlines factors to consider in deciding whether amplification could benefit individual children with minimal/mild bilateral loss, such as audiological profile, ear canal size, hearing aid output, child development, and family support. It also discusses tools like the Situational Hearing Aid Response Profile that can help evaluate how amplification might improve access to speech in different environments.
In recent research, our team found that 51% of pregnancies in the United States are unplanned. Every woman has a different situation, and everyone’s reasons for considering adoption are her own. The most important thing for you to remember, though, is that there are people out there who truly care about your unique situation; there are compassionate individuals who care about you and your life ahead.
This document provides an introduction to autism, including:
- Autism is a spectrum disorder that affects social and communication skills.
- It has increased in prevalence in recent decades according to the CDC.
- The causes are unknown but likely involve both genetic and environmental factors.
- Early diagnosis is important so supports can be provided, and screening is recommended at ages 18 and 24 months.
- Individuals with autism experience the world differently and require support, resources, acceptance, and understanding from their communities.
How to treat stuttering child naturallyIhsan Umraity
How to treat stuttering child naturally - Stuttering is a speech disorder that generally occurs in children. This condition usually occurs only temporarily or only in childhood. However, this condition can persist into adulthood. Get to know how to overcome stuttering in children, so that children can communicate smoothly.
For a more in depth list of normal milestones for babies and young children to assess possible hearing loss, ask your hearing specialist or audiologist. Be sure to find out about recommended screenings as well.
This document discusses and provides management strategies for common behavioral disorders in children. It defines behavioral disorder as noticeably different behavior from what is expected. Potential causes include inconsistent discipline, heredity factors, and lack of parental care. Specific disorders covered include thumb sucking, bruxism, stuttering, nail biting, and sibling rivalry. Management techniques for each involve promoting positive reinforcement, reducing stressors, and addressing any genetic/medical factors. The goal is to modify the undesirable behaviors through environmental and behavioral changes.
This document provides an overview of support and accommodations for students who are deaf or hard of hearing in post-secondary education. It discusses relevant laws, defines types of deafness, and offers tips for communication and classroom accommodations. The presentation also describes the role of interpreters, note-takers, and a university's disability services office in helping ensure equal access to education for students with hearing loss. Universal design principles are presented as a framework for making course content accessible to all learners.
This document provides an overview of assessing deafness. It discusses taking a thorough history including details on onset and progression of hearing loss. It also describes examining the external ear, ear canal, tympanic membrane, and performing neurological tests. Relevant investigations include audiological tests like pure tone audiometry, tympanometry and BERA. Radiological tests like X-ray and HRCT are also discussed. The document concludes with describing how to make a diagnosis based on the history, examinations and test results.
Down syndrome is a genetic condition where a child is born with an extra chromosome, usually chromosome 21. This extra genetic material causes delays in physical and cognitive development. Children with Down syndrome often have characteristic facial features and may experience various medical issues. Development is slower in areas such as language, motor skills, and cognitive abilities compared to typically developing children. Early childhood educators need to be aware of these delays and adapt programs, activities, and communication to support the individual needs and abilities of each child with Down syndrome.
Speech development- Delay and other problemsBabu Appat
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
Connie is concerned about a child in her care who may have special needs and asks how to identify if this is the case. The most common special needs seen in young children are speech/language delays, autism spectrum disorder, cognitive delays, social/emotional disorders, and learning disabilities. The document provides information on warning signs for each of these and recommends that caregivers document observations, share concerns with parents, and request a developmental evaluation if needed. Early identification and intervention is important to help support the child's development.
This document discusses shaken baby syndrome, its causes and effects, and introduces Adele, a 3-year-old child with cognitive and motor delays due to being shaken as an infant. It provides information on adapting environments for children with Adele's delays and lists several support agencies in Toronto for children with special needs as well as for their mothers, including those providing speech therapy, occupational therapy, rehabilitation, early intervention programs, housing support, and substance abuse support groups.
The document provides information about hearing impairment in children. It defines different types and levels of hearing loss, from mild to profound impairment. It discusses ways to diagnose hearing impairment, including simple tests, auditory testing, and using an audiometer. It recommends modifications that could be made to a childcare center's physical environment and teaching strategies to accommodate a child with hearing impairment, such as reducing background noise, using visual aids, speaking clearly, and repeating questions. Resources for parents of deaf children are also listed, including websites for Voice For Deaf Kids and The Canadian Hearing Society.
The document discusses autism and strategies for communicating with autistic children. It notes that autistic children have heightened senses and can be overwhelmed by things like lights, sounds, touch, smells, and tastes. It also provides information on signs of autism, including difficulties with social interaction and repetitive behaviors. The document emphasizes that early diagnosis is important so autism's effects can be reduced and children can learn and develop. It lists resources for more information on autism and provides tips for families in adjusting to and supporting an autistic child, such as accepting help, being honest about needs, and finding companionship.
Autism is a pervasive developmental disorder that affects children's brains and normal development. While the exact cause is unknown, it is considered a non-transmittable condition present from birth, not an illness that can be passed from one person to another. Autism mostly impacts boys under age 5 and is characterized by difficulties with pretend play, social interaction, communication skills, and repetitive behaviors. There is no cure for autism, but treatments like visual aids, dietary changes, therapy, and applied behavioral analysis can help manage symptoms, though none are considered miracle cures.
Shaken Baby Syndrome: A Comprehensive Review of Manifestation, Diagnosis, Man...iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
Five Amazing Facts about Hearing Problems among KidsImaginears, Inc.
Be sure to ask your hearing specialist or audiologist for a more conclusive list of signs and symptoms to watch for, as well as his/her recommendation on when your child should have a professional hearing screening.
1) Hearing loss in children can be caused by being born prematurely, as their ears may not be fully developed, or from hereditary factors, as hearing loss may be passed down through genes from parents.
2) Approximately 12,045 babies in the United States are born profoundly deaf or with some type of hearing loss each year.
