Children With Hearing Loss

Elizabeth B. Cole, EdD, CCC-A, LSLS Cert. AVT, is the former Director of CREC Soundbridge in Connecticut and a former professor at McGill University in Montreal, and is now enjoying a very active semi-retirement.+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Carol Flexer, PhD, CCC-A, LSLS Cert. AVT, received her doctorate in audiology from Kent State University in 1982. She was at The University of Akron for 25 years as a Distinguished Professor of Audiology. Dr. Flexer lectures and consults extensively nationally and internationally about pediatric audiology issues.

• PrefaceAcknowledgmentsPart I. Audiological and Technological Foundations of Auditory Brain DevelopmentChapter 1. Neurological Foundations of Listening and Talking: We Hear with the BrainIntroductionBegin Conversations with the Critical Question: What is the Family's Desired Outcome?Typical Infants: Listening and Language DevelopmentAuditory Neural DevelopmentNew Context for the Word DeafHearing Versus ListeningA Model of Hearing Loss: The Invisible Acoustic Filter EffectPutting it all Together in a Counseling Narrative: Think About Hearing Loss as a Doorway ProblemSummaryNext Steps: What Will It Take to Optimize the Probability of Attaining a Listening and Spoken Language Outcome?Chapter 2. The Audiovestibular SystemThe Nature of SoundUnconscious FunctionSignal Warning FunctionSpoken Communication FunctionAcousticsAudibility Versus Intelligibility of SpeechThe Ling 6-7 Sound Test: Acoustic Basis and DescriptionAudiovestibular StructuresData Input AnalogyOuter and Middle EarInner Ear to the BrainThe Vestibular System: The Sensory Organs of BalanceChapter 3. Hearing and Hearing Loss in Infants and ChildrenIntroductionClassificationsDegree (Severity): Minimal to ProfoundTiming: Congenital or AcquiredGeneral Causes: Endogenous, Exogenous, or MultifactorialGenetics, Syndromes, and DysplasiasConnexin 26Genetic TestingSyndromesInner Ear DysplasiasMedical Aspects of Hearing LossConductive Pathologies and Hearing LossSensorineural Pathologies and Hearing LossMixed, Progressive, Functional, and Central Hearing LossesSynergistic and Multifactorial EffectsAuditory Neuropathy Spectrum Disorder (ANSD)Vestibular IssuesSummaryChapter 4. Diagnosing Hearing LossIntroductionNewborn Hearing Screening and EHDI ProgramsTest Equipment and Test EnvironmentAudiologic Diagnostic Assessment of Infants and ChildrenTest ProtocolsPediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception TestingElectrophysiologic Tests: OAE, ABR/ASSR, and ImmittanceThe Audiogram Configuration (Pattern) of Thresholds on the AudiogramFormulating a Differential DiagnosisSensory Deprivation Ambiguity of Hearing LossMeasuring Distance Hearing SummaryChapter 5. Hearing Aids, Cochlear Implants, and Remote Microphone (RM) SystemsIntroductionFor Intervention, First Things First: Optimize Detection of the Complete Acoustic SpectrumListening and Learning EnvironmentsDistance Hearing/Incidental Learning and S/N RatioANSI/ASA S12.60-2010: Acoustical Guidelines for Classroom Noise and ReverberationTalker and Listener Physical Positioning Amplification for Infants and ChildrenHearing Aids/Hearing Instruments Bone-Anchored Implants for ChildrenWireless ConnectivityHearing Assistance Technologies (HATs) for Infants and Children: Personal-Worn RM and Sound-Field FM and IR (Classroom Amplification) SystemsCochlear ImplantsAuditory Brainstem Implant (ABI)Measuring Efficacy of Fitting and Use of TechnologyEquipment Efficacy for the School SystemConclusionPart II. Developmental, Family-Focused Instruction for Listening and Spoken Language EnrichmentChapter 6. Intervention IssuesBasic PremisesDifferentiating Dimensions Among Intervention ProgramsChallenges to the Process of Learning Spoken LanguageLate to Full-Time Wearing of Appropriate Amplification