New Perspective on Services for Deaf and Hard of Hearing Children

1. New Perspective on Services for Deaf and Hard of Hearing Children Representatives from the Deaf and Hard of Hearing Early Intervention Advisory Committee ISHA April 21, 2005

2. I am aware of ASHA’s official statement, Knowledge and Skills Required for the Practice of Audiologic/Aural Rehabilitation. www.asha.org/NR/rdonlyres/965D1EB8-EADF-4D5D-9577-67825A74578F/0/V4KSAudiologicAuralRehab.pdf

3. I have knowledge of human growth and development, psychology, and cultural and linguistic diversity.

4. Stages of brain development • Stages of motor development • Stages of social development • Stages of emotional development • Stages of cognitive development • Stages of play development • Deaf Culture • Diversity and the relationship of language and culture • Attachment and bonding issues • Importance of eye contact • Setting expectations • Family Dynamics • Family guidance techniques • Grief issues • Sensory integration

5. I have knowledge of basic communication processes including anatomy and physiology of hearing and speech mechanisms, physics of sound, acoustic phonetics.

6. Anatomy of the ear and speech mechanism • Physiology of hearing and speaking • Physics of sound • Acoustic phonetics • Application of acoustic phonetics to audiograms and cochlear implant maps • Psychoacoustics • Rehabilitation vs. Habilitation

7. I have knowledge of the auditory system function and its impact on communication including the structures of the ear, the auditory nerve, and the central auditory system pathways and processes.

8. Auditory Neuropathy • Types of hearing loss • Developing listening function • Creating auditory experience • Auditory development • Auditory processing • Enlarged Vestibular Aqueduct Syndrome

9. I have knowledge of child development in order to refer children for assessments of cognition, vision, sensory perception, motor skills, etc. I also can provide for these measures in the child’s preferred mode of communication and language.

10. Knowledge of genetic syndromes • Ushers Syndrome • Waardenburg Syndrome • It is critical that these measures be presented in the child’s language. Note: ASL is a language NOT a mode of communication.

11. I am acquainted with Deaf and Hard of Hearing professionals and individuals of various ages, utilizing different communication modes, and the Deaf community that can offer insight and serve as a role model for the children and families that I serve.

12. Deaf Clubs • Hear Indiana • Hands and Voices • Outreach Services for DHH Children • St. Joseph Institute Indianapolis • National Association of the Deaf • Alexander Graham Bell Association • Auditory-Verbal International

13. I am comfortable and prepared to suggest ALL communication modes as positive opportunities for Deaf and Hard of Hearing Children and their families.

14. ASL • Auditory Oral • Auditory-Verbal • BiBi • Cued Speech • Signed English • Total Communication • SKI*HI parent advisors

15. How does my personal belief system affect my service delivery to Deaf and Hard of Hearing children and their families?

16. Personal belief system vs. bias • How to deliver services without imposing your own bias.

17. I have developed a professional support system of other specialists working with Deaf and Hard of Hearing children specializing in using different communication modes and languages.

18. Mentors • Accountability • Deaf and Hard of Hearing professionals in education and early intervention • Resources • Continuing Education • Participation on committees and task forces

19. I have knowledge of audiologic assessment procedures. I can perform those assessments or I know where to refer families for appropriate testing. I can explain audiologic testing and describe types and degrees of hearing loss.

20. Otoacoustic emissions • Auditory Brainstem testing • Conditioned oriented response audiometry • Tympanometry • Play audiometry • Interpreting audiograms • Speech awareness thresholds • Speech discrimination • Importance of Pediatric Audiology • Understanding UNHS process • Understanding the mapping process • Interpreting maps

21. I have knowledge of communication performance assessments in the family’s desired communication mode. I am able to monitor a child’s developmental progress in relationship to communication competence.

22. Sequence of spoken language and/ or sign language development • Assessment of language competence • Fluency in child’s language • Relationship of auditory, speech, and spoken language development • Importance of learning language from a native user

23. I can identify the effects of hearing loss on speech perception, communication performance, listening skills, speechreading,and communication strategies. I understand the linguistic and psycholinguistic variables related to communication including sign language, verbal learning and educational impact.

24. I have knowledge of devices and technologies available for individuals with hearing loss. I know current candidacy for devices. I can monitor use of FM systems, cochlear implants, hearing aids….etc.

25. Types of hearing aids • Hearing aid loaner banks • Earmold technology • Cochlear implants • Cochlear implant candidacy • Troubleshooting devices • FM systems • Vibrating alarms and visual signalers • Relay Indiana • Video Relay • Bluetooth Technology • Use of TTYs, VCO telephones, and amplified handsets • Vibrating pagers • Closed captioning

26. I can monitor the effects of the environment on communication with Deaf and Hard of Hearing children including room acoustics, lighting, and physical set up.

27. Reverberation • Competing noise • Lighting • Visual Noise • Furniture arrangement • Acoustic wall and ceiling treatments • Room size • Number of participants in a group • Flexible seating

28. I have knowledge of effects of hearing loss on psychological, educational, and vocational functioning. I know where to refer families for counseling and additional family resources and support groups.

29. Vocational Rehabilitation • Community Services for the Deaf • Hear Indiana • Outreach Services for DHH Children • Hands and Voices

30. I can implement appropriate language models using the family’s desired mode of communication. I can develop the child’s receptive and expressive competencies. I can develop a system to monitor outcomes of the efficacy of the program I am providing. I can provide training for parents to facilitate communication.

31. Parents as partners not observers • I am aware of www.handspeak.com a wonderful resource for ASL • Parents, family members, and native language users as communication models • I am aware of www.hanen.com a wonderful resource for developing spoken English

32. I empower families with Deaf and Hard of Hearing Children to make informed choices.

33. Early intervention and First Steps • Educational continuum of services required to be provided under Federal law. • American Society of Deaf Children • Alexander Graham Bell Association • Indiana Parent Information Network • Parent to Parent • Insource • Indiana Protection and Advocacy • Parents as case managers

34. Thanks for your attention and your interest in improving services to Deaf and Hard of Hearing Children and their families! Don’t forget to leave the cards with your requests for future training topics!