Georgia State University Series: Early Intervention with Children who are Deaf and Hard of Hearing - PowerPoint PPT Presentation

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Georgia State University Series: Early Intervention with Children who are Deaf and Hard of Hearing

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Time- learning speech and language through listening is an ongoing process. ... Frequency- perceived by people as the 'pitch'- low or high spectrum of sound. ... – PowerPoint PPT presentation

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Title: Georgia State University Series: Early Intervention with Children who are Deaf and Hard of Hearing


1
Georgia State University Series Early
Intervention with Children who are Deaf and Hard
of Hearing
  • Part 1, Presentation 3
  • July 2001

2
Orientation to Hearing Loss
3
Arent all babies who have hearing loss the same?
  • No. There are different levels of hearing loss
    ranging from mild to profound. In addition, two
    people with the same level of loss will have
    different hearing characteristics.

4
There are many variables that may effect the
progress of your child.
  • Age of onset
  • Etiology
  • Degree of loss
  • Type of loss
  • Use of amplification devices
  • Health of the child
  • Involvement of the family
  • Accompanying disabilities

5
Etiology
  • Unknown
  • High Risk Factors
  • Meningitis
  • Congenital Infections
  • Congenital Rubella
  • CMV
  • Toxoplasmosis

6
  • Hearing losses can be
  • Congenital or acquired
  • Affect one or both ears
  • Fluctuate or remain constant
  • Can be the result of developmental differences in
    various parts of the ear
  • Can be the result of illness

7
Degrees of Loss
  • Minimal (Borderline) 15 to 25 dB
  • Mild 26 to 40 dB
  • Moderate 41 to 55 dB
  • Moderate to Severe 56 to 76 dB
  • Severe 71 to 90 dB
  • Profound 90dB

8
Slight Loss 15-25 dB
  • No significant speech and language delays
  • Hearing abilities should be tested on a regular
    basis

9
Mild Loss 26-40dB
  • Possible difficulty hearing faint /distant speech
  • May benefit from hearing aid as loss goes toward
    40dB
  • Will not usually have difficulty in school
  • Need vocabulary work
  • Needs favorable seating and lighting in school
  • May need to speech read to increase understanding
    of what is spoken
  • May need speech therapy to correct mispronounced
    sounds

10
Moderate Loss 41-55dB
  • Understands speaker face to face at 3-5 feet
  • May miss 50 of class discussion
  • Child referred to special education to determine
    support needs
  • May have limited vocabulary
  • Problems pronouncing some speech sounds
  • Benefit from FM System
  • Need favorable seating

11
Moderately Severe Loss 56-70 dB
  • Conversation must be loud to hear it
  • Needs a hearing aid
  • Difficulty in group activities
  • Likely to be deficient in language use and
    comprehension
  • Need special help in language, grammar,
    vocabulary, reading and writing
  • Attends to visual and auditory situations
  • Need resource teacher, special class or tutor

12
With hearing aid, Can hear
  • Clock ticking
  • Liquid pouring
  • Snapping fingers
  • Doorbell
  • Knock at door
  • Radio at normal level
  • Voices
  • Singing
  • conversation

13
Severe Loss 71-90 dB
  • May hear loud voices about 12 from the ear
  • Speech and language development delayed
  • Speech and language will not develop
    spontaneously if loss is present before age 2
  • May be able to discriminate vowels but not all
    consonants
  • Education program needs special emphasis on
    language skills, concept development, speech,
    communication skill development
  • May be placed in regular class part time
  • May benefit from using sign language

14
With Hearing Aid, Can hear
  • Thunder
  • Telephone ringing
  • Alarm clock
  • Piano
  • Auto horn
  • Radio at louder than average level
  • Group singing
  • Loud shots
  • Baby crying

15
Profound Loss 90 dB or more
  • May hear some loud sounds, is aware of vibrations
    more than tones
  • Hearing aid is necessary
  • Relies on vision as primary avenue for
    communication
  • May need alternatives to hearing aid
  • Continuous assessment of communication needs is
    required
  • Use of sign language will be helpful
  • Speech therapy needed for functional
    communication development

