| Title: |
'Helping Families Achieve the Best Outcome for their Child with a Cochlear Implant' |
| Track: |
2-Audiological Assessment and Intervention
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| Audience: |
Primary Audience:
Secondary Audience:
Tertiary Audeince:
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| Keyword(s): |
cochlear implant, sound processor, auditory learning, acoustics |
| Learning Objectives: |
1. Recommend practices for parents and educators to maximize outcomes with the cochlear implant sound processor.
2. Outline ways in which a therapist can guide parents to encourage auditory learning at home for their child with a cochlear implant(s).
3. Identify strategies to aid parents and educators in providing a positive learning environment for a child with a cochlear implant(s).
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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.
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| Handouts: |
Handout is not Available
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PRESENTER(S):
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Donna Sorkin - Cochlear Americas
Credentials: M.A.
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Donna Sorkin, M.A. is Vice President, Consumer Affairs at Cochlear Americas. She leads a range of activities at Cochlear aimed at the broad life needs of the cochlear implant community including educational options for children, accessibility, and insurance reimbursement. Ms. Sorkin conducts periodic surveys of parents to better understand the needs of children with hearing loss at school as well as parental experiences with early intervention programs.
Ms. Sorkin was executive director of Self Help for Hard of Hearing People and she served as executive director of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. She has served on a number of federal, corporate and university boards including the U.S. Access Board, the National Institute on Deafness (NIH) Advisory Board, and Gallaudet University. She has written and spoken extensively on educational and access issues for children and adults who are deaf and hard of hearing.
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Melissa Wilson - Cochlear Americas
Credentials: Au.D.
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Melissa Wilson is a Clinical Applications Specialist at Cochlear Americas. |
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AUTHOR(S):
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Donna Sorkin - Cochlear Americas
Credentials: M.A.
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BIO: Donna Sorkin, M.A. is Vice President, Consumer Affairs at Cochlear Americas. She leads a range of activities at Cochlear aimed at the broad life needs of the cochlear implant community including educational options for children, accessibility, and insurance reimbursement. Ms. Sorkin conducts periodic surveys of parents to better understand the needs of children with hearing loss at school as well as parental experiences with early intervention programs.
Ms. Sorkin was executive director of Self Help for Hard of Hearing People and she served as executive director of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. She has served on a number of federal, corporate and university boards including the U.S. Access Board, the National Institute on Deafness (NIH) Advisory Board, and Gallaudet University. She has written and spoken extensively on educational and access issues for children and adults who are deaf and hard of hearing.
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