Diagnosis, Technology, and Management
E-Book, Englisch, 440 Seiten, ePub
ISBN: 978-1-63853-423-5
Verlag: Thieme
Format: EPUB
Kopierschutz: 6 - ePub Watermark
Pediatric Audiology: Diagnosis, Technology, and Management, Third Edition is fully updated with cutting edge topics reflecting the latest advances in the field. New chapters include hearing and vestibular issues in children, state-of-the-art testing methods for neonates, and longitudinal studies on cochlear implant technology. Renowned experts Jane R. Madell, Carol Flexer and rising stars Jace Wolfe and Erin C. Schafer provide meticulous discussion on all aspects of pediatric audiology-from underlying pathology and testing to medical, therapeutic, and surgical treatments. Pearls and best practices from a cadre of esteemed experts focus on achieving optimal patient outcomes.
Key Features
• Thirty-seven chapters organized by four sections: Hearing Loss: Essential Information, Diagnosing Hearing Disorders in Infants and Children, Hearing Access Technologies for Infants and Children, and Educational and Clinical Management of Hearing Loss in Children
• Detailed clinical discussion of pediatric audiologic test protocols and the selection and management of technologies
• The neurophysiology of reading impairment - from theory to management
• Closed caption videos provide hands-on guidance on clinical testing techniques
This richly illustrated edition is essential reading for graduate students in audiology, a robust resource for professors and audiologists who teach and mentor these students, and a go-to field guide for practicing clinicians. Paired with Pediatric Audiology Casebook, this dynamic duo is a must-have reference for trainee and veteran audiologists alike.
This book includes complimentary access to a digital copy on https://medone.thieme.com.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Part I: Hearing Loss: Essential Information1 Why Hearing Is Important in Children2 Hearing Disorders in Children3 Genetics of Hearing Loss4 Medical Management of Hearing Loss in ChildrenPart II: Diagnosing Hearing Disorders in Infants and Children5 Newborn Hearing Screening6 Hearing Test Protocols for Children7 Behavioral Evaluation of Hearing in Infants and Children8 Evaluation of Hearing in Children with Special Needs9 Evaluation of Speech Perception in Infants and Children10 Middle Ear Measurement in Infants and Children11 Otoacoustic Emissions: Applications for Pediatric Audiology12 The Role of the Audiology Assistant in Assessing Hearing in Children13 Auditory Evoked Response Testing in Children14 Clinical Measurement and Application of Cortical Auditory Evoked Responses15 Auditory Neurophysiology of Reading Impairment: Theory and Management16 Assessment, Treatment, and Management of Auditory Processing Disorders in Children17 Evaluation and Management of Vestibular Function in Infants and Children with Hearing Loss18 Interpreting Audiologic Test Results and Using the Test Information to Plan ManagementPart III: Hearing Access Technologies for Infants and Children19 The Acoustic Speech Signal20 Hearing Aids for Infants, Children, and Adolescents21 Osseointegrated Implants for Children22 Considerations for Pediatric Cochlear Implantation23 Acoustic Accessibility in the Classroom and Beyond24 Remote Microphone Technologies25 Red Flags: Identifying and Managing Barriers to the Child's Optimal Auditory DevelopmentPart IV: Educational and Clinical Management of Hearing Loss in Children26 Collaborative Team Management of Children with Hearing Loss27 Communication Approaches for Managing Hearing Loss in Infants and Children28 The Importance of Early Intervention for Infants and Children with Hearing Loss29 Speech/Language/Auditory Management of Infants and Children with Hearing Loss30 Educational Placement Options for School-Aged Children with Hearing Loss31 Education and Access Laws for Children with Hearing Loss32 Screening, Assessment, and Management of Auditory Disorders in School-Aged Children33 Managing Infants and Children with Auditory Neuropathy Spectrum Disorder34 Working with Multicultural Families of Young Children with Hearing Loss35 Counseling and Collaboration with Parents of Children with Hearing Loss36 Empowering Teens with Hearing Loss37 Advice for Audiologists from ParentsVideo Contents
Video 7.1 An Introduction to Testing Techniques with Jane R. Madell, PhD
Video 7.2 Introduction to Behavioral Observation Audiometry
Video 7.3 Testing in Behavioral Observation Audiometry
Video 7.4 Behavioral Observation Audiometry without Audio Commentary
Video 7.5 Introduction to Visual Reinforcement Audiometry
Video 7.6 Testing in Visual Reinforcement Audiometry
Video 7.7 Introduction to Conditioned Play Audiometry