16
With hearing aid, Can hear
  • Organ
  • Audience applauding
  • Heavy objects dropped on a hard floor
  • Banging door
  • Large deep bell

17
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18
Types of Loss
  • Conductive A change in hearing due to reduction
    in sound transmission through the outer ear,
    middle ear, or both (Ex. Otitis Media)
  • Sensorineural A change in hearing due to damage
    to structures within the cochlea, to the VIII
    cranial nerve, or to both
  • Mixed Conductive and sensorineural hearing loss
    occurring simultaneously

19
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20
The Speech Banana
  • Most sounds associated with speech are found
    within the shaded area of the audiogram
    affectionately referred to as the speech banana.

21
Impact on Development
  • Language Learning
  • Education
  • Cognition
  • Social-Emotional Development
  • Communication

22
Impact (continued)
  • Without early intervention, the deaf infant will
    be delayed in normal developmental processes-
    self confidence, intellectual curiosity, good
    social relations, and the ability to use language
    to communicate and further the learning process.
  • Hayes Northern, 1996

23
Hearing Aid and Cochlear Implant Facts
  • Caregivers must
  • have realistic expectations for the hearing aid.
    ALL sound is amplified, not just speech.
  • Amplification devices, including hearing aids, do
    not restore hearing to normal.
  • A person with a hearing loss will never have
    normal hearing.

24
Facts (Continued)
  • 92-95 of those who are deaf have SOME hearing.
    This is called residual hearing.
  • The goal is to maximize your childs use of his
    or her residual hearing.
  • It is extremely important for parents to
    understand that hearing aid use is an ongoing
    process due to changes in hearing loss, growth of
    the ear canal and advances in technology.
  • Children as young as 4 weeks old can be fitted
    with a hearing aid

25
The FDA has approved Cochlear Implantation for
children who
  • Have a profound hearing loss in both ears
  • Receive little or no benefit from hearing aids
  • Have not other medical conditions that would make
    surgery risky
  • Are involved, along with the parents, in all
    aspects of the informed consent process

26
Cochlear Implant Facts(Continued)
  • Understand, along with the parents, his or her
    individual role in successful use
  • Have, along with the parents, realistic
    expectations
  • Are willing to be involved in intensive
    habilitation services
  • Have support from educational programs to
    emphasize the development of auditory skills

27
  • Patience- teach your child how to use the sound
    available to them, which will require many
    modifications. Be patient!
  • Access- amplification will give your child access
    to the speech signal.
  • Relevance- make all interactions with the child
    meaningful.
  • Expectations- high, but realistic, expectations
    for your child are critical.
  • Nurture- provide an abundance of affection.
  • Time- learning speech and language through
    listening is an ongoing process.
  • Success- what you put in is what you get out!

28
Glossary
  • Assistive Listening Devices (ALDs)- refers to
    systems that improve the signal-to-noise ratio by
    transmitting amplified sound directly to the
    listener and transforms sound into a visual or
    tactile signal.
  •  
  • Audiogram- table that summarizes how loud a
    sound must be at a particular frequency for an
    individual to hear it
  •  Bilateral- affecting both ears.
  •  
  • Cochlea- the osseous (bony) portion of the inner
    ear which surrounds the organ of hearing.
  •  
  • Decibels (dB)- used to express sound pressure.
  •  

29
  • Frequency- perceived by people as the pitch-
    low or high spectrum of sound.
  •  
  • Inner Ear- the area beyond the bones of the
    middle ear space includes the cochlea.
  •  
  • Mastoid Bone- the lower portion of the temporal
    bone which lies just behind the ear.
  • Residual Hearing- the amount of hearing that is
    left when a hearing loss is present.
  • Speech Banana- an area on an audiogram (which
    holds the shape of a banana) that covers the
    frequency area in which speech sounds are
    produced.
  • Unilateral- affecting one ear.
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