Intervention with Hearing Impaired Children

better to say.....

Intervention for Children with Hearing Loss

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I. PHILOSOPHY

Family-centered including

family members,

primary caregivers

___________

II. INTERVENTION PLAN

For parents who have chosen a method involving ___________ communication with their child

A. Amplification-

Early fitting

___________

Consistent use

B. Information Counseling-

Language development

Modes of communication

Effects of ___________ on speech / language

Education options

Amplification use

Support materials

___________ and audiometrics

C. Educational Planning-

Birth to three years:

___________ programs

Three to five years:

Self-contained preschool classroom

Five years and older:

completely mainstreamed
resource room
___________
residential school

D. Speech/Language Training-

Parental ___________ crucial

Daily reinforcement necessary

Myths regarding use of ___________ delaying speech development

E. Adjustment to the child with hearing loss by the parents-

Stages of Grief- order not fixed, not always progressive

Shock

Denial

Anger

___________

Acceptance

II. General Speech / Language Characteristics of Children with Hearing Loss:

Elgin (1972)-

For every 10 dB of HL above 30 dB, there was a ___________ in language

if PTA ~ 40 dBHL- expect 1 year delay

if PTA ~ 50 dBHL- expect 2 year delay

Davis et. al. (1986)-

Studied 40 children in Iowa

Divided into 3 groups (mild, moderate, severe loss)

___________ was significantly higher than normal hearing children

Verbal IQ was significantly lower

Vocabulary- mild-moderate loss- 1 year delay, severe loss- ___________

Reading- slightly below normal hearing

Math- at age level

There were no significant relationships among......

IQ
Reading
Math abilities

Speech Characteristics:

Grouped by PTA (.5, 1, 2, kHz)

25-40 dBHL: errors on ___________ consonants, normal voice quality

40-60 dBHL: articulation problems more obvious especially if aided late (5-6 years), inflection and quality also slightly affected

60-80 dBHL: usually severe articulation problems, unaided speech may not develop at all; harsh, breathy, ___________ quality but maybe some inflection and rhythm patterns

80+ dBHL: speech is highly dependent on adequacy of amplification and___________

IV. Educational Performance:

Reading- degree of achievement probably related to language development level

Severe to profound loss: steady increase in reading skills up to 14 years, plateaus at 12-14 years so many do not exceed a 5th grade reading level

Mild to moderate loss: maybe 1 to 1 and 1/2 years delayed

Arithmetic-

Severe to profound also have difficulty, average achievement 6th grade computation

Mild to moderate loss: ___________

V. Management:

A. Communication Options-

Acoupedic

Aural / Oral

___________

Total Communication

ASL Manual

Continuum varies from....

___________ & maximum auditory input

to

maximum visual input & ___________

Although not commonly used today scales once existed to predict success.....for example....

Deafness Management Quotient (DMQ)-

Scale of factors to predict how successful a child could be with oral communication;

Points were assigned for:

___________

___________

___________

The higher the points, the greater the success with Oral communication.

Any Problems with this approach?

B. Types of Placements:

___________- severe to profound loss and children of hearing-impaired parents

___________ (in public school)- all academics are taught but child may go out for art, PE, music

___________- children go in for help in special areas but spend most of day in regular classroom

___________- teacher comes once a day or 2x week to help HI child stay with regular class (i.e., may help with specific vocabulary, reading assignments, etc.)

___________ with support services only- i.e., audiologist checks HA one month, speech teacher follows language achievement

___________- normal hearing children learn with a class of HI children

C. How is placement decision made?

___________- Requires Handicapped child to be placed in "least restrictive environment"

___________- Requires Families to be involved in the treatment

ARD Meetings (Admission, Review, and Dismissal) held at placement and annually to review placement, services, and treatment plan

Note guidelines in text to consider in choosing educational placement

VI. Inservice Needs

Modes of Communication

___________-Individual and Group

Integrating Auditory Training into Academics

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