9 Chapter 9: Audiologic Rehabilitation for Children

Supplemental Learning Activities

• The Ling six-sound test discussed in this chapter can be used in a variey of ways to monitor hearing aid use by children. The text website provides a two- part exercise that you can use to help you become more comfortable in using this procedure.
• This chapter described the importance of using a partnership approach when working with families. A partnership/coaching approach can apply whether you are in the audiology clinic or working with families on home visits. In a table on the text website (see below) you will find paired statements where one is clinician-directed and the other is partnership oriented. Go to the site and determine which statement in the pair shows a partnerhip orientation. Also, reflect on what it is about the statement that gives a sense of partnership.

Websites

• Fast Forward
• National Institute on Deafness and Other Communication Disorders
• National Center for Hearing Assessment and Management
• Hands and Voices: Deaf Awareness and Support Laurent Clerc National Deaf Education Center, Gallaudet University
• Boys Town National Research Hospital
• Zero to Three National Center for Infants, Toddlers, and Families
• SKI-HI Institute of Communicative Disorders and Deaf Education
• My Baby’s Hearing, Boys Town National Research Hospital

Additional Explorations from Text

• There is a large-scale outcome study being conducted through the National Acoustics Laboratory in Australia (see www.outcomes.nal.gov.au). This research team is quantifying outcomes in 477 participants, including 328 children with hearing aids and 149 children with cochlear implants (66 bilateral). Within this sample, 16 percent of the participants have mild hearing loss, 35 percent mod erate, 20 percent severe, and 29 percent profound. Like the U.S. team, these re- searchers are exploring the effects of provision of early access to interventions and the multiple factors that influence outcomes for individual children. Both studies are expected to expand our understanding of the successes and challenges as professionals seek to prevent or minimize developmental consequences of permanent childhood hearing loss.
• A national parent organization called Hands and Voices provides perspectives and information that are helpful to parents and professionals alike (see www.handsandvoices.org). They acknowledge that making choices for the child is a process that is flexible, ongoing, and changeable. Many families do not make “one choice” on their communication journey with the child.
• Bringing Sound to Life: Principles and Practices of Cochlear Implant Rehabilitation (Koch, 1999). Videotape and guidebooks for developing an integrated approach listening and language development using auditory–verbal strategies (see Table 9.4 for an outline of the therapy components that Koch includes in each AR session to promote an integration of language, speech and listening skills).
• Cottage Acquisition Scales for Listening, Language and Speech (CASLLS). . Promotes an integrated approach to listening, language and speech, and tracking of progress.
• Contrasts for Auditory and Speech Training (CAST; Ertmer, D., 2003). Linguisystems, East Moline, IL. An analytic listening assessment/training program for older children.
• John Tracy Clinic Correspondence and Distance Learning Courses for Parents of Young Deaf Children. Parents of children with hearing loss, ages 5 and under, are able to enroll in this guidance course from anywhere in the world. The course is available in English or Spanish and can be accessed via the Internet or though regular mail.
• My Baby and Me: A Book about Teaching Your Child to Talk (Moog-Brooks, 2002). A family-friendly, highly readable guide for families about encouraging development of listening and talking.
• Listening Games for Littles (Sindrey, 1997). Specific auditory–verbal activities for developing language-based listening skills in infants and young children.
• The Listening Room Has free downloadable activities from Dave Sindrey each week. Provides activity examples for toddlers and for older children. http://www.hearingjourney.com/
• The Listening Tree. This is a subscription-based program that offers archival access to a two-year curriculum of 208 activities (104 preschool and 104 school age). Listeningtree also has a Spanish version and Spanish instructional videos. https://listeningtreebooks.com/
• Listen, Learn and Talk (Cochlear Corp., 2003). Videotapes and guidebook written to encourage parents in their roles of daily auditory and language stimulation for the infant.
• Auditory Speech and Language (AuSpLan). (McClatchie, A. & Therres, M.K., 2009) developed a manual for professionals working with children who have cochlear implants or amplification. This is a valuable resource for evaluating and guiding auditory progress is available from Advanced Bionics Tools for Schools
• SKI*HI Curriculum (Watkins, 2004): This curriculum has been used for many years by early intervention programs to guide their work in families in a number of developmental areas, including listening. This resource was recently updated and has a wealth of re- sources for working with families. Speech Perception and Instructional Curriculum Evaluation (SPICE). A curriculum for systematic auditory skill development for children 3 years of age and above. https://ski-hi.mystrikingly.com/
• Tune Ups: A new award-winning resource that seamlessly weaves music and spoken language together in the therapy sessions. This resource was created through a collaboration of music therapist Chris Barton and speech-language pathologist Amy McConkey Robbins. http://amymcconkeyrobbins.com/tuneups.html