Family-Centered Audiologic Assessment for Infants and Young Children with Hearing Loss

2004 ◽  
Vol 25 (04) ◽  
pp. 309-317 ◽  
Author(s):  
Judith S Gravel ◽  
Cristen C McCaughey
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Children With Hearing Loss ◽  
Family Centered ◽  
Infants And Young Children

Multiple-ASSR Thresholds in Infants and Young Children with Hearing Loss

2010 ◽  
Vol 21 (08) ◽  
pp. 535-545 ◽  
Author(s):  
Anna Van Maanen ◽  
David R. Stapells
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Gold Standard ◽  
Bone Conduction ◽  
Normal Hearing ◽  
Strongly Correlated ◽  
Difference Scores ◽  
Brainstem Response ◽  
Children With Hearing Loss ◽  
Infants And Young Children

Background: The multiple auditory steady-state response (multiple ASSR) is a promising technique for determining thresholds for infants and children. However, there are few data for infants and young children with hearing loss where multiple-ASSR thresholds have been compared to frequency-specific gold standard (i.e., behavioral or tone-evoked auditory brainstem response [tone ABR]) measures. Purpose: The study compared multiple-ASSR and tone-ABR thresholds and assessed how well “normal” ASSR levels differentiate normal from elevated thresholds. Research Design: Multiple-ASSR and tone-ABR results (to air-conduction stimuli) were obtained in infants and young children with hearing loss or normal hearing. Study Sample: 98 infants with hearing loss (53 infants provided thresholds) and 34 infants with normal hearing. Data Collection and Analysis: Multiple-ASSR and tone-ABR results were typically completed on the same day. Correlations between ASSR and ABR thresholds, linear regressions, and ASSR-minus-ABR threshold difference scores were calculated for each group (normal or hearing loss), and for both groups combined. Results: Multiple-ASSR thresholds (dB HL) were strongly correlated (r = .97) with tone-ABR thresholds (dB nHL) for 500, 1000, 2000, and 4000 Hz. Mean (±1 SD) difference scores (ASSR-minus-ABR) were 10.7 ± 9.0, 9.5 ± 9.4, 9.2 ± 9.0, and 6.3 ± 9.5 dB for 500, 1000, 2000, and 4000 Hz, respectively. The previously published “normal” ASSR levels accurately differentiated normal from elevated thresholds. Out of 523 tests with elevated tone-ABR thresholds, the multiple ASSR was “normal” in only 22 tests. In these 13 infants, other ASSR frequencies were elevated, and thus the infants would not have “passed” the ASSR. Conclusions: There are few studies of infants and young children comparing ASSR thresholds to frequency-specific gold standard measures, especially using the multiple-ASSR technique. The present study, comparing multiple-ASSR to tone-ABR thresholds, nearly doubles the multiple-ASSR sample size in the literature. The results indicate that the multiple-ASSR and tone-ABR thresholds are strongly correlated, and the “normal” multiple-ASSR levels of 50, 45, 40, and 40 dB HL correctly classified children as having “normal” or “elevated” thresholds. However, due to the lack of air- and bone-conduction data in infants with different types and degrees of hearing loss, further ASSR research is needed.

scholarly journals Evaluation of Infants and Young Children with Hearing Loss Not Diagnosed in Its Early Stages

1985 ◽  
Vol 78 (6special) ◽  
pp. 1235-1246
Author(s):  
Yoshiko Yamamoto ◽  
Kishiko Sugiyama ◽  
Hiromichi Ishigami ◽  
Isao Takimoto
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Early Stages ◽  
Children With Hearing Loss ◽  
Infants And Young Children

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.

scholarly journals Model of development of the regional system of medical, psychological and pedagogical assistance to infants with hearing impairment

2021 ◽  
Vol 20 (1) ◽  
pp. 41-50
Author(s):  
I. V. Koroleva ◽  
◽  
G. Sh. Tufatulin ◽  
M. S. Korkunova ◽  
◽  
...  
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Hearing Impairment ◽  
Hearing Aids ◽  
Comprehensive Care ◽  
Children And Parents ◽  
Parental Counseling ◽  
The Russian Federation ◽  
Family Centered ◽  
Modern Standard

The study provides an analysis of medical and psychological and pedagogical assistance to children with hearing impairment at an early age in St. Petersburg in accordance with the modern standard «1-3-6». It was found that only 19% of children with hearing impairment registered at the Audiology Center were diagnosed with hearing loss before the age of 3 months, at the age of 6 months. 5,4% of children had hearing aids. A model for the development of a system of comprehensive care for young children with hearing impairment in St. Petersburg has been developed. The model includes 5 stages, for each of which a system of organizational measures is presented, aimed at improving the effectiveness of comprehensive care using a family-centered approach. The implementation of the model made it possible to increase the proportion of children diagnosed before the age of 3 months and to reduce the average age of hearing aid in young children. Expansion of the range of services in the Audiology Center (a course of classes on adapting a child to hearing aids during primary hearing aids, group deaf pedagogical and musical classes with children and parents, a school for parents, parental counseling by a psychologist), as well as the introduction of remote forms of support contributed to an increase in the competence of parents in matters of hearing aids, development of infant with hearing loss and parental activity in the classroom with the child. Remote forms of work made it possible to continue the rehabilitation of children during the COVID-19 pandemic. The developed model for the development of comprehensive care for young children with hearing impairment and their families may be useful for other regions of the Russian Federation.

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