Lessons Learned From EHDI: Where Do We Go From Here?

2012 ◽  
Vol 22 (1) ◽  
pp. 22-31
Author(s):  
Tamala S. Bradham ◽  
K. Todd Houston ◽  
Karen Muñoz
Keyword(s):  
Hearing Loss ◽  
Service Providers ◽  
Hearing Screening ◽  
Lessons Learned ◽  
Program Administrators ◽  
The Past ◽  
Significant Achievement ◽  
Birthing Center ◽  
Children With Hearing Loss ◽  
The U.S

Over the past 60 years, experts have made tremendous strides to establish and strengthen early hearing detection and intervention (EHDI) programs in all 50 states and the U.S. territories. Today, approximately 97% of all newborns are screened for hearing loss prior to discharge from a birthing center or hospital (White, Forsman, Eichwald, & Muñoz, 2010). This level of hearing screening is a significant achievement that requires ongoing collaboration among program administrators, policymakers, service providers, and, most importantly, families and children with hearing loss. Although we have learned many lessons that have strengthened the efficiency of the EHDI system, challenges do remain. In this paper, we will share lessons learned in the trenches and provide insights into where we go from here.

FM Verification for the 21 st Century

2008 ◽  
Vol 18 (1) ◽  
pp. 4-9 ◽  
Author(s):  
Leisha Eiten ◽  
Dawna Lewis
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Current Technology ◽  
The Past ◽  
Technological Advances ◽  
Children With Hearing Loss

Background: For children with hearing loss, the benefits of FM systems in overcoming deleterious effects of noise, distance, and reverberation have led to recommendations for use beyond classroom settings. It is important that audiologists who recommend and fit these devices understand the rationale and procedures underlying fitting and verification. Objectives: This article reviews previousguidelines for FM verification, addresses technological advances, and introduces verification procedures appropriate for current FM and hearing-aid technology. Methods: Previous guidelines for verification of FM systems are reviewed. Those recommendations that are appropriate for current technology are addressed, as are procedures that are no longer adequate for hearing aids and FM systems utilizing more complex processing than in the past. Technological advances are discussed, and an updated approach to FM verification is proposed. Conclusions: Approaches to verification andfitting of FM systems must keep pace with advances in hearing-aid and FM technology. The transparency approach addressed in this paper is recommended for verification of FM systems coupled to hearing aids.

Hearing Screening

2016 ◽  
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Hearing Screening ◽  
Routine Screening ◽  
Childhood And Adolescence ◽  
Congenital Hearing Loss ◽  
Speech Impairment ◽  
Progressive Hearing Loss ◽  
Key Points ◽  
Children With Hearing Loss

Key Points The goal of screening is to identify children with hearing loss as early as possible to prevent language and speech impairment and its detriment to educational and social development. Routine screening for newborns is justified, given how common congenital hearing loss is. All children should be tested in the first month after birth, and any child identified as having hearing loss should be receiving intervention before 6 months of age. Routine screening should continue throughout childhood and adolescence to identify patients with acquired or progressive hearing loss.

scholarly journals Teacher Prescreening for Hearing Loss in the Developing World

2019 ◽  
pp. 014556131988038
Author(s):  
Justin R. Shinn ◽  
Asitha D. L. Jayawardena ◽  
Ankita Patro ◽  
M. Geraldine Zuniga ◽  
James L. Netterville
Keyword(s):  
Hearing Loss ◽  
Cohort Study ◽  
Referral Rate ◽  
Hearing Screening ◽  
Resource Limited Settings ◽  
Identification Rate ◽  
Resource Limited ◽  
Screening Efficiency ◽  
Children With Hearing Loss ◽  
Universal Hearing Screening

