| ABSTRACT INFORMATION |
| Presenter Information: |
| Presenter 1: |
Name: Donna Sorkin
Affiliation:
Donna Sorkin, M.A. is Vice President, Consumer Affairs at Cochlear Americas. In that capacity, she leads a range of activities at Cochlear aimed at the broad life needs of people with hearing loss including Cochlear’s widely acclaimed HOPE program on (re)habilitation for children and adults and their families. Donna was executive director of Self Help for Hard of Hearing People (now Hearing Loss Association of America) from 1993 to 1999 and she served as executive director of the Alexander Graham Bell Association for the Deaf and Hard of Hearing from 1999 to 2001. She was appointed by President Clinton to the U.S. Access Board in 1994 and served two terms. She served on the National Institute on Deafness (National Institutes of Health) Advisory Board and has advised numerous U.S. businesses on accessibility for people with disabilities. She has been an enthusiastic cochlear implant user since 1992.
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| Presenter 2: |
Name: Ashley Fairleigh
Affiliation:
Ashley is a Territory Outreach Specialist for Texas and Oklahoma with Cochlear Americas. Prior to joining Cochlear Americas, Ashley worked with children with hearing loss as a speech-language pathologist. Ashley received her masters in Speech Language Pathology from The University of Texas at Dallas, Callier Center for Communication Disorders. She is also a Returned Peace Corps Volunteer (1997-1999) who served in Niger, West Africa as a health care volunteer.
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| Author Information: |
| Author 1: |
Name: Donna Sorkin
Affiliation: Cochlear Americas
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| Abstract Information: |
| Title: |
Helping Families Achieve the Best Outcome for their Child with a Cochlear Implant |
| Primary Track: |
6-Family Issues
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| Keyword(s): |
cochlear implant, outcomes, auditory learning, sound processor |
Abstract: |
This session will review three key topics that impact on a child’s outcomes with a cochlear implant: (1) maximally using the sound processor, (2) empowering parents to promote auditory learning, and (3) addressing listening needs in group settings that the child will participate in. Specific tips and resources will be shared for each.
Parents often do not realize the critical role that they play in providing input to their cochlear implant audiologist on what their child is hearing or not hearing and the extent to which they are utilizing various settings and options on the sound processor. Educators and others working with young children should be aware of how they can assist in providing information about how the child responds to sounds in their environment. Information should be shared at the right time and in a useful format with the child’s cochlear implant team.
As a child’s first and most important teacher, parents must be empowered to take charge of the auditory learning process by creating an environment at home that emphasizes listening and talking in a meaningful and enjoyable way throughout the child’s day—not as a separate therapy activity. Specific tools can be utilized to assist parents as they begin the journey of incorporating language naturally.
It is ironic that learning spaces, including those for very young children, are among the least friendly listening environments. Background noise from heating and ventilation systems and activities in adjacent spaces combine to create ambient noise levels that typically reach 40 to 50 decibels. Addressing the listening environment issues for the young child—particularly as it relates to the first two topics discussed will be shared. |
| Presentation(s): |
Not Available
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| Handouts: |
Not Available
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