Can You Hear Me Now?
Jane Dwyer, MA, Deaf Educator, Developmental Therapist/Hearing
IAER Vision Conference
February 18-19, 2016
http://youtu.be/NhJs_YZK6sE
Terminology and Definitions
Types of hearing loss:
• Conductive: a blockage or malformation of the outer or middle ear
• Sensorineural: inner ear is damaged or malformed
• Mixed: both conductive and sensorineural are present
• Cortical: part of the brain responsible for hearing is damaged
Terminology and Definitions
• Audiogr
am:
• An audiogram is a chart which
an audiologist marks the
responses: X for the left ear
and 0 for the right ear.
• This is done for each pitch and
intensity
• The intensity is measured in
Hertz (Hz)
Familiar Sounds
The speech “banana”,
which can be seen highlighted in blue,
is where conversational speech occurs
Terminology and Definitions
Degrees of hearing loss:
• Normal hearing: 0-20 decibels
• Mild hearing loss: 21-40 decibels
• Moderate hearing loss: 41-55 decibels
• Moderate-Severe hearing loss: 56-70 decibels
• Severe hearing loss: 71-90 decibels
• Profound hearing loss: 91 or greater decibels
Types of Hearing Loss
• Mild
• Moderate
• Moderately Severe
• Severe
• Profound
• Low Frequency
• High Frequency
Methods of Amplification
• Hearing Aids
• Cochlear Implants
• Bone Anchored Hearing Aid
Terminology and Definitions
Cochlear Implants
• Sound is converted into a
series of electrical pulses
which function to bypass the
cochlea (inner ear) and
directly stimulate the
auditory nerve
Terminology and Definitions
Terminology and Definitions
Hearing Aids
• Parts include: hearing aid case,
earmold, tubing, hook
(connector), and battery.
• Child may or may not have a
cord which connects the hearing
aid to their clothing attaching
with a clip.
• Most children’s hearing aids
come with preset volume
control settings
Troubleshooting Basics
• Is it on/have batteries?
• Does it need new batteries?
• How do the wires/tubing look?
• More help can be found from:
• Parent
• Audiologist, DTH, or SLP
• Device manufacturer
General information
about HA’s
• HA’s make sounds LOUDER, not necessarily c-l-e-a-r-e-r
Communication strategies
• Visual tracking – getting visual attention – eye gaze – joint
attention
• Speak in singsong voice-use rhythm and fingerplays
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Use song for transition
Narrate what is happening
Associate sounds with objects
Optimal listening environment around daily routines
Full time hearing aid use-family support
Strategies & Modifications
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Slow, clear speech
Increased wait time
Front & center seating
Reduce background noise
Consistent FM use (if have)
Sound friendly environment
• Carpeting
• Good lighting
Determination of hearing loss characteristics
is not the same as determination of hearing
loss impact
Access and input
• In order to facilitate input, therefore
understanding, we must make sure there is
clear access
Little Loss = Huge Impact
• How do we learn language??
Language
Communication
ACCESS: Experiential,
Visual and Audition
Who is Deafblind?
• For our purposes today, we are defining deafblind as any child
with a dual sensory impairment of vision loss or cordical vision
impairment and a mild to profound bilateral sensorineural hearing
loss.
• Please refer any questions regarding children with a dual sensory
impairment to Michelle Clyne at the Philip Rock Center.
Small group activity
• Pass out audiogram case reviews
• Group will “read” audiogram and share strategies
Resources:
No one resource list is always current or complete but here are some of
my favorites:
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National Center on deafblind services: ncdb.org
California Deaf-blind services: cadbs.org
Texas services for the blind and visuall impaired: tsbvi.edu/deaf-blind
Littlebearsees.org
Wonderbaby.org
Pathstoliteracy.org