2025 Early Hearing Detection & Intervention Conference
March 9-11, 2025 • Pittsburgh, PA
DAVID L. LAWRENCE CONVENTION CENTER
| Auditory IQ: The Science Behind Reading
Auditory IQ: The Science Behind Reading
A staggering number of children with auditory-cognitive disorders are being overlooked, misdiagnosed, and left behind. As early childhood centers and schools deal with epidemic numbers of children with speech and reading delays, advocates of the Science of Reading movement are making little headway. Hope may lie in the proper identification, diagnosis, classification, and deficit-driven intervention of auditory-cognitive disorders. The transfer and processing of auditory and visual signals are the basis behind the Science Behind Reading.
The auditory system does more than provide access. The ability for sound to be transferred and processed to the brain authentically is equally as important. young children are antiquated. Simple pure tone thresholds and vintage audiological equipment do little to identify children with auditory processing problems. Children are being overlooked, misdiagnosed, and placed in the wrong disability categories in gross numbers.
Many children begin preschool with a better prognosis for reading than their same aged peers who are at an auditory-cognitive disadvantage. The propensity of the auditory system to learn can have adaptive or maladaptive consequences. Those children who are provided a rich auditory experience early augments the system while auditory deprivation weakens it.
A pilot study completed by the presenter, Dr. Scholl, and Oklahoma State University's CSD program during 2023-24 will share data revealing the number of children in Oklahoma schools with auditory deficits. This project looked at eight screening methods to determine best-practice hearing screening procedures in school settings.
This session highlights the importance of multidisciplinary teams when diagnosing auditory problems and providing effective therapeutic interventions based on an auditory deficit model. Although delivery of instruction is an important part of all learning, this collection of data and experience suggests it’s not possible for reading until the underlying problem is addressed first, and the brain authentically hears the sound being made.
- Compare data as it relates to the estimation of unidentifed children with auditory cognitive problems.
- Identify the parts of the auditory pathway that are plastic and how ti changes through appropirate diagnosis and intervention.
- Discover new tools used to identify children with, or at risk, for auditory congitive problems.
Presentation:
3545975_18226JacquelineScholl.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Jacqueline R. Scholl
(Primary Presenter), SOUNDWRX Inc., n2earz@yahoo.com;
Dr Jacqueline R. Scholl serves as Executive Director for Sounwrx Inc, a 501(c)(3) organization. Previously Scholl was the founder and manager of The Scholl Center where she curated an impressive team of clinicians who changed the landscape for audiological, speech and balance care in Oklahoma.
The Scholl Center was the recipient of numerous awards, and she personally continues to be noticed for her standards of exemplary care, advocacy, innovative solutions, passion, and mass-scale policy change.
Scholl has practiced hearing health care for 25 years and after selling her practice in 2019, she continues to blaze trails by changing policy and providing best practice services to children across the state of Oklahoma. She is a tireless advocate for the voiceless and has contributed numerous articles for national publications and frequently speaks at conferences.
Scholl has been recognized nationally for exemplary practice as a clinician by being awarded Oticon’s Practitioner of the Year Award, along with The American Doctor’s of Audiology prestigious Leo Doerfler career award for demonstrating outstanding clinical services in the community. She tirelessly works to create policy change for the voiceless.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.