Minimal and Mild Hearing Loss in School-Aged Children

THE SIGNIFICANT IMPACTS OF A “TINY” HEARING LOSS

Maine Educational Center for the Deaf and Hard of Hearing

Presenters:

Katherine Duncan, AuD Donna Casavant, MED, CAS [email protected] [email protected]

• Define a minimal hearing loss.

• Identify potential causes of minimal hearing loss.

• Describe some educational, communication, and social impacts of minimal hearing loss.

Left Ear

Accessible Speech Sounds

• 16 - 40 dB HL range

• At least one ear

• 16-25 dB HL range

• At least one ear

• Individual thresholds or pure tone averages

• 26 - 40 dB HL range

• At least one ear

• Individual thresholds or pure tone averages

• Universal Newborn Hearing Screening

• School-based screenings

• Audiological follow-up

• Limitations of audiometric equipment

• No screening / lost to follow up

• Progressive

• Late onset

Conductive Sensorineural • Outer ear • Inner ear * Canal * Cochlea * Ear drum * Auditory nerve

• Middle ear * Ossicles (bones) Ø Stable * Eustachian tube Ø Progressive Ø Permanent

Ø Infections Ø Perforations Ø Drainage Ø Fluctuating or Permanent

Access • Pace of conversation • Noise • Distance • Secondary conversations

Partial messages • Fragments • Misunderstanding • Misinterpretation • “Selective hearing” • Teacher’s perspective • Student’s perspective

English • Letter / sound association • Unemphasized morphemes • Unemphasized words • Syntax

Access • Listening in noise • Inconsistent access • Incomplete access • Listener fatigue

Content • Vocabulary gaps • Misinterpretation • Misunderstanding

Isolation • Immaturity • Fast-paced conversations • Engagement • Inattention • Day dreaming • Reading social cues

Self-esteem • Emotions • Lack of participation • Misunderstanding • Misinterpretation • Self-confidence

• Audiometric configuration • Type • Stability

• Observed impact: • Speech / language development • Functional listening in the classroom • School and home listening needs

• Improved access to teacher’s voice • No personal equipment to wear

Listening Equipment • Personal amplification • RM / Sound Field • Listening checks

Environmental • Acoustic treatment: • Reduce background noise • Reduce reverberation • Strategic seating • Listening breaks

Teaching strategies • Repeat and rephrase • Minimize unnecessary talking • Introductory phrases • Highlighting

Teaching Strategies • Use of technology • Use of visual supports • Enhance speech reading conditions • Captions

Environmental • Reduce visual distractions • Lighting • Room design modifications • Strategic seating • Watching breaks

Supplementary • Teacher notes • Guided notes • Captions • Other

Teaching Strategies • Pre-teach / Preview • Sequential presentation • Repeat or rephrase • Extra processing time • Frequent check for understanding

Self-Advocacy • Maintain personal devices • Learning needs advocacy • Repair communication breakdowns • Ask clarifying questions

Thank you for joining us!

Katherine Duncan, AuD Donna Casavant, MED, CAS [email protected] [email protected]

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