Video 7.8 Testing in Conditioned Play Audiometry
Video 9.1 Introduction to Speech Perception Testing
Video 9.2 SAT Testing
Video 9.3 SRT Testing
Video 9.4 Crisp Testing
Video 9.5 Closed Set Speech Perception Testing
Video 9.6 Open Set Speech Perception Testing
Video 22.1 Cochlear Implant Surgery with Dr. George Alexiades Special Features
1 Why Hearing Is Important in Children
Carol Flexer, Jane R. Madell, Jace Wolfe, and Erin C. Schafer Summary This chapter focuses on the changing world for pediatric audiologists, brought about in large part by brain research and innovations in technology. Because hearing occurs in the brain, not in the ear, auditory neural development will be a focus of this chapter, including a discussion of neuroplasticity, auditory deprivation, and critical periods of auditory development. The hows and whys of spoken language enrichment and literacy development will also be addressed in this chapter. The bottom line is that pediatric audiologists have a key role in determining the future opportunities of a child with a hearing loss, and this chapter sets that precise tone for the rest of the book. Keywords hearing, hearing loss, deaf, hard of hearing, children, pediatrics, neuroplasticity, auditory brain, brain, listening, auditory deprivation, critical periods, audiology, language Key Points • Because of technology and brain neuroplasticity, everything we knew and believed to be true about hearing loss has changed. • The problem with hearing loss is that it keeps sound from reaching the brain; the purpose of hearing aids, bone conduction hearing devices, and cochlear implants is to access, activate, stimulate, and grow auditory neural connections throughout the brain as the foundation for spoken language, reading, and academics. • There is a distinction between hearing and listening. • Today’s child who would previously be referred to as “deaf” without technology, or with technology available 10 or 20 years ago, may function like a child with a mild to moderate hearing loss when provided with hearing aids or a cochlear implant because critical neural connectomes have been developed through meaningful auditory stimulation. • Because about 95% of children with hearing loss are born to hearing and speaking families, listening and talking likely will be desired outcomes for the vast majority of families we serve; those outcomes require vigilant, consistent, and caring audiologic management. 1.1 Introduction to Pediatric Audiology
Approximately 12,000 new babies with hearing loss are identified every year, according to the National Institute on Deafness and Other Communication Disorders. In addition, estimates are that another 4,000 to 6,000 infants and young children between birth and 3 years of age who had passed the newborn screening test acquire late-onset hearing loss. Therefore, ~ 16,000 to 18,000 new babies and toddlers are identified with hearing loss per year, making hearing loss the most common birth defect. Numerous studies over the decades demonstrate that when hearing loss of any degree is not adequately diagnosed and treated, it can negatively affect the speech, language, academic, emotional, and psychosocial development of young children.1,2 Therefore, the secondary effects of hearing loss adversely affect a child’s development as much as or more so than the hearing loss itself does. Recently there has been a surge of technology and information about testing and managing hearing loss in infants and children. The impetus for this surge has been newborn hearing screening. As a result of identifying and treating hearing loss in neonates, we now are dealing with a vastly different population of children with hearing loss, a population that never existed before. With this new population, whose hearing loss is identified at birth, the secondary developmental and communicative deficits of hearing loss that were so common can now be prevented. What has happened in the field of hearing loss is revolutionary, and the pediatric audiologist is in the linchpin position. How does the pediatric audiologist of today diagnose and treat this new population of babies and children with hearing loss and their families? How does audiology, as a (health) diagnosing and treating profession, collaborate with other health care providers, early interventionists, speech-language pathologists, teachers, and, of course, families in providing quality services? The first step is to recognize that, because of technology and brain neuroplasticity, everything that we used to know and believe about hearing loss has changed. This chapter will begin with a discussion of the changing world for pediatric audiologists. Next, auditory neural development will be detailed, along with a discussion of neuroplasticity, auditory deprivation, and critical periods of auditory development. A new context for the word “deaf” will be posited, and the chapter will conclude with the distinction between hearing and listening. 1.2 Pediatric Audiology Is Changing