3) An estimated 36 million people in the U.S., or 1 in 10, have some level of hearing loss. Early detection of hearing loss through tests for newborns can help with speech and language development outcomes.
This document provides information about autism spectrum disorder, including its characteristics and treatment. It describes the common behavioral, communication, and social challenges associated with autism. While there is no known cure, early intervention with therapies such as applied behavioral analysis, speech therapy, and occupational therapy can significantly improve the lives of those affected. The document also discusses the importance of education, biological treatments, and the need for support for individuals and families living with autism.
Learn the signs of autism early for early diagnosis and treatment. Show compassion to families affected by autism and help support them. Advocate for autism legislation and help families access needed support services. The Hope For Xavier Foundation raises awareness of autism and empowers families through support, advocacy, and research funding.
This document discusses normal speech development and common speech and language disorders. It covers the essentials needed for normal speech development including sensory stimulation, imitation, experimentation, and feedback. It then describes the typical stages of phonation and articulation in infants. The document classifies speech disorders and discusses factors important for diagnosing speech delays.
This document provides an overview of autism including:
- Definitions and classifications of autism spectrum disorder.
- Early signs and screening methods like the M-CHAT screening tool.
- Associated genetic syndromes like tuberous sclerosis, fragile X syndrome, and Rett syndrome.
- Medical evaluations and testing to consider when evaluating a child for autism.
- Proposed severity levels for autism spectrum disorder in the DSM-V.
Current Management Trends for Minimal / Mild Hearing Loss in ChildrenPhonak
This document discusses considerations for managing children with minimal/mild bilateral hearing loss. It notes that while there is consensus that children with moderate or worse bilateral hearing loss benefit from amplification, guidelines are less clear for other groups like those with minimal/mild bilateral loss. The document outlines factors to consider in deciding whether amplification could benefit individual children with minimal/mild bilateral loss, such as audiological profile, ear canal size, hearing aid output, child development, and family support. It also discusses tools like the Situational Hearing Aid Response Profile that can help evaluate how amplification might improve access to speech in different environments.
In recent research, our team found that 51% of pregnancies in the United States are unplanned. Every woman has a different situation, and everyone’s reasons for considering adoption are her own. The most important thing for you to remember, though, is that there are people out there who truly care about your unique situation; there are compassionate individuals who care about you and your life ahead.
This document provides an introduction to autism, including:
- Autism is a spectrum disorder that affects social and communication skills.
- It has increased in prevalence in recent decades according to the CDC.
- The causes are unknown but likely involve both genetic and environmental factors.
- Early diagnosis is important so supports can be provided, and screening is recommended at ages 18 and 24 months.
- Individuals with autism experience the world differently and require support, resources, acceptance, and understanding from their communities.
How to treat stuttering child naturallyIhsan Umraity
How to treat stuttering child naturally - Stuttering is a speech disorder that generally occurs in children. This condition usually occurs only temporarily or only in childhood. However, this condition can persist into adulthood. Get to know how to overcome stuttering in children, so that children can communicate smoothly.
For a more in depth list of normal milestones for babies and young children to assess possible hearing loss, ask your hearing specialist or audiologist. Be sure to find out about recommended screenings as well.
This document discusses and provides management strategies for common behavioral disorders in children. It defines behavioral disorder as noticeably different behavior from what is expected. Potential causes include inconsistent discipline, heredity factors, and lack of parental care. Specific disorders covered include thumb sucking, bruxism, stuttering, nail biting, and sibling rivalry. Management techniques for each involve promoting positive reinforcement, reducing stressors, and addressing any genetic/medical factors. The goal is to modify the undesirable behaviors through environmental and behavioral changes.
This document provides an overview of support and accommodations for students who are deaf or hard of hearing in post-secondary education. It discusses relevant laws, defines types of deafness, and offers tips for communication and classroom accommodations. The presentation also describes the role of interpreters, note-takers, and a university's disability services office in helping ensure equal access to education for students with hearing loss. Universal design principles are presented as a framework for making course content accessible to all learners.
This document provides an overview of assessing deafness. It discusses taking a thorough history including details on onset and progression of hearing loss. It also describes examining the external ear, ear canal, tympanic membrane, and performing neurological tests. Relevant investigations include audiological tests like pure tone audiometry, tympanometry and BERA. Radiological tests like X-ray and HRCT are also discussed. The document concludes with describing how to make a diagnosis based on the history, examinations and test results.
The document discusses different types and causes of deafness, including:
- Congenital deafness, which can be detected at birth and is often genetic or due to infections or drugs during pregnancy.
- Childhood deafness, which can be temporary from ear infections or permanent from hereditary causes, meningitis, or complications at birth.
- Adult deafness, which develops gradually, making it hard to understand speech in noise. Causes include presbycusis (age-related), otosclerosis, and noise exposure.
- Tests to evaluate deafness include the Weber test to determine lateralization and the Rinne test to compare air and bone conduction.
The document provides an overview of definitions, causes, challenges, and educational approaches related to deafness and hearing loss. It defines deaf and hard of hearing according to IDEA and discusses the debate around oral vs. manual communication methods. The document also summarizes prevalence data, the importance of early identification, challenges associated with hearing loss, and strategies for teaching students with hearing impairments.
The document discusses hearing loss and deafness. It describes the parts of the ear involved in hearing and classifies deafness into three types: conductive, sensorineural, and mixed. Numerous causes of each type are provided ranging from ear wax to old age. Treatments depend on the type and include hearing aids, surgery, cochlear implants, and speech therapy. Communication strategies and accommodations for people with hearing loss are also outlined.
Here are the key steps an audiologist would take to help Lily and her family:
1. The doctor would refer Lily to an audiologist for hearing tests to determine the severity and type of her hearing loss.
2. The audiologist would perform behavioral and objective tests to assess Lily's hearing ability and identify if she has a partial, mild, severe or profound hearing loss.
3. If needed, the audiologist would fit Lily for hearing aids and work with the family to help Lily gradually adjust to using the aids. This would require periodic follow-ups to monitor progress.