or Cochlear Implant(s)Disabilities in Addition to the Child's Hearing LossOngoing, Persistent Noise in the Child's Learning EnvironmentMultilingual EnvironmentEducational Options for Children with Hearing Loss, Ages 3 to 6Chapter 7. Auditory "Work"IntroductionThe Primacy of AuditionThe Acoustics-Speech ConnectionIntensity/LoudnessFrequency/PitchDurationThe Effect of Hearing Loss on the Reception of SpeechA Historical Look at the Use of Residual HearingThe Concept of Listening AgeAuditory "Skills" and Auditory Processing ModelsTheory of Mind and Executive FunctionsHow to Help a Child Learn to Listen in Ordinary, Everyday WaysTwo Examples of Auditory Teaching and LearningScene I: TonyScene II: TamaraTargets for Auditory/Linguistic LearningA Last WordChapter 8. Spoken Language LearningIntroductionWhat's Involved in "Talking"?Intentionality/Speech ActsPresuppositional KnowledgeDiscourse/Conversational ConventionsOther Essential Rule Systems in EnglishHow Does a Child Learn to Talk?Relevance for Intervention Decisions How Should Intervention Be Organized?Chapter 9. Constructing Meaningful CommunicationIntroductionThe Affective Relationship The Child's Development of Interactional Abilities Joint Reference, or Joint AttentionTurn-Taking ConventionsSignaling of IntentionCharacteristics of Caregiver Talk1. Content: What Gets Talked About?2. Prosody: What Does Motherese Sound Like?3. Semantics and Syntax: What About Complexity?4. Repetition: Say It or Play It Again5. Negotiation of Meaning: Huh?6. Participation-Elicitors: Let's (Keep) Talk(ing)7. ResponsivenessIssues About MothereseHow Long Is Motherese Used?Motherese: Why Do We Use It?Motherese: Is It Immaterial or Facilitative?Chapter 10. Interacting in Ways That Promote Listening and TalkingIntroductionThe Emotional Impact of a Child's Hearing Loss on the FamilyAdult LearningWhat Parents Need to LearnRole of the LSL PractitionerComponents of Intervention for Babies and Young Children with Hearing LossWhen to Talk with Your Child and What to Talk AboutA Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing LossBackground and RationaleStructure of the FrameworkGetting a Representative Sample of InteractingDiscussing the Framework with ParentsWays of Addressing Parent-Chosen Interactional TargetsDetermining and Sequencing Targets Specific to the Child's Development of Auditory, Language, and Speech DevelopmentRelationship between Family and LSL PractitionerTeaching Through Incidental and Embellished InteractingTeaching Through Incidental InteractingEmbellishing an Incidental InteractionTeaching Spoken Language Through Embellished InteractingTeaching Listening (Audition) Through Embellished InteractingTeaching Speech Through Embellished InteractingPreplanned Parent Guidance Sessions or Auditory-Verbal Therapy/Instructional SessionsWhere Should the Auditory-Verbal Therapy (LSL)/Instructional Sessions Occur?What Happens in an Auditory-Verbal Therapy/Instructional Session to Address Child Targets?Components to Be Accomplished in a Typical Preplanned Session to Address Child TargetsSample Preplanned ScenarioSubstructureAbout the Benefits and Limitations of Preplanned TeachingWhat Does the Research Say?Appendix 1: How to Grow Your Baby's/Child's Brain through Daily RoutinesAppendix 2: Application and Instructions for the Ling 6-7 Sound TestAppendix 3: Targets for Auditory/Verbal Learning Appendix 4: Explanation for Items on the FrameworkAppendix 5: Checklist for Evaluating Preschool Group Settings for Children With Hearing Loss Who Are Learning Spoken LanguageAppendix 6: Selected ResourcesAppendix 7: Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEdAppendix 8: Principles of LSLS PracticeAppendix 9: Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLSs)Appendix 10: Listening and Spoken Language Domains Addressed in This BookGlossaryReferencesIndex