The popular book about change, Who Moved My Cheese? by Spencer Johnson, M.D. (1998), is particularly meaningful in the world of hearing loss.3 Changes brought about through technology and early hearing detection and intervention (EHDI) programs have permitted outcomes of listening and talking only dreamed of a few years ago. It is important to realize that the new outcomes available today do not invalidate the treatment decisions made by pediatric audiologists in the past. Audiologists did what was necessary with what was available at the time. For example, until the 1970s, children with bilateral hearing loss were routinely fitted with only one hearing aid. With increased knowledge, we can now offer better services. Audiologists today do the best that can be done in today’s world. Tomorrow’s world will bring new possibilities, and we will need to “move with the cheese.” Our job as pediatric audiologists is to prepare today’s babies to be take-charge adults in the world of 2030, 2040, and 2050—not in the world of 1970, 1990, or even 2020. Because information and knowledge are the currencies of today’s cultures, listening, speaking, reading, writing, and electronic technologies must be made available to our babies and children to the fullest degree possible. 1.3 Hearing Occurs in the Brain
As a result of neurobiologic research, conversations about sensory input now focus on the brain. For example, we see with the brain; the eyes are the entryway to the brain for visual information. We smell with the brain; the nose is the pathway to the brain for olfactory stimuli. We hear with the brain; the ears are the doorway to the brain for sound/auditory information. Consequently, hearing loss is primarily a brain issue, not an ear issue; the problem with hearing loss is that it keeps sound from reaching the brain. Continuing with this analogy, hearing loss can be described as a doorway problem, not an ear problem. Hearing loss obstructs that doorway in various ways and to varying degrees, preventing auditory input from reaching the brain. Hearing technologies break the doorway open to allow access, activation, stimulation, and development of auditory neural pathways with auditory information, including spoken language. Pearl The purpose of hearing technology is to get auditory information through the doorway (the ear) to the brain. There is no other purpose! The child’s listening and spoken language outcomes are not determined by 16,000 (or likely much fewer) hair cells or by 30,000 auditory nerve fibers but by 100 billion neurons in the brain, processing 100 trillion pieces of information per second.4 There is substantial evidence that “hearing” is indeed the most effective modality for the teaching of spoken language (speech), reading, and cognitive skills.1,5,6,7,8,9,10 Furthermore, with today’s amplification technologies, including cochlear implants, and early identification and intervention, auditory brain access is available to babies with even the most profound deafness. This brain access allows the use of a developmental model of intervention that prevents the negative developmental outcomes of hearing loss that were so common a few years ago. 1.4 Neuroplasticity, Auditory Deprivation, Critical Periods, and Spoken Language Enrichment
Studies of brain development show that sensory stimulation of the auditory centers of the brain is critical and, indeed, influences the actual organization of auditory brain pathways.4,11,12,13,14,15,16,17,18 The fact is, the brain can organize itself only around the stimuli that it receives. If complete acoustic events are received, this is how the brain will be organized. Conversely, if hearing loss filters some or all speech sounds from reaching auditory centers of the brain, the brain will be organized differently. “When we want to remember (or learn) something we have heard, we must hear it clearly because memory can be only as clear as its original signal… muddy in, muddy out.”19 Signal enhancement, such as that provided by amplification technology, is really about brain stimulation, with subsequent development of auditory-neural pathways. 1.4.1 Review of Auditory Anatomy and Physiology To fully appreciate auditory brain development, both in the presence of sufficient access to intelligible speech and in the context of auditory deprivation associated with untreated congenital hearing loss, it is useful to consider a brief review of auditory anatomy and physiology as well...