4. The audiologist can provide guidance on communication strategies and connect the family to additional
The document discusses the needs of a teenage mother and her 4-month-old infant who both have hearing impairments. As the mother is only 16 years old, she requires significant assistance in caring for her baby while also fulfilling her own responsibilities. Both the mother and baby would benefit from diagnosis and treatment for their hearing impairments, as well as financial assistance, home visits, and social support services to help the mother care for her child. Early intervention is important to address any delays and ensure the child's needs are met as they develop.
This document discusses the process of evaluating, diagnosing, and providing early intervention services to infants and toddlers who are deaf or hard of hearing. Key aspects of the process include newborn hearing screening, using tests like ABR to diagnose hearing levels, developing an intervention plan, choosing communication modes and assistive technology like hearing aids or cochlear implants, providing services from professionals like audiologists and speech therapists, and creating individualized goals for development of skills like sound detection, speech, and language. The early intervention team works with the family to help the child progress in their communication and developmental abilities from birth to age 3.
This document discusses the importance of early identification of hearing loss in infants. It notes that hearing loss is the most common birth defect, affecting 3 in 1000 babies, but is often not diagnosed until age 3 on average. However, studies have shown that children identified with hearing loss before 6 months who receive early intervention demonstrate better language and social skills development compared to later diagnosed children. The document advocates for universal newborn hearing screening to screen all babies before 1 month of age and diagnose hearing loss by 3 months so that appropriate intervention can begin by 6 months of age.
This document discusses deaf culture and raising a deaf child. It notes that approximately 1 in 1000 babies are born deaf. When a child is discovered to be deaf, parents often feel shock, anger, and blame themselves. They must then make choices about communication methods, whether sign language, cochlear implants, or oral programs. However, only 23% of parents of deaf children learn sign language. The document emphasizes that deaf children who acquire sign language from their families have better communication, self-esteem, and mental health outcomes. It concludes by sharing a poem from the perspective of a deaf child whose family did not learn sign language.
All You Ever Wanted to Know About Auditory-Verbal Therapy BUT Didn't Know Who...Monika Lehnhardt PhD
The document discusses the principles and philosophy of Auditory-Verbal therapy (AVT) for children who are deaf or hard of hearing. AVT focuses on early identification, aggressive audiological management, appropriate amplification technology, favorable learning environments, and parent participation to develop spoken language through listening. Studies show that children who complete AVT programs achieve mainstream education placements and develop age-appropriate communication skills.
Audiology Associates & Hearing Aids Today features hearing loss on children, its diagnosis, hearing aids and treatment.
Full service audiologist with the best selection of hearing aids in Nashville, TN. See us for hearing tests, custom ear protection, tinnitus treatment, ear wax removal, hearing aid repair.
Hearing loss in children can have profound effects on their development, communication skills, language abilities, education, and overall quality of life. It can be caused by genetic factors, age, or temporary issues that resolve but cause cumulative damage. While some cases are mild, unaddressed hearing loss can worsen over time. Hearing aids are recommended to help children hear more clearly in various situations and participate fully without feeling guilty or abused. They are discreet devices that can be worn behind or in the ear. The Audiology Clinic in Dublin specializes in diagnosing and treating hearing disorders in both children and adults.
Hearing loss in children can have profound effects on their development, communication skills, language abilities, education, and overall quality of life. It can be caused by genetic factors, age, or temporary issues that resolve or cause permanent damage. While sometimes mild at first, hearing loss can worsen if not addressed. Hearing aids are recommended to help children hear more clearly in various situations and participate fully without feeling guilty or abused. They are discreet devices that can be worn behind or in the ear. The Audiology Clinic Dublin specializes in diagnosing and treating hearing disorders in children and adults.
Meeting the needs_of_children_and_families_-_part_1lekharajiv2007
This document discusses a family with a child who has severe hearing impairment. The family immigrated to Toronto from China and has three children, including a four-year-old daughter, Lily, who has severe hearing loss. It provides information about hearing impairments, strategies for adapting childcare and teaching methods. It also lists local agencies that can help families of children with hearing loss by providing services like language lessons, counseling, and advocacy.
School-Based Hearing Guideline for The City of Davaojudarobillosnow
Physical impairment can not and should never be made a reason to undermine a person’s capabilities and/ or capacities to perform “normally” and even, excellently in his/her own field.
Atlanta Hearing Associates explains hearing loss problem on children.
Full service audiologist with the best selection of hearing aids in Dunwoody GA. See us for hearing tests, custom ear protection, tinnitus treatment, ear wax removal, hearing aid repair.
This slide show complements our learner guide NCV 2 Eary Childhood Development Hands-On Training by Melanie Vermaak and published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Educational Audiology: Auditory-Verbal Therapy and Cued Speechalexandracostlow
The document discusses Auditory-Verbal Therapy (AVT) and Cued Speech. It provides information on what each approach involves, outcomes of research studies on AVT, and principles of AVT. AVT utilizes residual hearing to teach children to listen and speak without relying on visual cues. Research shows children who receive early AVT intervention achieve independence and mainstreaming. Cued Speech supplements spoken language with hand shapes and locations near the mouth to make all speech sounds visible.
Caroline was diagnosed with a moderate hearing loss at age 3. She was fitted with hearing aids and began receiving special education services through speech therapy. Her speech, vocabulary, and attentiveness improved greatly. Early detection and treatment of hearing loss is important for children's language development. Signs that a child may have hearing loss include not responding to sounds or their name, unclear speech, and preferring loud volumes on TV. Hearing loss can be caused by factors present at birth or acquired after birth through illness, injury or noise exposure. Special education services help children with hearing loss learn communication and language skills.
Maximizing Treatment Effects with VPI and Cleft Lip and PalateBilinguistics
• In this presentation you will learn to describe how craniofacial differences occur and how they negatively impact intelligibility, list underlying speech components that can be affected by VPI and Cleft Lip and/or Palate, and identify intervention and evaluation strategies for working with a child with craniofacial anomalies.
