Assessing Listening and Spoken Language in Children with Hearing Loss.

Intro -- CHAPTER 1 Assessing a Child With Hearing Loss: Past, Present, and Future Tamala S. Bradham, K. Todd Houston, and Allan O. Diefendorf   KEY POINTS Assessments are completed based on the family's concerns, to provide a diagnosis, and to develop treatment options for the family to consider. Assessments are necessary to formulate appropriate intervention models. Hearing and hearing-related conditions are a healthcare priority. To move forward in the new era of health care, understanding the evolutio -- CHAPTER 2 Assessment Tools: Evaluating Our Measurements Stephen Camarata, Hope Lancaster, and Dana Kan   KEY POINTS This chapter covers standardized and norm referenced tests, criterion referenced tests, reliability, validity, and questionnaires. This chapter helps the reader understand how to select a test that assesses what is needed based on the child's abilities at that time. INTRODUCTION Teachers and clinicians are best able to meet the needs of their students when an accurate assessment of -- CHAPTER 3 Medical Assessment Pon Trairatvorakul and Susan Wiley   KEY POINTS Accurate and early identification of hearing loss along with early and effective intervention are critically important to maximize a child's potential. The premise of 1-3-6 (screen by 1 before 1 month, diagnose before 3 months, and intervene before 6 months) serves as a guide for providers to support the Early Hearing Detection and Intervention (EHDI) System. Etiology may help us recognize risks for other health or deve.

CHAPTER 4 Auditory Assessments Allan O. Diefendorf, Donna Fisher Smiley, and Tamala S. Bradham   KEY POINTS Due to transformational changes in health care today, audiology service models are changing. As health care transitions from fee-based services to value based services, audiologic protocols must be efficient, effective, and safe. Practicing audiologists must deliver "the right care, at the right time, for the right patient." Implementing a "value added practice management program" to achie -- CHAPTER 5 Speech Production Assessment Marietta M. Paterson and Christina Barris Perigoe   KEY POINTS A clear relationship exists between speech perception and speech production in all children, especially those with hearing loss who are acquiring spoken language. For a child with hearing loss who is learning to speak, various aspects of speech production must be appropriately assessed to capture the child's capabilities. The speech characteristics of children with hearing loss are specific and -- CHAPTER 6 Language Assessment of Children With Hearing Loss Hannah Eskridge and Kathryn Wilson   KEY POINTS The types of formal and informal measures used will vary depending on a child's age, stage of development, purpose of assessment, and presence or absence of additional learning challenges. Detailed working knowledge of typical language development, components of language assessment, and a variety of approaches are necessary to effectively assess children with hearing loss, interpret result.

CHAPTER 7 Psychoeducational Assessment Susan Randich   KEY POINTS Psychoeducational evaluation of children with hearing loss can be used to assess cognitive, language, and academic skills as well as to diagnose secondary challenges including learning disabilities, intellectual disabilities, and behavioral issues. Evaluation provides an understanding of the child as an individual and a learner in order to better support the child in the educational setting. An effective psychoeducational evaluati -- CHAPTER 8 Literacy Assessment Krystal L. Werfel   KEY POINTS Literacy outcomes for children with hearing loss as a group continue to lag behind peers with normal hearing, despite advances in amplification technology. Literacy consists of emergent literacy, word-level literacy, and text-level literacy skills. Literacy deficits can be seen in individuals or across domains of literacy. A problem-solving approach to literacy assessment provides detailed information about an individual's needs for li -- CHAPTER 9 Assessment of the Listening Environment Carrie Spangler and Carol Flexer   KEY POINTS Every sound has to pass through an environment before it reaches the child's hearing technology and then on to the child's brain -- therefore, acoustic access must be made available to the child in all life settings-home, school and playground, car, and after-school activities. A construct of a "listening map" illustrates the complexity of a child's acoustic navigational demands inside and outside of sc.

CHAPTER 10 Hearing Aid Assessment Ryan McCreery   KEY POINTS Amplification provides children with hearing loss auditory access and experiences they need to minimize developmental delays. The two primary goals of hearing aid assessment in children are to make speech audible across a range of everyday listening situations and to promote consistent hearing aid use. Selection of hearing aid features and signal processing strategies can help to maximize audibility. Consistent verification using probe -- CHAPTER 11 Cochlear Implant Assessment Tamala S. Bradham and K. Todd Houston   KEY POINTS As the Food and Drug Administration (FDA) guidelines continue to change, more parents are choosing cochlear implantation for their children diagnosed with severe and profound bilateral hearing loss. Cochlear implants provide access to audition, and children often achieve listening and spoken language outcomes that are comparable with their hearing peers-when appropriate follow-up and intervention services a -- CHAPTER 12 Supporting Families Through the Assessment Process and Beyond Joni Alberg, Janet DesGeorges, Patti Martin, and Tamala S. Bradham   KEY POINTS The primary reason to engage in family centered-care is to maximize outcomes and to help the child reach his or her fullest potential. This requires not only appropriate services by qualified professionals but partnerships with significant family involvement. Family-centered care recognizes the critical roles families play to ensure the health a.

CHAPTER 13 Assessment Considerations for Children With Hearing Loss Who Are Culturally and Linguistically Diverse Michael Douglas   KEY POINTS Professionals in the fields of speech-language pathology and audiology delivering services to children with hearing loss who live in other-language-speaking homes need to consider a host of issues while completing appropriate speech and language assessments. When professionals are preparing for assessment with children with hearing loss and come from othe -- CHAPTER 14 From Assessment to Intervention K. Todd Houston, Tamala S. Bradham, and Andrea Bell   KEY POINTS Children with hearing loss are being identified as newborns and require appropriate fitting of hearing technology and enrollment in family-centered early intervention with well-trained and knowledgeable professionals. Intervention starts with comprehensive assessments that provide data about the child's current levels of performance -- in turn, the professional can devise an intervention pla.

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