Ssd Case Studies

When I was a child in preschool, I was diagnosed with hearing loss. Everyone knows that a child develops a language and communicate by mimicking their parents and people surrounding them from what they hear and see. If hearing loss isn’t treated, the child could later on develop speech problems, academic difficulties, or even social issues. As for myself, many of those things have come to pass. I acquired a hearing problem early in my preschool days.

According to the National Institute on Deafness and Other Communication Disorders, about two to three children out of every 1,000 are born with a detectable level of hearing impairment in the United States. Without hearing, children miss out on the acoustic correlates of the physical world, such as car horns and footsteps. Children are also limited in their exposure to patterned complexities in music and spoken word. These hard of hearing and deaf students grow and develop in unique ways compared to their hearing peers because of the stimulus they do not have. Researchers have focused on how communication methods for hard of hearing and deaf children affect their development in the physical, social-emotional, cognitive and communicative

Auditory Processing Disorders, also known as Central Processing Disorders, are difficulties in the processing of auditory information in the central nervous system. The definition for an Auditory Processing Disorder is frequently changing and evolving. According to ASHA standards in 2005, a “central processing disorder refers to difficulties in the perceptual processing of auditory information in the central nervous system and the neurobiological activity that underlies the processing and gives rise to the electrophysiological auditory potentials (ASHA 2005).” Recent evidence has declared auditory processing disorders to be a legitimate clinical disorder resulting from confirmation of the link between well-defined lesions of the central nervous system and deficits on behavioral and electrophysiological central auditory measures (Musiek, F. Journal of American Academy of Audiology). An individual is likely to perform normally in tests including clicks and tones, rather than speech. There is a significant difference between the receptors for audition and speech processing. It is imperative that these disorders are diagnosed and treated early in a child’s development to eliminate developmental negative consequences.

For most children there is no clear reason as to why there is a delay in the development of speech, language and communication skills. Therefore, an adult should never assume that the child’s speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions.

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

Neurological systems were also evaluated to identify any existing health or comorbidities promptly and to utilize interventions such as referral to neurologists, ophthalmologists, or speech pathologists if necessary. Developmental red flags, in this case, would include the inability to understand the use of action words and being unable to follow two-step direction (Bellman et al., 2013). This would be indicative of receptive language delay. Expressive language delays are characterized by a child’s inability to ask for things by name, use no less than 200 words, or repeat phrases in response to questions (Stevenson & Richman, 2016). However, none of these red flags was reported by the child’s

The purpose of this evidence based research paper is to evaluate the efficacy of the cycles approach when compared to the traditional articulation therapy approach in the treatment of children who are highly unintelligible. The Cycles Phonological Remediation Approach (Hodson, 2011) is a treatment method for children with severe speech sound disorders. This approach targets phonological pattern errors in a sequential manner. During each cycle, one or more phonological patterns are targeted and after each cycle is complete, another cycle begins. Recycling of phonological patterns continues until the targeted patterns are generalized into the child’s conversational speech. The cycles approach is meant to mirror typical phonological development in children (Hodson, 2011).

Auditory processing disorder (APD) is a general diagnoses for disorders related to the brains inability to process auditory information correctly. Children with APD have normal development of their outer, middle, and inner ear. Thus, the hearing in the child is satisfactory. However the disability is in the brains lack of ability to understanding and decoding sounds, specifically sounds which compose speech.

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.,

Tommy Callahan, a 9-year old male, participated in a voice evaluation on September 5, 2015 through the services of the Jackson State University Center for Speech-Language Pathology. The evaluation took place during a single session. Tommy was escorted by his mother, Mrs. Kirsten Callahan. Mrs. Callahan provided the case history information.

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.

CAS is one of the most difficult disorders to diagnose. Many speech pathologists are worried that it is commonly over diagnosed and misdiagnosed (“Apraxia: Speech Therapy,” 2011). It is not known how many children actually have CAS, but it appears to be on the rise. Certain factors, such as increased awareness of CAS by professionals and families, evaluation and identification

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.

Various types of language disorders affect a considerable amount of children academically and socially worldwide. This article focuses on developmental language disorders (DLD) caused by central auditory processing disorders (CAPD). A CAPD is defined as showing "difficulties discriminating, identifying and retaining sounds after the ears have "heard" the sounds." Both language and auditory are processed in an infinite number of nuclei throughout both hemispheres of the brain. Thus it has been hypothesized that abnormalities of the corpus callosum (CC) are correlated with deficiencies in auditory and language processes. This article reviews

McDermott et al. (2016) highlighted the importance of need of a multi disciplinary approach in the diagnosis and treatment of APD. They studied the auditory processing skills of children between 7-12 years with normal hearing, speech and language abilities, cognition, and attention. They administered a series of preliminary tests which included a hearing screening (15 dB HL from 250 to 8000 Hz), word recognition testing, immmitance audiometry, and TEOAE. Along with these another series of tests assessing the nonverbal IQ, phonological processing, and attention skills were also administered .The behavioral APD test battery included: Dichotic Digits Test, Frequency Pattern Test, Duration Pattern Test, Random Gap Detection Test, Compressed and