ANNOTATIONManagement of childhood stutteringMark Onslow .docxjustine1simpson78276
ANNOTATION
Management of childhood stuttering
Mark Onslow and Sue O’Brian
Australian Stuttering Research Centre, The University of Sydney, Sydney, New South Wales, Australia
Abstract: Stuttering is a speech disorder that begins during the first years of life and is among the most prevalent of developmental disorders.
It appears to be a problem with neural processing of speech involving genetics. Onset typically occurs during the first years of life, shortly after
language development begins. Clinical presentation during childhood is interrupted and effortful speech production, often with rapid onset. If
not corrected during early childhood, it becomes intractable and can cause psychological, social, educational and occupational problems. There
is evidence from replicated clinical trials to support early intervention during the pre-school years. Meta-analysis of studies indicates that children
who receive early intervention during the pre-school years are 7.7 times more likely to have resolution of their stuttering. Early intervention is
recommended with a speech pathologist. Some children who begin to stutter will recover without such intervention. However, the number of
such recoveries is currently not known, and it is not possible to predict which children are likely to recover naturally. Consequently, the current
best practice is for speech pathologists to monitor children for signs of natural recovery for up to 1 year before beginning treatment.
Key words: diagnosis; management; paediatrics; stuttering; treatment.
Stuttering
Stuttering, also known as stammering in the United Kingdom,
is a speech disorder that begins during the first years of life. A
recent community cohort study of 1619 Australian children
recruited at 8 months old found that 8.5% had begun to
stutter by 3 years of age.1 The shape of the cumulative inci-
dence plot suggests that more cases will emerge as the cohort
is studied further. Onset was found to be essentially unpre-
dictable, with only 3.7% of cases explainable with case
history variables such as advanced language development,
twinning and maternal education level. A report of 3 to
17-year-olds derived from the United States National Health
Interview Surveys (n = 95,132) showed stuttering to be the
equal third most prevalent developmental disorder from
among nine, which included attention-deficit/hyperactivity
disorder, autism, cerebral palsy and learning disability.2 The
reported prevalence was 1.6%.
The cause of stuttering is currently unknown; however, brain
imaging data suggest that it involves a problem with neural
processing of speech,3 linked to structural and functional
anomalies at brain sites responsible for spoken language.4,5 As
these anomalies have only been investigated with school chil-
dren and adults, it is unclear whether they are a cause or an
effect of the disorder. There is genetic involvement in stuttering,
with clear evidence of vertical transmission within families.6
Around two th.
Autism Spectrum Disorders for Primary Care Providersdrsengupta
This document provides an overview of autism for primary care physicians. It defines autism as a spectrum disorder characterized by difficulties with social interaction, communication, and repetitive behaviors. The prevalence of autism is increasing, and early screening and treatment can help improve social and language skills. Screening all children at 18 and 24 months is recommended, and physicians should observe for signs of autism and refer to specialists as needed to help children with autism and support their families.
Autism is a general term used to describe a group of complex developmental brain disorders known as Pervasive Developmental Disorders. Autism is characterized by difficulties with social interaction and communication. While the causes of autism are unknown, early detection and specialized treatment can help children with autism improve their social and language skills through therapies like speech, occupational, and physical therapy. Researchers believe early intervention may improve outcomes for people with autism. There are no known ways to prevent autism, though minimizing factors like antibiotic use, vaccinations, and certain foods in early childhood may potentially lower risk.
The first 3 years of life, when the brain is developing and maturing, is the most intensive period for acquiring speech and language skills. These skills develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others.
There appear to be critical periods for speech and language development in infants and young children when the brain is best able to absorb language. If these critical periods are allowed to pass without exposure to language, it will be more difficult to learn.
During middle childhood, children experience significant physical growth and development. On average, children grow 2-3 inches per year and gain 5-7 pounds. Their bodies become more muscular and strong. About 10-15% of children are overweight or obese, which can negatively impact both physical and mental health. Children also develop fine motor skills needed for tasks like writing and tying shoes. Psychologically, around 20% of children experience disorders like depression or anxiety, though treatments are still debated. Many children also have special needs involving vision, hearing, speech, learning, or attention.
Similar to Everything You Always Wanted to Know About Hearing But Were Afraid To Ask (20)
This document appears to be notes from a book study session on the book "Brain Rules for Baby". It includes discussion topics like identifying prior knowledge, emotions and the brain, stress and the brain, and final thoughts. Participants were asked to discuss headlines for the book, ways to support child development through emotions and cognition, effects of stress on the brain, and how to nurture their own well-being. The document provides instructions, questions, and spaces for participants to share ideas in the online chat forum.
This document provides an overview of a webinar on brain science for babies. It includes polls and questions to engage participants. Key topics covered include the importance of self-control in predicting academic success, the negative effects of excessive TV for young children, how enriched environments can change the brain, and the critical role of nurturing relationships and managing emotions in a child's development. The webinar emphasizes that both genes and the environment interact to shape development and discusses strategies like the seed and soil analogy to understand this interaction. It concludes by assigning homework and outlining the schedule for future sessions.
Learn more about how children learn to listen...what we can and should expect from infants and toddlers regarding their receptive language and listening skills...how we, as ADULTS, can engage young children so that they can most effectively listen and learn!
Music Experiences for Children Birth Through 3: Making Connections for Life-L...earlyintervention
his webinar will focus on the developmental areas that can be supported through music, and will provide clinicians, educators, and caregivers with ideas that can be incorporated throughout a child's daily routine to encourage these important connections!
This document provides guidance on developing effective transition strategies. It discusses the importance of transition and building a model that involves key persons, agencies, processes, and strategies. A sample timeline and list of 21 recommended practices are also included, focusing on interagency collaboration and family support. The document guides participants in selecting outcomes, practices and strategies to create an action plan for improving transitions for one child. Resources on transition best practices are also listed.
