18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/10/2015 | 9:40 AM - 10:10 AM | Keep Up or Catch Up? Management of Children with Microtia/atresia | Caroll Ford | 4
Keep Up or Catch Up? Management of Children with Microtia/atresia
Although children with permanent conductive hearing loss are included in the JCIH guidelines for management of childhood hearing loss, parents of children with microtia/atresia seem to be counseled and treated very differently than parents of children with sensorineural hearing loss. If a child has unilateral microtia/atresia the parents are often told that one normal hearing ear is enough and not to do anything unless the child develops a language delay. Parents of children with bilateral microtia/atresia are often told one aid (baha or ponto) is good enough. The collaboration between one clinic and one school/EI center challenges this advice and serves as a model for effective application of the 1:3:6 model of intervention. The presenters will describe their early discussions, procedures and practice through case reviews that led to positive outcomes for children.
- Participants will discuss the use of 1:3:6 principal of Early Intervention guidelines as they relate to children with microtia/atresia.
- Participants will discuss statistics and case reviews when 1:3:6 model is applied to the microtia/atresia population.
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Presenters/Authors
Michelle Kraskin
(Co-Presenter), Hearing & Speech Department, mlk2003@med.cornell.edu;
Dr. Michelle Kraskin, Assistant Director of Hearing & Speech at Weill Cornell Medicine/New York Presbyterian Hospital. She received her Au.D. in Audiology from CUNY Graduate Center, her MS degree from CUNY Hunter, and is certified in Audiology (CCC-A) through the American Speech Language Hearing Association (ASHA). Dr. Kraskin is responsible for the coordination of audiology & infant screening services as part of the Hearing & and Speech Department. Her clinical expertise is in the area of pediatric assessment of hearing including audiometry, auditory brainstem response (ABR), and otoacoustic emissions (OAE) testing with particular interest in late identification of hearing loss, cochlear implants and hearing aids. Her service to ASHA includes: past member of the ASHA Leadership Program, Member of Special Interest Group 9 (Hearing and Hearing Disorders in Childhood), and participation on the convention planning committee.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Meredith Berger
(POC), Clarke Schools for Hearing and Speech, mberger@clarkeschools.org;
Meredith Berger, MS became the director of Clarke Schools for Hearing & Speech/New York, an Early Intervention and Preschool listening spoken language program, in 2008. Prior to that, she was the Deaf/Hard of Hearing Educational Specialist at New York Eye and Ear’s Ear Institute/Cochlear Implant Center. She received a B.S. in Education from SUNY at Buffalo State College and master’s degrees in Deaf Education and in Educational Leadership from Canisius College. In addition to presenting on the educational needs of children with hearing loss, she has also co-authored pieces on the Clinic-School relationship. Meredith is on the Executive Board of Option Schools as a Director at Large and is member of the Children's Hearing Institute Medical and Educational Advisory Board. In 2017, Meredith began her doctoral studies at Teachers College, Columbia University to find answers to her own questions on the needs/outcomes of children who are deaf or hard of hearing, particularly those with microtia/atresia, and their families.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Clarke Schools for Hearing and Speech.
Nonfinancial -
• Has a Professional (member of AG Bell Association)
relationship for Other volunteer activities.
• Has a Professional (on Educational Advisory Board)
relationship for Volunteer membership on advisory committee or review panels.
• Has a Personal (Spouse and Child use Cochlear's products)
relationship for Other volunteer activities.
• Has a Professional,Personal interest (professional rep. on advisory committee) (parent rep. on advisory committee)
relationship for Volunteer membership on advisory committee or review panels.
• Has a Professional (a board member of Option Schools)
relationship for Board membership.