Aural Rehab Writing

27 Aug

outer ear

Assignment 1: Select a disorder, disease, or syndrome in which hearing loss is a primary
component and is characterized by at least two of the following– unilateral and/or
progressive and/or fluctuating. Briefly describe the disorder/disease/syndrome and
discuss implications/considerations for intervention. Total words: 75-150 words.

–>  See other blog entry

Meniere's dz 1

Assignment 2: Using 75-150 words, explain to teachers, parents, and
students: 1) the differences between a hearing aid and a cochlear implant; and
2) hearing aid troubleshooting to solve the following issues: no amplification, and
feedback.

[U] When the CI users were compared with their deaf age mates who contributed to the norms of the RITLS, it was found that CI users achieved significantlybetter scores. Likewise, we found that CI users performed better than 29 deaf children who used hearing aids (HAs) with respect to English grammar achievement as indexed by the IPSyn. Additionally, we found that chronological age highly correlated with IPSyn levels only among the non-CI users, whereas length of CI experience was significantly correlated with IPSyn scores for CI users. Finally, clear differences between those with and without CI experience were found by 2 years of post-implant experience. These data provide evidence that children who receive CIs benefit in the form of improved English language comprehension and production. [U]

[T]

Acoustic Feedback and Other Audible Artifacts in Hearing Aids

[T]

281709_2250981198534_1368379309_32646014_2331609_n

Assignment 3: In a 75-150 word paragraph, offer tips for communicating with
individuals with hearing loss.

[V]

Communication with Deaf and Hard‐of‐hearing People: A Guide for Medical Education

Barnett, Steven MD

full article available online

[V]

[W]

Communicating about Health Care: Observations from Persons Who Are Deaf or Hard of Hearing

Lisa I. Iezzoni, MD, MSc; Bonnie L. O’Day, PhD; Mary Killeen, MA; and Heather Harker, MPA

[W]

[X] Communication strategies, accommodations to deafness, and perceptions of the communication environment by profoundly deaf subjects were correlated with indices of psychosocial adjustment to determine whether accommodations to deafness could play a role in the presence of psychological difficulties among deaf persons. Persons with postlingually acquired profound deafness were administered the Communication Profile for the Hearing Impaired (CPHI) and several standardized tests of psychological functioning and adjustment. Inadequate communication strategies and poor accommodations to deafness reported on the CPHI were associated with depression, social introversion, loneliness, and social anxiety. Limited communication performance at home and with friends was related to both social introversion and the experience of loneliness; perceived attitudes and behaviors of others correlated withdepression as well as loneliness. In general, the pattern of correlations obtained suggests that specific communication strategiesand accommodations to deafness, rather than deafness per se, may contribute to the presence of some psychological difficulties in individuals. [X]

CI ladybug

Assignment 4: Visit a public place and observe a child and a caregiver interacting for a
minimum of 5 minutes. In 75-150 words, describe how this communication interaction
would have been different had the child had a bilateral, moderate hearing loss.

[Z] However, there was considerable individual variation within the SNH group. Nearly 50% of the SNH group showed phonological impairment associated with poorer expressive and receptive vocabulary and higher hearing thresholds than remaining children without phonological impairment. Nonword repetition deficits were observed in SNH subgroups with and without phonological impairment and were of a similar magnitude to those observed in children with SLI. Indeed, poorer repetition in children with SLI could only be differentiated from children with SNH on phonologically complex nonwords. Overall, findings suggested major problems in nonword repetition and phonological impairment occurred without clinically significant deficits in wider language and literacy abilities in children with mild-to-moderate sensorineural hearing loss [Z].

[Y]  A total of 1528 pre-school children (mean age 4 years and 9 months), being identified as speech or language delayed, were evaluated with respect to micro-otoscopy, nose and throat pathology, hearing function, and speech-language abilities. Subjects were classified into groups of (I) constant normal hearing, (II) fluctuating conductive hearing loss and (III) bilateral moderate to profound sensorineural hearing loss requiring hearing aids. In groups II and III, severe speech and language pathologies were found more frequently than in group I. Additionally, auditory perception skills were less in group II, even if peripheral hearing function was normalized. Group III was affected more than group II, but not significantly. The results indicate that in children having speech or language delay for severals reasons, mild fluctuating hearing loss can additionally alter language acquisition, but less than in cases of moderate or profound sensoneurinal hearing loss. The need of early detection of sensoneurinal hearing loss appears widely accepted; this study demonstrates also the necessity of early diagnosis of mild fluctuating hearing loss, especially in children with speech-language delay.[Y]

CI fish

T]  http://tia.sagepub.com/content/1/2/45.extract

U]  http://jslhr.asha.org/cgi/content/abstract/42/2/497

V]  http://journals.lww.com/academicmedicine/Fulltext/2002/07000/Communication_with_Deaf_and_Hard_of_hearing.9.aspx

W]  http://annals.org/article.aspx?articleid=717256&atab=11

X]  http://jshd.asha.org/cgi/content/abstract/55/4/656

Y]  http://www.sciencedirect.com/science/article/pii/S0165587698000755

Z]  http://onlinelibrary.wiley.com/doi/10.1111/1469-7610.00726/abstract

 

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