"Near Somewhat?": Integrating Indicators into the IFSPearlyintervention
The New IFSP pages 2-3 will be introduced and case scenarios will be used to practice linking the child's development with the indicators in the assessment narrative. This webinar features Sandi Harrington from the I&TC of Norfolk and Karen Walker from the I&TC of Hanover who will be co-facilitating the discussion and sharing their own experiences with this process.
"Thinking Outside the...Bag! Coaching in Natural Environments"earlyintervention
"Corey Herd, Ph.D. CCC-SLP will share tips and strategies to utilize family resources in the natural environment and eliminate the reliance on toy bags. Dr. Herd will also provide practical ideas for coaching and promoting caregiver interaction and participation. Mark your calendars, register soon and join us for this exciting, interactive opportunity to enhance your EI visits."
This webinar provided updates on Early Intervention Targeted Case Management (EI TCM) implementation in Virginia. Participants were given information on recent changes to the ITOTS data system, physician certification forms, billing processes, and quality management reviews. Attendees were also able to ask questions and discuss challenges with EI TCM certification, documentation requirements, collaborating with other agencies, and other implementation issues.
Sensory Processing in Infants and Toddlers: Now that I know about it what d...earlyintervention
This webinar discusses sensory processing in infants and toddlers. It defines sensory processing and explains how the brain interprets sensations to plan behavior. Sensory processing dysfunction can impact learning and behavior. The webinar covers the different senses - touch, vestibular, proprioception - and provides examples of red flags and strategies to address sensitivities. Developing sensory-friendly environments can improve children's ability to play, learn, and interact socially. The webinar recommends calling an occupational therapist if issues with sensory processing impact daily activities or development.
This webinar provided an opportunity for participants to ask questions about the implementation of Early Intervention Targeted Case Management (EI TCM) in Virginia. The webinar covered several topics related to EI TCM including practitioner requirements, provider requirements, billing and reimbursement, family contacts, documentation requirements, health status indicator questions, and transitioning children currently receiving TCM services. Participants could ask questions about these topics using the chat function. Contact information was provided for the webinar speakers and a website was provided with additional documents related to EI TCM implementation.
Session 2: CHA-CHA-CHA-Changes in EI Service Coordination Implementation Webinarearlyintervention
This webinar provided information about changes to early intervention service coordination in Virginia, including new educational and certification requirements for service coordinators, requirements for documentation and reimbursement, and transitioning children and families to the new targeted case management program. Key changes include using a new initial early intervention service coordination plan, communicating with physicians about children's health status, including short-term service coordination goals in contact notes, and new documentation requirements. The webinar reviewed new forms and processes and answered participants' questions.
This webinar provided strategies for building better brain development in children. Dr. John Almarode from James Madison University discussed how enriched environments and parent interaction are crucial for developing language and cognitive skills in babies. Their brains are not miniature versions of adults but are greatly influenced by sensory input and relationships. The webinar debunked myths about certain activities automatically improving intelligence and emphasized the importance of talking, reading and stimulating activities to boost vocabulary and brain growth. Participants were encouraged to consider strategies from the webinar to apply and areas they wanted to learn more about.
CHA-CHA-CHA-CHANGES IN EI SERVICE COORDINATION Implementation Webinar earlyintervention
This webinar provided information about changes to Virginia's early intervention targeted case management program. Key changes include new educational and certification requirements for service coordinators, new documentation requirements like including short-term goals in contact notes, and communicating with the child's physician about health status indicators every six months. The webinar reviewed new forms and processes and discussed transitioning children already receiving case management services to the new early intervention targeted case management model.
Using Assistive Technology to Promote Children's Participationearlyintervention
1. The document provides instructions for participating in a webinar on using assistive technology to promote children's participation. It includes dial-in details and information that the webinar will be recorded.
2. The webinar will discuss what assistive technology is and how it can be used as an intervention for infants and toddlers. It will explore the differences between participation and skill learning, and how adaptations and assistive technology can help children participate in functional skills.
3. The webinar will focus on embedding adaptations and assistive technology into typical activities and routines to promote children's inclusion and learning opportunities.
Practices and Resources To Promote Language and Early Literacy Learning in Yo...earlyintervention
The document summarizes resources from the Center for Early Literacy Learning (CELL) that aim to promote early literacy in young children. CELL provides practice guides, tools and videos for parents and practitioners on creating literacy-rich environments and incorporating developmentally appropriate literacy activities into everyday routines with infants, toddlers and preschoolers. CELL materials are evidence-based and developed in various formats including print, online and video to be accessible and user-friendly for different audiences. CELL is currently working on translating some materials to Spanish and developing additional guides and videos featuring adaptations for children with special needs.
Ready, Set, Resilience: Understanding and Supporting Infant and Toddler Prote...earlyintervention
This webinar will give participants information on key milestones indicative of typical and atypical social emotional health. Simple strategies for promoting awareness of these important social emotional skills will also be explored.
Presented by Mary Mackrain, IMH-E® (IV)
Infant Mental Health Mentor (Policy)
Early Childhood Consultant
Using Informed Clinical Opinion During Eligibility Determinationearlyintervention
This webinar will explore the key components of informed clinical opinion and describe its uses during the eligibility determination process. Information will include definitions and descriptions of informed clinical opinion, provider skills necessary for using informed clinical opinion, and the importance of the intake process in ensuring informed clinical opinion can be used effectively and appropriately for eligibility determination. Participants will have the opportunity to practice using informed clinical opinion with 3 different eligibility scenarios.
This webinar will feature Beverly Crouse and Kyla Patterson, Part C Technical Assistance Consultants.
Prematurity and Early Intervention: Prevalence, Issues, and Trendsearlyintervention
This document summarizes a presentation on prematurity given to early intervention providers. It defines levels of prematurity, discusses challenges in determining eligibility for premature infants, and how prematurity can impact development. It also provides an overview of the tactile, vestibular, taste, auditory, and visual sensory systems and how preterm birth can affect the development of these systems. Signs of stability and stress in infants are presented to guide intervention approaches. Motor development patterns in premature infants and additional factors to consider in determining eligibility are also discussed.
