1. Can You Hear Me Now? Jane Dwyer, MA, Deaf Educator, Developmental Therapist/Hearing IAER Vision Conference February 18-19, 2016

2. http://youtu.be/NhJs_YZK6sE

3. 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

4. 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)

5. Familiar Sounds The speech “banana”, which can be seen highlighted in blue, is where conversational speech occurs

6. 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

7. Types of Hearing Loss Mild Moderate Moderately Severe Severe Profound Low Frequency High Frequency

8. Methods of Amplification Hearing Aids Cochlear Implants Bone Anchored Hearing Aid

9. 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

10. Terminology and Definitions

11. 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

12. 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

13. General information about HA’s HA’s make sounds LOUDER, not necessarily c-l-e-a-r-e-r

14. Communication strategies Visual tracking – getting visual attention – eye gaze – joint attention Speak in singsong voice-use rhythm and fingerplays 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

15. Strategies & Modifications Slow, clear speech Increased wait time Front & center seating Reduce background noise Consistent FM use (if have) Sound friendly environment Carpeting Good lighting

16. Determination of hearing loss characteristics is not the same as determination of hearing loss impact

17. Access and input In order to facilitate input, therefore understanding, we must make sure there is clear access

18. Little Loss = Huge Impact How do we learn language?? Language Communication ACCESS: Experiential, Visual and Audition

19. 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.

20. Small group activity Pass out audiogram case reviews Group will “read” audiogram and share strategies

22. Resources: No one resource list is always current or complete but here are some of my favorites: 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