New Perspective on Services for Deaf and Hard of Hearing Children

1
New Perspective on Services for Deaf and Hard of
Hearing Children

• Representatives from the
• Deaf and Hard of Hearing
• Early Intervention Advisory Committee
• ISHA April 21, 2005

2

• I am aware of ASHAs official statement,
  Knowledge and Skills Required for the Practice of
  Audiologic/Aural Rehabilitation.
• www.asha.org/NR/rdonlyres/965D1EB8-EADF-4D5D-9577-
  67825A74578F/0/V4KSAudiologicAuralRehab.pdf

3

• I have knowledge of human growth and development,
  psychology, and cultural and linguistic diversity.

4

• Stages of brain development
• Stages of motor development
• Stages of social development
• Stages of emotional development
• Stages of cognitive development
• Stages of play development
• Deaf Culture
• Diversity and the relationship of language and
  culture
• Attachment and bonding issues
• Importance of eye contact
• Setting expectations
• Family Dynamics
• Family guidance techniques
• Grief issues
• Sensory integration

5

• I have knowledge of basic communication processes
  including anatomy and physiology of hearing and
  speech mechanisms, physics of sound, acoustic
  phonetics.

6

• Anatomy of the ear and speech mechanism
• Physiology of hearing and speaking
• Physics of sound
• Acoustic phonetics
• Application of acoustic phonetics to audiograms
  and cochlear implant maps
• Psychoacoustics
• Rehabilitation vs. Habilitation

7

• I have knowledge of the auditory system function
  and its impact on communication including the
  structures of the ear, the auditory nerve, and
  the central auditory system pathways and
  processes.

8

• Auditory Neuropathy
• Types of hearing loss
• Developing listening function
• Creating auditory experience
• Auditory development
• Auditory processing
• Enlarged Vestibular Aqueduct Syndrome

9

• I have knowledge of child development in order to
  refer children for assessments of cognition,
  vision, sensory perception, motor skills, etc. I
  also can provide for these measures in the
  childs preferred mode of communication and
  language.

10

• Knowledge of genetic syndromes
• Ushers Syndrome
• Waardenburg Syndrome
• It is critical that these measures be presented
  in the childs language.
• Note ASL is a language NOT a
• mode of communication.

11

• I am acquainted with Deaf and Hard of Hearing
  professionals and individuals of various ages,
  utilizing different communication modes, and the
  Deaf community that can offer insight and serve
  as a role model for the children and families
  that I serve.

12

• Deaf Clubs
• Hear Indiana
• Hands and Voices
• Outreach Services for DHH Children
• St. Joseph Institute Indianapolis
• National Association of the Deaf
• Alexander Graham Bell Association
• Auditory-Verbal International

13

• I am comfortable and prepared to suggest ALL
  communication modes as positive opportunities for
  Deaf and Hard of Hearing Children and their
  families.

14

• ASL
• Auditory Oral
• Auditory-Verbal
• BiBi
• Cued Speech
• Signed English
• Total Communication
• SKIHI parent advisors

15

• How does my personal belief system affect my
  service delivery to Deaf and Hard of Hearing
  children and their families?

16

• Personal belief system vs. bias
• How to deliver services without imposing your own
  bias.

17

• I have developed a professional support system of
  other specialists working with Deaf and Hard of
  Hearing children specializing in using different
  communication modes and languages.

18

• Mentors
• Accountability
• Deaf and Hard of Hearing professionals in
  education and early intervention
• Resources
• Continuing Education
• Participation on committees and task forces

19

• I have knowledge of audiologic assessment
  procedures. I can perform those assessments or I
  know where to refer families for appropriate
  testing. I can explain audiologic testing and
  describe types and degrees of hearing loss.

20

• Otoacoustic emissions
• Auditory Brainstem testing
• Conditioned oriented response audiometry
• Tympanometry
• Play audiometry
• Interpreting audiograms
• Speech awareness thresholds
• Speech discrimination
• Importance of Pediatric Audiology
• Understanding UNHS process
• Understanding the mapping process
• Interpreting maps

21

• I have knowledge of communication performance
  assessments in the familys desired communication
  mode. I am able to monitor a childs
  developmental progress in relationship to
  communication competence.

22

• Sequence of spoken language
• and/ or sign language development
• Assessment of language competence
• Fluency in childs language
• Relationship of auditory, speech, and spoken
  language development
• Importance of learning language from a native user

23

• I can identify the effects of hearing loss on
  speech perception, communication performance,
  listening skills, speechreading,and communication
  strategies. I understand the linguistic and
  psycholinguistic variables related to
  communication including sign language, verbal
  learning and educational impact.

24

• I have knowledge of devices and technologies
  available for individuals with hearing loss. I
  know current candidacy for devices. I can
  monitor use of FM systems, cochlear implants,
  hearing aids.etc.

25

• Types of hearing aids
• Hearing aid loaner banks
• Earmold technology
• Cochlear implants
• Cochlear implant candidacy
• Troubleshooting devices
• FM systems
• Vibrating alarms and visual signalers
• Relay Indiana
• Video Relay
• Bluetooth Technology
• Use of TTYs, VCO telephones, and amplified
  handsets
• Vibrating pagers
• Closed captioning

26

• I can monitor the effects of the environment on
  communication with Deaf and Hard of Hearing
  children including room acoustics, lighting, and
  physical set up.

27

• Reverberation
• Competing noise
• Lighting
• Visual Noise
• Furniture arrangement
• Acoustic wall and ceiling treatments
• Room size
• Number of participants in a group
• Flexible seating

28

• I have knowledge of effects of hearing loss on
  psychological, educational, and vocational
  functioning. I know where to refer families for
  counseling and additional family resources and
  support groups.

29

• Vocational Rehabilitation
• Community Services for the Deaf
• Hear Indiana
• Outreach Services for DHH Children
• Hands and Voices

30

• I can implement appropriate language models using
  the familys desired mode of communication. I
  can develop the childs receptive and expressive
  competencies. I can develop a system to monitor
  outcomes of the efficacy of the program I am
  providing. I can provide training for parents to
  facilitate communication.

31

• Parents as partners not observers
• I am aware of www.handspeak.com a wonderful
  resource for ASL
• Parents, family members, and native language
  users as communication models
• I am aware of www.hanen.com
• a wonderful resource for developing spoken
  English

32

• I empower families with Deaf and Hard of Hearing
  Children to make informed choices.

33

• Early intervention and First Steps
• Educational continuum of services required to be
  provided under Federal law.
• American Society of Deaf Children
• Alexander Graham Bell Association
• Indiana Parent Information Network
• Parent to Parent
• Insource
• Indiana Protection and Advocacy
• Parents as case managers

34

• Thanks for your attention and your interest in
  improving services to Deaf and Hard of Hearing
  Children and their families!
• Dont forget to leave the cards with your
  requests for future training topics!