The QMR Process: Preparation and Documentation Tips for Local Systems and Pra...earlyintervention
This webinar will provide local system managers, supervisors, and early intervention practitioners with an overview of the Quality Management Review (QMR) process in preparation for reviews beginning no later than March 2011. Activities occurring before, during, and after the QMR visit will be discussed in detail. The QMR auditing tool will also be reviewed so that local systems can begin to prepare for QMR visits. Based on information learned from the pilot reviews, tips for completing thorough documentation in the early intervention record will be provided.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
Hiranandani Hospital in Powai, Mumbai, is a premier healthcare institution that has been serving the community with exceptional medical care since its establishment. As a part of the renowned Hiranandani Group, the hospital is committed to delivering world-class healthcare services across a wide range of specialties, including kidney transplantation. With its state-of-the-art facilities, advanced medical technology, and a team of highly skilled healthcare professionals, Hiranandani Hospital has earned a reputation as a trusted name in the healthcare industry. The hospital's patient-centric approach, coupled with its focus on innovation and excellence, ensures that patients receive the highest standard of care in a compassionate and supportive environment.
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Does Over-Masturbation Contribute to Chronic Prostatitis.pptx
Everything You Always Wanted to Know About Hearing But Were Afraid To Ask
1. Please Call 866-842-5779 Enter Code 463 661 9330# Everything You Always Wanted to Know About Hearing But Were Afraid To Ask Can you name the smallest bones in the body? respond in the chat box—lower right corner
6. www.cdc.org Did You Know? About 20% of babies with genetic hearing loss have a syndrome ” (for example, Down syndrome or Usher syndrome). Infections during pregnancy in the mother, other environmental causes, and complications after birth are responsible for hearing loss among almost 30% of babies with hearing loss. About one in every four children with hearing loss also is born weighing less than 2,500 grams (about 5½ pounds). Nearly one-quarter of children with hearing loss has one or more other developmental disabilities, such as cerebral palsy, intellectual disability, or vision loss.
7.
8. 1-3-6 Methodology All babies should have a hearing screening test before leaving the hospital, but no later than 1 month of age. Virginia data: 90% If a baby fails the hearing screening—immediately schedule a hearing evaluation with an audiologist for a diagnosis before 3 months of age. Virginia data: less than 50% If a baby is diagnosed with a hearing loss, begin early intervention services before 6 months of age. Virginia data: 30% Centers for Disease Control and Prevention (CDC) and Early Hearing Detection and Intervention (EHDI)
9.
10. Infants More Likely to be Lost to Follow-up Characteristic Likelihood Significance Level Race of Mother: Asian Less likely p < 0.0003 Black More likely p < 0.0001 White Less likely p < 0.0001 Ethnicity: Hispanic Status Not significant p = 0.3 Insurance of Mother: Medicaid More likely p < 0.0001 Private Insurance Less likely p < 0.0001 Self pay More likely p < 0.002 Education of Mother: One or more years of college Less likely p < 0.0001 High school diploma or less More likely p < 0.0001
16. Guide By Your Side http://www.vahealth.org/hearing/gbys.htm Parent to Parent http://www.ptpofva.com Link to Support Programs
17.
18. AMPLIFICATION OPTIONS Hearing Aids Cochlear Implants FM Systems *most often used in classroom or school settings Amplification Options
19. When you think about a child with hearing loss, what do you think the options are for them to learn to communicate? Question Type Your Answer in Chat
20.
21.
22. Relies solely on spoken language to listen and orally communicate. Maximizing the hearing the child has to the highest extent for the development of listening skills . No sign language or other visual communication devices are used. Parent/caregiver participation is critical. Auditory Oral/Auditory Verbal
23.
24.
25.
26.
27. Cued Speech Hand Signs Hand movements that comprise cued speech Easy and simple to learn. Do not need to be used exclusively. Retrieved from: www.cuedspeech.org on June 2, 2011.
28.
29. The child should communicate using the methodology the provider is most comfortable with. True or False True or False? ? Type Your Answer in Chat
Good afternoon, everyone. Thank you for joining today ’s webinar. We will start in 1 minute. <OK it ’s 12pm, let’s get started>
Good afternoon! This is Deana Buck from Virginia ’s Integrated Training Collaborative, and I am joined by Ruth Frierson, Virginia Department of Health, Director of the Virginia Early Hearing Detection and Intervention Program (EHDI) and Christine Evans, Speech/language Pathologist with Evans Family Speech Center. Patty Eitenmiller, EI provider and Infant Development Specialist from the Infant and Toddler Connection of Alexandria, prepared content for today’s webinar but will not be able to join us (or might be able to join us) due to jury duty. Christine Eubanks, Audiologist at VCU Department of Audiology and Beth Tolley, Part C TA Consultant, are available to answer content specific questions during the Q&A portion of the call. Thank you for joining us today. Today ’s webinar has three parts: Ruth will begin by sharing an overview of Virginia’s EHDI program, and she will provide key information pertaining to the link to our EI system. Christine will then provide an overview of the hearing mechanism, ways of testing hearing, and common interventions and supports for children with hearing loss. Patty has prepared content that is especially designed to address key areas of knowledge for the early intervention community about hearing and hearing loss. We will wrap up the webinar with a question and answer period.
Quick housekeeping reminders: Lines will be muted throughout the call. You will be able to ask questions and interact during the webinar using the chat feature on your screen. As a reminder, to use the chat feature, click the mouse in the box in the lower right corner of your screen, type a message and hit enter. Take a minute to give it a try. Remember anything you type in the chat box is public and will be seen by all. We will try to answer as many questions as possible and similar questions may be grouped together.
Another feature you might want to take advantage of, is the ability to full these slides in full screen. They are best viewed in this format. To go into full screen mode locate the button with 4 arrows on it. You can find it on the bar below this slide. When you ’ve found the button, click it. When you go into full screen mode you do lose the view of chat, but we will always guide you back to chat when necessary. To get out of slide view, hit the escape key on your keyboard.