The goal of this prospective cohort study was to characterize the ability of teachers to identify schoolchildren at risk of hearing loss in order to maximize hearing screening efficiency in low-resource settings. At 4 semirural schools in Malindi, Kenya, preselected schoolchildren perceived as hearing impaired were compared to children thought to have normal hearing using portable audiometry. Eight of 127 children (54% male) failed hearing screening, all of who were identified by schoolteachers as having a high risk of hearing loss. Thus, for every 5 children prescreened by schoolteachers, an average of 1 child would be identified as having hearing loss. Overall, teacher prescreening had a 100% hearing loss identification rate and a 20% referral rate. In conclusion, in resource-limited settings, where universal hearing screening is challenging, teachers can effectively identify children with hearing loss for early intervention.

scholarly journals Parent’s satisfaction on tele-listening training for children with Hearing impairment during COVID-19

2021 ◽  
Author(s):  
Jyothi Shivaswamy ◽  
Divya Mary Jose ◽  
Neelamegarajan Devi ◽  
Chandni Jain
Keyword(s):  
Hearing Loss ◽  
Hearing Impairment ◽  
Service Providers ◽  
Parent Satisfaction ◽  
Rehabilitation Services ◽  
Evidence Based ◽  
Digital Revolution ◽  
Face To Face ◽  
Children With Hearing Loss ◽  
Auditory Verbal Therapy

Background and Aim: Rehabilitation services to individuals with hearing impairment were on hold with widespread COVID-19. So, rehabili­tation services were mandated mainly through telepractice for children with hearing loss. Eva­luating the effectiveness of tele-practise compa­red to face-to-face therapy is of utmost impor­tance for evidence-based approaches. Therefore, the present study aimed to evaluate the parent’s satisfaction with tele-listening training for child­ren with hearing impairment during COVID-19. Methods: Fifty-four parents of children with hearing loss participated in the study. The pare­nts satisfaction on tele-listening training was evaluated through the Parent Satisfaction Ques­tionnaire in terms of 1) the audio and video qua­lity during teletherapy; 2) equipment use 3) gen­eral parent-therapist interaction and communi­cation during teletherapy; 4) service delivery and convenience; and 5) overall satisfaction with the teletherapy. Results: The results showed a higher parent satisfaction rating to avail rehabilitation services through tele-modality during the pandemic. Tele-listening training sessions had helped par­ents continue training their children at home with the therapist's guidance online. However, parents were not satisfied with their child's interaction with the therapist as they found it difficult to maintain attention throughout the online session. Conclusion: Although most participants agreed that tele session could not replace face-to-face auditory-verbal therapy (AVT) programs, most of them were satisfied with the outreach AVT program. These favorable responses from pare­nts highlight that the digital revolution and other technological advancements support the service providers in Audiology, especially during the COVID-19 pandemic. Keywords: Tele-listening training; questionnaire; satisfaction; rehabilitation

For Children With Hearing Loss: The Times They Are A-changin’

2010 ◽  
Vol 20 (2) ◽  
pp. 48-55 ◽  
Author(s):  
K. Todd Houston ◽  
Teresa Caraway
Keyword(s):  
Hearing Loss ◽  
Service Providers ◽  
Spoken Language ◽  
Speech Language Pathologists ◽  
Early Intervention Services ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Age Appropriate ◽  
Children With Hearing Loss ◽  
The Times

Today, children with hearing loss have more opportunities than ever before to use audition and to achieve age-appropriate spoken language and academic outcomes. Several factors are driving these new outcomes, including universal newborn hearing screening and earlier diagnosis of hearing loss, immediate fitting of advanced hearing technology, and enrollment in appropriate early intervention services. For speech-language pathologists and audiologists, these changes mean altering how these children and their families are served, including the types of diagnostic evaluations that are conducted. Specifically, if speech-language pathologists are to remain vital service providers, they must raise their professional expectations for what these children can ultimately achieve.

