Aural Habilitation Children CEU Courses

This course will provide research and resources to foster use of Roger technology for children with hearing loss in the 0-5 age range.

The transition from childhood to adulthood is primarily one of increased independence which is highly dependent on successful communication in day-to-day situations. Therefore, the audiologist is a critical partner to children and families in the transition of hearing health care from pediatric to adult settings. This transition may take place between clinics that specialize in different age groups or within a clinic that sees patients across the lifespan. Evidence related to auditory milestones needed for independence, and technology that can assist with these goals, will be provided. This talk will provide methods of transition and increasing independence that we have found useful as well as elements of hearing health care that may be different for the child and emerging adult.

This course will address the numerous planning considerations for school age children using cochlear implant technology. It will discuss the many interwoven factors that impact student outcomes, effective educational placements and supports, and recommended planning considerations for students who may be enrolled in any educational setting.

There is evidence to suggest that there is a strong relationship between psychosocial development and academic performance. The school is an important setting for developing social skills, where children with hearing loss can function optimally in the context in which their needs are satisfied (Deci & Ryan, 2002).

This course provides data from surveys sent to youth and young adults with hearing loss who participated in High School and College athletics as well as audiologists who work with this age group. Data provide motivation for the need for a resource providing guidance related to the rules surrounding technology use in sports, the laws promoting accessibility, and strategies for assisting high school athletes with the transition to college level sports and a link to a resource is provided.

Many school districts no longer have educational audiologists. Students with hearing loss continue to need all the services that educational audiologists have provided. Clinical audiologists now need to pick up this slack if their young patients with hearing loss are going to succeed in today’s challenging academic environment. This session will discuss contemporary audiological needs of children with hearing loss in schools, how clinical audiologists can help meet those needs, and how to network with schools from a clinical setting.

This presentation will describe longitudinal results from the Outcomes of Children with Hearing Loss study, with emphasis on three major factors found to influence children’s auditory-linguistic access and outcomes: 1) audibility of speech with hearing aids, 2) consistency and duration of hearing aid use, and 3) characteristics of caregivers’ language input. Risk and protective factors that influence a range of developmental outcomes in children who are hard of hearing will be described. This course is presented in partnership with American Auditory Society.

Participants will be introduced to the online Ida Transitions Management framework and the principles of self-determination. Through video interviews with children and parents and discussions about the challenges of managing transitions well, participants will explore the needs of children and teenagers as they prepare for these important junctions in life and learn how they can help children and teens develop the skills needed to self-manage their hearing loss.

Children spend a majority of the school day relying on their auditory system. This beginner course will explore the issues that children face in noisy classroom environments; discuss solutions for better student outcomes; and offer Phonak Roger troubleshooting tips to ensure successful implementation of technology.

Children with hearing loss who use listening and spoken language increasingly reach performance within or above the average range on norm-referenced assessments of language ability prior to school entry but continue to perform below expectations on language-based academic skills such as reading. The purpose of this presentation will be to identify limitations of making service provision decisions primarily on the basis of norm-referenced vocabulary and total language assessments for children with hearing loss.