Psychopathology And Permanent Hearing Loss

4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is essential that speech, language and communication delays and disorders are noticed early so the relevant interventions can be used to support the child or young person. Answer the questions below.

Hearing is very important for learning. Hearing status is strongly correlated with academic performance so these children need to be identified to help ensure positive outcomes. A mild loss may go unnoticed but can have detrimental effects on learning. Classrooms can be noisy environments which are challenging for normal hearing listeners and even more so for children with hearing losses. Providing integrated audiological and speech services through the school system helps identify children who are at risk for difficulties and provide interventions to help ensure a smooth transition to school. The school is a good access point for these services because it is close to the child’s home, parents have a direct contact, wait times can be shorter

I would give my child cochlear implants at a young age. Some people don’t know what cochlear implants are. Well cochlear implants are a device that are used to help a child hear if they are deaf or hard of hearing. They are implanted inside the child's head and have a piece outside the head as well. Having them implant wont just help the child hear, but will provide lots of opportunities for he child in the future.

Additional information is needed to analyze Justin’s pragmatic behavior, expressive and receptive language, and articulation. All of these areas contributed to Justin’s reason for referral for an evaluation. In order to collect all necessary information, the following procedures will need to be completed: a language sample, pure tone hearing screening, observations in multiple settings (general education setting, special education setting, unstructured- lunch or recess settings, home), and interviews with his educators and caregivers.

This paper covers many of the topics about Cochlear Implants, and when a child should get one and at what age .If hearing loss occurs early on in childhood or later on in life. Can Cochlear Implant drastically impact a person's ability to communicate? What are the many benefits of cochlear Implants for children? Although the exact ones will vary depending on the child? Introduction

Additionally, more than one third of children with minimal hearing loss fail at least one grade and exhibit social and/or emotional problems by the fourth grade. Such difficulties can often persist throughout the lifetime of an individual with a hearing impairment. The United States Department of Health states that the future of the child with hearing loss depends on early identification of hearing loss and its appropriate management. Landmark studies showed that with early identification and intervention prior to six months of age, children are able to achieve near age appropriate language skills (Baroch, 2003). Children with hearing loss born in hospitals that implemented UNHS were 2.6 times more likely than children with hearing loss born in non-screening hospitals of having language development within the normal range of development (Yoshinaga-Itano, 2003). Yoshinaga-Itano, Sedey, Coulter, & Mehl (1998) showed that children who were identified with hearing loss and received intervention services before the age of 6 months had significantly better receptive and expressive language scores than children identified after the age of 6 months. Early identified children with intervention have language development similar to their nonverbal cognitive development

Early intervention is crucial in a deaf child’s life. During the early years of a child’s life,

Losing our hearing as we age is scary. It causes changes beyond just the ability to hear things properly. Hearing loss modifies the way we perceive the world, and it may even alter our brains in dramatic ways over time. Discover how hearing loss might indicate cognitive decline and what you can do to try to prevent this from happening.

The study included children who received a diagnosis of a congenital or early-onset (before 6 months) permanent hearing loss that was not medically treatable (Durieux-Smith et al., 2008). Data was collected from the groups of children who were identified with permanent hearing loss through a targeted high-risk screening program, a universal newborn hearing-screening program, or through a medical referral either with risk factors or without factors. Data on the onset of permanent hearing loss, route to referral, etiology, age at diagnosis, and amplification fitting were all obtained from their medical charts to determine the primary outcomes of language abilities with early identification. Results from the study showed children screened at infancy were diagnosed earlier than those referred with risk factors (Durieux-Smith et al., 2008). Children with risk factors, in turn, were diagnosed earlier than referred without risk factors. Although, the age of diagnosis of referred children was seen to improve over time, it remained significantly higher than children receiving screenings. However, this trend of earlier diagnosis may reflect greater awareness of hearing loss. Results from this study indicate UNHS leads therefore earlier diagnosis and to earlier amplification, which then leads to earlier auditory stimulation (Durieux-Smith et al.,

A bird calls and the phone rings. Yet the girl makes no move to listen to one or to answer the other. A baby’s cry goes ignored and the tea kettle on the stove continues to whistle. Most, but not all cases of childhood deafness and hearing-impairment are diagnosed between the ages of 18 months and 3-years-old (Mapp 50). Sometimes called the invisible handicap, hearing loss explains why sign language is the third most used language in the United States (Jones 54). While recognition of sight problems or physical impairments may be triggered by spotting eye glasses or a wheelchair, deafness must be discovered through acts of direct communication. The girl walks down the hall and does not acknowledge her

In addition, the details of each component should be deficit specific; that is, they should be developed specifically for the person with Auditory Processing Disorder and the unique circumstances of his or her learning or communicative difficulties and needs (Bellis, 2002, p. 225). The first component of Auditory Processing Disorder management should be to modify the environment in the child's classroom. Children with Auditory Processing Disorder should be seated where they can see the teacher clearly and are away from distractions or noise. An auditory trainer or assistive listening device can be used in the classroom. This will help reduce classroom noise and allow the child to hear the teacher better. Having carpet on the floor, acoustic tiles on the ceilings and minimizing hard wall surfaces will help to reduce the amount of sound bouncing off floors, walls and ceilings. Exercises to improve language-building skills can increase the ability to learn new words and increase a child's language base. Auditory memory enhancement, a procedure that reduces detailed information to a more basic representation, may help.

In 1993, the average age for identification of a hearing impairment in the United States was approximately three years old (NIH, 1993). Consequently, the first three years of a child’s life are most important for speech and language development and, therefore, are crucial years for detecting hearing loss. Without an ability to hear, children lack proper development of speech and language. Therefore, a lack of efficacy in previous infant hearing screening protocols fueled innovation of universal newborn hearing screenings. These universal hearing screening methods were the first to address means of screening all infants born in hospitals. This paper will discuss: (a) limitations of previous protocols which paved a path for new protocols and

Iliadou et al. (2015) analyzed three cases of Pediatric Speech Sound Disorder (SSD) to determine if a hearing loss or auditory processing deficit played a part in the delayed progress that was being made in speech therapy. Each child completed an otoscopy, pure-tone air conduction evaluation, tympanometry, otoacoustic emissions (OAEs), auditory brainstem responses (ABR), and a variety of word recognition assessments (e.g. dichotic listening, sequencing, other central auditory processing disorder assessments). Case one was an 8-year-old boy who had a diagnosis of SSD and presented little to no progress in therapy (Iliadou et al., 2015). The mother of the child had no concerns regarding her child’s hearing, although several scenarios began

“More than 28 million Americans are deaf or hearing impaired. This statistic may reach 40 million by the year 2020” (“Cochlear Implant Surgery”, n.d.). Individuals who are deaf face many challenges and worry about living their lives and coping with their disabilities, whether they were born without their hearing or whether it was developed later in life. The medical field is constantly changing, and accommodations for people who have hearing problems are advancing every day. As a result of this fast-growing medical field, some people who have never been able to experience sound now can. Also, hearing loss can be corrected for people who may develop this disability later on in life. Some are born with hearing deficiencies where, due to the

Recently in the United States, there has been a drive at both the state and national level to provide universal screening for newborns to detect hearing loss. Although the idea of a universal screening in newborns is a new phenomenon, research has examined the impact of early intervention and screening for children with hearing loss. “Most professionals in the field feel strongly that early identification of hearing loss and early implementation of intervention enhances the child’s social, communicative, and academic development” (Calderon, 1998, p. 54). With that, the two studies used participants in the same early intervention program and mainly focused on the importance of the age of enrollment. Furthermore, the age of enrollment