A Case Law Review of the Individuals with Disabilities Education Act for Children with Hearing Loss or Auditory Processing Disorders

2010 ◽  
Vol 21 (07) ◽  
pp. 426-440 ◽  
Author(s):  
Brian M. Kreisman ◽  
Andrew B. John
Keyword(s):  
Hearing Loss ◽  
Supreme Court ◽  
Auditory Processing ◽  
Case Law ◽  
Courts Of Appeals ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act ◽  
Children With Hearing Loss ◽  
The U.S

Background: In 1975, Congress passed the Education for All Handicapped Children Act (Public Law 94-142), and it has been revised and modified several times. At the time of this writing, this law was most recently amended by the Individuals with Disabilities Education Improvement Act (Pub. L. No. 108-446, 118 Stat. 2647, December 3, 2004), which took effect on July 1, 2005. Colloquially the law is still referred to as the Individuals with Disabilities Education Act (IDEA). Children with hearing loss or auditory processing disorder (APD) may qualify for services under IDEA. However, a review of the literature found no review of case law for such children. Purpose: This article provides a comprehensive review of case law involving the IDEA and children with hearing loss or APD from the U.S. Supreme Court and U.S. courts of appeals. Research Design: We conducted a systematic review of case law. A LexisNexis search for cases involving IDEA and children with hearing loss or APDs was conducted. For the purpose of the present case review, all appellate decisions (cases accepted by the U.S. courts of appeals or the U.S. Supreme Court) were included if they found that the child had hearing loss or APD, regardless of the reason for the appeal under IDEA. In the instance of multiple cases that involved the same two parties, these cases are summarized together to provide the legal context. Brief explanations of IDEA and the federal judicial process as it pertains to IDEA disputes are presented. Following these explanations, a chronological review of IDEA appellate cases concerning students with hearing loss or APD is provided. Results: The IDEA cases reviewed focus on three main issues: placement of the child, methodology of teaching, and the provision of services. Conclusions: This case law review provides a helpful summary of higher court cases for educational audiologists and parents of children with hearing loss or APDs, as well as educators, individualized education program team members, school administrators, and legal representatives involved in IDEA cases.

scholarly journals Transitioning Speech-Language Assessment to a Virtual Environment: Lessons Learned From the ELLA Study

2021 ◽  
pp. 1-7
Author(s):  
Krystal L. Werfel ◽  
Brittany Grey ◽  
Michelle Johnson ◽  
Marren Brooks ◽  
Ellie Cooper ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Virtual Environment ◽  
Language Assessment ◽  
Lessons Learned ◽  
Preschool Age ◽  
Language And Literacy ◽  
Retest Reliability ◽  
Children With Hearing Loss ◽  
Test Retest Reliability

Purpose The COVID-19 pandemic has necessitated a quick shift to virtual speech-language services; however, only a small percentage of speech-language pathologists (SLPs) had previously engaged in telepractice. The purpose of this clinical tutorial is (a) to describe how the Early Language and Literacy Acquisition in Children with Hearing Loss study, a longitudinal study involving speech-language assessment with children with and without hearing loss, transitioned from in-person to virtual assessment and (b) to provide tips for optimizing virtual assessment procedures. Method We provide an overview of our decision making during the transition to virtual assessment. Additionally, we report on a pilot study that calculated test–retest reliability from in-person to virtual assessment for a subset of our preschool-age participants. Results Our pilot study revealed that most speech-language measures had high or adequate test–retest reliability when administered in a virtual environment. When low reliability occurred, generally the measures were timed. Conclusions Speech-language assessment can be conducted successfully in a virtual environment for preschool children with hearing loss. We provide suggestions for clinicians to consider when preparing for virtual assessment sessions. Supplemental Material https://doi.org/10.23641/asha.14787834

Contemporary Outcomes for Children With Hearing Loss

2010 ◽  
Vol 20 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Melody Harrison
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
The Past ◽  
Current State ◽  
Outcomes For Children ◽  
Children With Hearing Loss

Abstract Although outcomes for children with cochlear implants have been the focus of investigation in the past 20 years, children with hearing loss in the mild-to severe range have received much less attention from researchers. This brief article discusses the current state of knowledge regarding children with all degrees of hearing loss.

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