Following this webinar, you ’ll receive an email asking you to complete a brief survey to give us feedback. We ask that you please take a few moments and let us know about your experience participating in the webinar. This will help us as we develop future professional development opportunities.
As we transition into the content, Consider these facts: About 20% of babies with genetic hearing loss have a syndrome ” (for example, Down syndrome or Usher syndrome). Infections during pregnancy in the mother, other environmental causes, and complications after birth are responsible for hearing loss among almost 30% of babies with hearing loss. About one in every four children with hearing loss also is born weighing less than 2,500 grams (about 5½ pounds). Nearly one-quarter of children with hearing loss has one or more other developmental disabilities, such as cerebral palsy, intellectual disability, or vision loss. While children with hearing loss is not one of the largest categories of eligibility for early intervention, it is vitally important that we pay attend to the hearing needs of all young children. I am pleased to introduce Ruth Frierson, Director of Virginia ’s Early Hearing Detection and Intervention Program (EHDI) at the Virginia Department of Health. Ruth?
Hello my name is Ruth Frierson… today we are going to talk about Virginia ’s process for identifying infants with hearing loss, and ensuring infants diagnosed with hearing loss receive early intervention services - Early. We will talk about how this process relates to the CDC 1-3-6 goals and Virginia’s Early Hearing Detection and Intervention program, better known as the Newborn Hearing Screening program. The beautiful baby girl in this picture, is sound asleep and having her hearing tested in the hospital, before being discharged to home. All birthing hospitals in Virginia are required, by law, to screen babies and assess their risk for hearing loss before discharging the baby to home. Parents have a right to decline this screening for religious reasons. If a baby does not receive a hearing screening prior to discharge from the hospital, the hospital is responsible for informing the parent of the need for a hearing screening and providing a mechanism by which the screening can be done at no additional cost to the family
As mentioned, Virginia ’s newborn hearing screening program is mandated by the Code of Virginia Section 32.1-64.1, since July 1, 1999. The Virginia Early Hearing Detection and Intervention Program adopted the 1-3-6 CDC Methodology as a means to implement this program and as recommended by the EHDI Advisory Committee. The CDC 1-3-6 Goals are: All babies will have a hearing screening before 1 month of age, Virginia goes further because we require this screening to happen before the infant is discharged, but no later than 1 month of age. For all babies who fail the initial screening, the goal is to have these infants diagnosed before 3 months of age. Infants diagnosed with hearing loss should be enrolled in early intervention service before 6 months of age. The EHDI program has seen great improvements in Goal 1 of the 1-3-6 goals. Since 2004, Virginia has consistently screened over 90% of all infants born in a Virginia hospital. However, Virginia does not have the same success with goals 3 and 6. Although the numbers continue to climb, we do not meet goal 3; diagnosis by 3 months of age, by even 50%. And for those diagnosed, only 30% are enrolled in early intervention by 6 months of age. This data along with a survey recently conducted of several professionals in the early intervention field, indicate we have much work to do to ensure infants receive the services they need at the time they need them.
126 EI Providers responded to the online training survey conducted in February 2011. Of the 126 EI Providers that responded: 5 identified themselves as teachers; 28 as Service Coordinators; 1 as a Physician; 1 as a Nurse; 1 as an Audiologist; 33 as Speech-Language Pathologists; 12 as Physical Therapists; 23 as Early Interventionists; 8 as Occupational Therapists; and 14 as Other. As you can see from the results of the survey; only 6% of early intervention provides are familiar with the 1-3-6 EHDI goals, only 7% use EHDI as a resource when it comes to managing an infant/child with newborn hearing screening issues, and not all are aware of which infants diagnosed with hearing loss qualify for services.
Who are the infants not diagnosed by 3 months of age? Our data indicate that the infants we loose in the follow-up process are more likely born to African-American/Black mothers, with state-sponsored health insurance, and an education of high school diploma or less. If infants are not diagnosed by 3 months of age, it makes it less likely that they are enrolled or receiving early intervention services by 6 months of age. Therefore, EHDI, the Advisory Committee, it ’s partners and stakeholders are increasing our efforts to identify opportunities for collaboration and training, with the emphasis being that we all strive to serve families with services at the time they are needed.
Patty has developed some slides related to the final step in the process which is the month 6
As many of you know, under Part C in Virginia there are various diagnoses that are considered to be automatic qualifiers for Early Intervention services. The Part C office has determined that many localities are unsure to the answer to the question: is a child with a diagnosis of hearing loss automatically eligible for EI services? Please type your answer in the chat box to the right. <Pause for participants to do this>
If you answered YES, you are correct. A diagnosis for hearing loss is an automatic qualifier for EI services. It is important to note here that even though the child may be a young infant who may not yet be showing any developmental delays when fully assessed, the child and family will need support to monitor and assist in the child ’s development, particularly as they relate to the child’s hearing loss from the start. A typically developing baby is exposed to language from the time they are in the womb; a child born with hearing loss, or one that develops a hearing loss, faces more challenges in learning how to communicate which need to be explained to the child family from the beginning. Hearing loss can also impact other areas of development including motor skills, play and socialization with peers.
So what do you, as the EI provider need to do next? First and foremost, gather as much information as you can before the first appointment/therapy session with the family. You might to explain the difference between sensorineural and conductive and maybe even bilateral and unilateral losses. You also need to point out here that it ’s important to know the degree of loss, so that you can explain to families that even though their child has a hearing loss, it does not mean that they are deaf, they do have some residual hearing. They may choose to “use” that hearing to explore amplification options and communication options which will we explore later in this webinar.
<Read above question>. Can ahead and type your responses into the chat box to the right.
