Psychosocial Development of Children with Hearing Loss

ASHA Leader ◽  
2007 ◽  
Vol 12 (13) ◽  
pp. 5-43
Author(s):  
Eileen Rall
Keyword(s):  
Hearing Loss ◽  
Psychosocial Development ◽  
Children With Hearing Loss

scholarly journals Psychosocial Development in 5-Year-Old Children With Hearing Loss Using Hearing Aids or Cochlear Implants

2017 ◽  
Vol 21 ◽  
pp. 233121651771037 ◽  
Author(s):  
Cara L. Wong ◽  
Teresa Y. C. Ching ◽  
Linda Cupples ◽  
Laura Button ◽  
Greg Leigh ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Psychosocial Development ◽  
Hearing Aids ◽  
Children With Hearing Loss

scholarly journals Psychosocial development of 5-year-old children with hearing loss: Risks and protective factors

2016 ◽  
Vol 57 (sup2) ◽  
pp. S81-S92 ◽  
Author(s):  
Cara L. Wong ◽  
Teresa Y. Ching ◽  
Greg Leigh ◽  
Linda Cupples ◽  
Laura Button ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Protective Factors ◽  
Psychosocial Development ◽  
Children With Hearing Loss

scholarly journals 765The impact of childhood hearing loss on language and psychosocial outcomes: The LOCHI study

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Vivienne Marnane ◽  
Vivienne Marnane ◽  
Harvey Dillon ◽  
Mark Seeto
Keyword(s):  
Hearing Loss ◽  
Speech Perception ◽  
Cognitive Development ◽  
Sensorineural Hearing Loss ◽  
Psychosocial Development ◽  
Maternal Education ◽  
Sensorineural Hearing ◽  
Children With Hearing Loss ◽  
The Impact ◽  
Childhood Hearing Loss

Abstract Background The Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study is a prospective study commenced in 2005 that was aimed to examine the effect of age of hearing loss identification and intervention on outcomes for children with hearing loss, such as language and psychosocial development. Permanent childhood hearing loss has a significant impact on child development. Methods 450 children identified with permanent sensorineural hearing loss prior to 3 years of age in New South Wales, Queensland and Victoria completed comprehensive speech, language and audiological assessments at defined age intervals. Multiple regression analysis and structural equation modelling (SEM) were completed to determine factors influencing outcomes at 5 and 9 years of age. Results Regression models indicated outcomes were significantly influenced by age of hearing loss intervention, nonverbal cognitive ability, maternal education level and communication mode. A significant predictive effect of early language skill was seen on later language development. SEM found that the impact of age of hearing loss intervention on language outcomes was mediated by its effect on cognitive development and speech perception. Language ability influenced psychosocial development. Conclusions Early identification and intervention of hearing loss improves language and psychosocial development, via its influence on cognitive development and speech perception. Key messages Early hearing loss identification and intervention improves language and psychosocial development for children with permanent sensorineural hearing loss. Evidence from the LOCHI study has guided clinical management guidelines of children with hearing loss.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

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.

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