Red Flags: Cochlear Implant Programming

2014 ◽  
Vol 24 (1) ◽  
pp. 19-21
Author(s):  
Douglas P. Sladen
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Language Development ◽  
Cochlear Implant ◽  
Time Use ◽  
Language Skills ◽  
Spoken Language ◽  
Full Time ◽  
Red Flags ◽  
Children With Hearing Loss

Consistent, full-time use of a well programmed cochlear implant (CI) is key for auditory and spoken language development. Young children with hearing loss often lack the requisite language skills to alert parents and clinicians when the CI needs to be re-programmed. The article within describes red flags used to indicate the levels of the device need to be reset.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

TeleIntervention: Improving Service Delivery to Young Children With Hearing Loss and Their Families Through Telepractice

2011 ◽  
Vol 21 (2) ◽  
pp. 66-72 ◽  
Author(s):  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Service Delivery ◽  
Spoken Language ◽  
Service Delivery Model ◽  
Auditory Learning ◽  
Early Intervention Services ◽  
Telecommunication Technology ◽  
Children With Hearing Loss ◽  
Communication Needs

As telecommunication technology continues to evolve, opportunities are emerging for telepractice to meet the communication needs of children with hearing loss. As well, documented shortages of well-trained speech-language pathologists and pediatric audiologists are leading some centers to augment their service delivery through telepractice as a means to meet a need for qualified providers. For families of young children with hearing loss, obtaining services that support auditory learning and spoken language can be a challenge in some communities. One form of telepractice, teleintervention, provides early intervention services to families of children with hearing loss using internet-based videoconferencing to model and coach parents in language facilitation techniques. Though it is a relatively new service delivery model, preliminary results are promising.

scholarly journals Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss

2014 ◽  
Vol 35 (3) ◽  
pp. 167-181 ◽  
Author(s):  
Jean L. DesJardin ◽  
Emily R. Doll ◽  
Carren J. Stika ◽  
Laurie S. Eisenberg ◽  
Karen J. Johnson ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Language Development ◽  
Parental Support ◽  
Book Reading ◽  
Joint Book Reading ◽  
Children With Hearing Loss

The Colorado Journey Towards Optimal Outcomes for Children With Hearing Loss

2010 ◽  
Vol 20 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Christine Yoshinaga-Itano
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hard Of Hearing ◽  
Diverse Population ◽  
Language Outcomes ◽  
Maternal Bonding ◽  
Level Of Education ◽  
Optimal Outcomes ◽  
Outcomes For Children ◽  
Children With Hearing Loss

Abstract It is possible for children who are deaf or hard of hearing to attain language development comparable to their hearing peers, but these outcomes are not guaranteed. The population of children with hearing loss is a diverse population and although the variable of the age of identification is less variable, there are numerous variables that could potentially and have historically impacted language outcomes of children who are deaf or hard of hearing. Variables such as hearing loss, maternal level of education, and maternal bonding can overcome the benefits of earlier identification and intervention.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

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