Yes, when a parent learns that their child has a diagnosis of hearing loss, one of the first things that they want information about is parent support programs. It ’s important to ensure that the family has a support system in place as they embark on this journey with their child and may want to talk with a family who has gone on a similar journey. The Guide By Your Side program provides trained parent guides of children with hearing loss who offer non-judgemental support, guidance and advice. The Parent to Parent program of Virginia also provides a similar services that helps families learn to empower themselves and draw upon their own strengths to become strong advocates for their children
While programs such as GBYS and Parent to Parent are very beneficial to the emotional support to the family and should definitely be encouraged, they do not replace your role as the professional in the families life. You role as the SC or EI professional will help link them to resources, sort through the various options available regarding communication options, as well as assist in transition planning when the child is ready to transition to Part B services and/or private preschools. The families will need your support and knowledge to be able to eventually become advocates for their child as they continue on their journey. Quote Sass-Lehrer article: &quot;Family -professional relationships that emphasize the parents role as a collaborator and decision maker and reinforce the strengths of individual families and promote self efficacy.&quot;
If the family chooses to explore amplification options and the audiologist has expressed they have these options, there are different choices for the family to explore. <Christine might want to explain the differences between these options (though not too much detail).> Such as: hearing aids can be fitted very early on, and maintained easily through regular appointments with the child ’s audiologist. Cochlear implants often require the usage of hearing aids first to determine the aids are not providing the most benefit for the child. Requires surgery and intensive follow up.
Take a minute to type your answers in the chat box to the left. <Pause>
The communication option that a parent/family chooses is often related to the amplification option that they have chosen. Your are in the position to provide them with a non biased overview of the options available to them. Emphasize that the option will be what works best for the family.
There are various different types of interventions and/or communication options available to the family as they begin to determine how they would like their child with hearing loss to communicate. The early intervention provider working with the family should have a basic knowledge of these various options and also have links and resources in their own community to refer the families to to receive more information, including specific providers who practice these types of thearpy/education.
Auditory Oral or Auditory Verbal therapy a choice for a family who has determined that they would like for their child to be able to orally communicate through learning to listen and maximizing the hearing that they have either through the use of hearing aids, cochlear implants or another amplification device. No sign language or other visual communication devices are used. The participation of parents and caregivers in therapy as critical.
For AV therapy to work, proper fitting of the child ’s amplification device is absolutely essential to ensure that they are receiving the maximum benefit from their device have complete access to spoken language. With the age of Cochlear implants, and advanced technology, children with severe to profound losses as well as children who are deaf can learn to communicate orally. However, since we know that the optimum time to learn language, therapy should begin early. And because there is so much emphasis on listening, the early intervention provider must be aware of the various acoustics in the learning environment. For example, is the tv on? Is the room quiet or are there other distracting and extraneous noises that could be impacting the child’s ability to listen and attend? Considering this in ALL environments that the child is in is important. There are four levels a child goes through when learning to listen. Detection refers to the child demonstrating an awareness of the presence or absence of sound.
Additionally, when thinking about a child learning language through listening, we need to know the steps they go through. First a child detects the presence or absence of sound. The child might react to a door slamming, the lawn mower outside or voices of others. For the child with hearing loss we need to consider the frequency (pitch- high versus low sounds), and intensity (loud versus soft) the child is able to detect. Next the child learns how to discriminate, or demonstrate the ability to tell if two sounds are the same or different. Next, the child learns to identify sounds that they hear, then later demonstrating an ability to comprehend that sounds put together form words that are associated with meaning. Often a therapist will begin assessing a child ’s ability to reach these levels using the Ling 6 Sound test which is comprised of six sounds that represent different frequencies.
Some families of children who are deaf will choose for their child to learn sign language (American Sign Language) as well as learning to read, write and communicate orally with others using spoken English. The use of ASL allows the child to have visual access to language long before they begin to vocalize. There are studies that have shown that children who have a strong foundation in ASL are able to acquire spoken language and English language skills, particularly those children who are not implanted with a cochlear implant until after their first birthday. It is important to note that families who choose this option, but are not fluent signers must be linked to resources to gain access to signing deaf adults, sign language classes, books and videos. And as we know with most typically hearing young infants and toddlers, sign language can decrease frustration by giving the child another means to communicate if they have not yet developed the spoken language they need to convey their thoughts.
Cued speech is another option that families have when exploring how their child will communicate. Often thought as similar to ASL, cued speech is comprised of various hand movements that supplement speech reading. Each hand movement, unlike ASL, represents a speech sound. With ASL each sign or hand movement is representative of a picture or concept. When these “sounds” in the form of hand movements or cues are put together, the word is represented exactly how it is spoken. Cued speech is always used in conjunction with spoken language.
To the right is a chart of the hand movements that comprise cued speech. Cued speech can be viewed as easier to learn that ASL as it is only comprised of a small amount of hand motions and signals. Additionally, it is different from other options as it does not need to be used exclusively. Families can choose cued speech along with learning ASL, total communication or oral programs.
Total communication is built upon the belief that all of the various options we have previously discussed can be used together to help the child learn to communicate as well as develop skills in all other areas of development. As we know each child develops differently and each family has different priorities, this approach allows the family and providers to use different components of several different options that might be most beneficial to the child and family at that time as the child continues to learn and develop. For example, for children with co-occurring disabilities, this approach could be beneficial based on the child ’s skills and abilities in other areas of their development. This approach allows for the flexibility a family or child may need as their skills and needs change over time.
<Read question>. Take a minute to type your answer in the chat box to the right.
As you begin working with a family of a child with hearing loss, it ’s essential to remember that providing unbiased information regarding their options is key. Each family is different with different priorities and resources. A large part of your role as the early intervention provider is to help the family sort and sift through the information that are being provided with to be able to make an informed decision about what is best for their child. Information also needs to be provided in the families native language. Additionally, a child’s hearing loss can affect other areas of their development, including motor, cognitive and social skills particularly with their peers as they grow older. Ultimately we strive for children with hearing loss to be included with their same aged peers in all activities and routines. Important to take advantage of resources that are available to you and families, including the Hearing and Hearing Loss landing pad (www.eipd.vcu.edu) and the soon to be released modules (Hearing 101).
Deana – Thanks, Christine (or Patty). Thanks for your active participation in today ’s webinar. We have a wonderful panel of experts available now and we open the floor to any questions that folks may have about hearing or hearing related services.