18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/05/2019 | 9:40 AM - 10:10 AM | Modifications to Audiology Testing | Paris
Modifications to Audiology Testing
Children with complex medical and developmental backgrounds often present challenges to ongoing audiological care due to the lack of reliable or consistent responses but with careful modification to suit the needs and abilities of the child, reliable information can often be obtained. When working with children who are multiply involved, the Auditory Brainstem Response (ABR) test is key for the initial diagnosis and treatment of hearing loss in early intervention. With consistent and modified assessment a more tailored approach to intervention and treatment can be developed. A child who is medically fragile or presents with additional needs has a complicated medical and educational history that may influence their ability to perform tasks during audiometry either limiting or giving unreliable results for an Audiologist to document. Multidisciplinary collaboration along with input from parents can often enhance assessment and therapy strategies and direct specific modifications, which may otherwise be overlooked based upon a child’s presumed ability to participate in traditional Visual Reinforcement Audiometry (VRA) or Conditioned Play Audiometry (CPA). Modifications to the manner in which a child performs during these testing scenarios allow for responses that are more reliable once a child’s preferred response method is identified and observed. When a more complete audiogram is attained using these techniques, the Audiologist is able to more accurately program devices giving the child optimal access to sound and thus, maximum benefit from therapy and auditory input. This presentation will include a case study, information on modifications to audiology testing measures, ways to collaborate with a multi-disciplinary team of professionals and discussion focusing on attaining audiological information for children who have additional medical or developmental needs in addition to their hearing loss.
- Explore modifications for audiology testing with special needs population
- Review case study demonstrating benefits and successes by using modified measures for testing
- Discuss ways to implement presented learned information with a child on your current caseload.
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Transcripts:
18878_10555MichelleGraham.docx
Presenters/Authors
Michelle Graham
(), St. Joseph Institute for the Deaf, mgraham@sjid.org;
Michelle is Executive Director at St. Joseph Institute for the Deaf in St. Louis, Missouri. Michelle is an experienced Listening and Spoken Language Specialist and maintains teacher certification in the area of special education. Michelle provides Early Intervention therapy services to families in person and via internet therapy.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Liz Welch
(), St. Joseph Institute for the Deaf, lwelch@sjid.org;
Liz is an Audiologist at St. Joseph Institute for the Deaf in St. Louis, MO. She obtained her Bachelor of Science degree in Communication Sciences and Disorders with an emphasis in Audiology and her Doctorate of Audiology from Missouri State University. She is a member of the American Speech Language and Hearing Association.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.