SPED 537 ECSE Methods Multiple Disabilities Ch 6Key Strategies: Visual ImpairmentIncidenceRisk FactorsSlide 5High Risk SignsInformal AssessmentsFunctional Hearing ScreeningPurpose: Functional Hearing ScreeningInformal Assessment of Child’s Use of HearingPurpose: Informal Assessment of Child’s Use of HearingProceduresInterview QuestionsSystematic ObservationsHierarchy of Responses to SoundChild ResponsesData AnalysisIntervention plan (Do not implement)Assignment ComponentsSPED 537 ECSE MethodsMultiple DisabilitiesCh 6Deborah Chen, Ph.D.California State University, NorthridgeMarch 27-28, 2006Key Strategies: Visual ImpairmentSocial interactionsLanguage and communication developmentConcept developmentOrientation and mobilityAdaptationsIncidence30-40% of children in DHH programs have another disabilityUp to 70% of children with Down syndrome have a hearing lossChildren with disabilities more at risk forhearing loss than typical peersRisk FactorsFamily historyMaternal infections e.g., TORCHPrematurityHypoxiaLow Apgar score High bilirubin levelOtotoxic medicationsNICU admissionHead traumaRisk FactorsCraniofacial anomaliesCerebral palsyCertain syndromesChildhood infectionsCertain neurodegenerative disordersRecurring otitis mediaHigh Risk SignsAtypical appearance of face or earsMedical conditionAtypical listening behaviorsAtypical vocal developmentOther behaviorsInformal AssessmentsFunctional Hearing Screening(child not diagnosed with hearing loss)VSInformal Assessment of Child’s Use of Hearing(child identified as deaf or hard of hearing)Functional Hearing ScreeningNot identified as having a hearing lossUnusual response to auditory stimuliAtypical appearance of face and/or earsRisk factors associated with birth history and etiology of disabilityPurpose: Functional Hearing ScreeningShould this child be referred for an audiological evaluation?What instructional strategies and adaptations will support this child’s understanding of auditory information ?Informal Assessment of Child’s Use of HearingDiagnosed as having a hearing lossMay wear hearing aid(s)Some environmental/intervention adaptations may have been madeDoes not respond consistently to soundPurpose: Informal Assessment of Child’s Use of HearingHow effective are current strategies and adaptations in encouraging this child’s listening skills?What changes or additional strategies and adaptations are needed to encourage this child’s understanding of auditory information?Procedures Background information (age, disability, medical and educational information)Teacher and/or parent interviewsSystematic observations of routine activities “Eliciting situations”Interview QuestionsHearing tests Favorite toys and activitiesResponse to voices Response to environmental soundsVocalization and languageSystematic ObservationsEnvironmentContextBackground noise or quietChildDistance from sound sourceListening skillsInteraction with othersCommunicationHierarchy of Responses to SoundReflexive or awarenessAlerting or attendingLocalizationDiscrimination RecognitionComprehensionChild ResponsesType of responses (motor, vocal, verbal)Response timeConsistency and clarity of responseResponse levelData AnalysisWhat do you know about this child’s use of auditory information and learning level?-Questions-SuggestionsIntervention plan (Do not implement)Measurable objective related to communication or languageMeaningful contextInput, adaptations and supportsData collection and evaluation proceduresHow do you know your intervention is effective?Assignment ComponentsFunctional Screening/Informal AssessmentInterviewObservations (routine and elicited situations)Data collection formsIntervention PlanMeasurable learning objectiveRoutine analysisEvaluation plan and data collection