considerations in pediatric audiological assessment of children with multiple disabilities: an...
TRANSCRIPT
Considerations in Pediatric Audiological Assessment of
Children With Multiple Disabilities:An Overview
Faye P. McCollister, EdDUniversity of Alabama, Emeritus
Diane L. Sabo, PhDChildren’s Hospital of Pittsburgh
University of Pittsburgh
Consulting AudiologistsNational Center for Hearing Assessment and
Management
Factors to Consider
Subject Variables Environmental Variables Test Variables
Multiple Disabilities
Approximately 40 % of Children with Hearing Loss Will Have Multiple Disabilities(CADS, Gallaudet)
Will Require Interdisciplinary Team Management
Will Require Modifications of Diagnostic Protocols
Subject Variables
Age Corrected age
Gestational period Chronological age Auditory age
Type of response Level of response
Developmental age Cognitive level Language level
Subject Variables Additional Disabilities Cognitive level
Determines appropriate behavioral technique
Determines level of response, type of response
Determines appropriate reinforcer Motor disorders/cerebral palsy
Head turn responses compromised Play activity may be limited Fatigue
Subject Variables Additional Disabilities (cont.)
Vision Can not see visual reinforcers Can not process visual instructions Needs glasses for assessment, if prescribed
Seizure disorder Flicker stimulation with lighted reinforcer Absence, petit mal, and grand mal seizures
Additional Disabilities
Other problems Failure to thrive Cystic fibrosis Chromosomal abnormalities
Fragile x syndrome Drug exposed baby
Fetal alcohol syndrome
Subject Variables
Support equipment Ventilator Apnea monitor Head support Wheel chair Communication
board Head pointer Restraints
Access to booth Need more space Creates noise Prevents
response observation
Subject Variables
Family Priority of hearing in multidisciplinary
diagnostic process Resources, social interaction skills Health literacy Native language, cultural diversity Preferred method for communication
Cultural Diversity
Issues Prevalence Treatment
funding and legality
Cultural Diversity A growing number or
children with hearing loss in the United States are from families that are non-native English speaking
The 2000 U.S. Census shows that nearly one out of five Americans speak a language other than English at home.
Cultural Diversity Informational materials should
be provided in native languages for parents and at understandable reading levels.
Communication options chosen by families for their child should be respected and supported.
Cultural Diversity Alberg and Kerr (2004) developed a
list of considerations for service providers working with multicultural populations. Families are more comfortable with service
providers who speak their language and understand their culture.
Printed material should be available in the language of the client base.
There may be different dialects among people from the same country.
Cultural Diversity Racial, cultural and socioeconomic
differences may exist among individuals from the same country.
Interpreters may have difficulty explaining medical and technical information
May be difficult for the family to understand. Families sometimes enter the U.S. illegally.
will not qualify for public assistance medical and technical services (e.g., hearing aids)
finding financial assistance for these families is challenging, at best
Subject Variables Medications
Seizure Cardiac Psychotropic ADHD
Subject Variables Behavior
Calm, non-vocal Agitated, vocal, crying Age appropriate attention span Clinging, will not separate
Environmental Variables Size of test booth Location of speakers Location of observation
window, lighted Commercially available
reinforcers Handheld reinforcers
Environmental Variables Movement Restricting Furniture
High chair Table chair Infant carrier Papoose board Blanket for swaddling
Use blankets/pillows for support Use belt for stability
Environmental Variables Control room/test room
communication Accessible toys for distraction to
maintain controlled boredom Ear protection for test assistants Variety of reinforcers to maintain high
level of responding Commercially available reinforcement
units, Variety of puppets, lighted obs window
Test Protocol Considerations The Audiologist
Should be experienced in evaluating young children
Should adhere to published guidelines Proper facilities Knowledgeable about etiology of
hearing loss and comprehensive case management
Test Protocol Considerations Limited amount of time
Condition with speech, child more likely to respond
Use stair case approach, decrease intensity across frequencies selected rather than up and down at single frequency
Use limited number of frequencies (500, 4000, 1000, fill in if possible)
Test Protocol Considerations
Need Audiological Test Battery
Issue is not always getting equipment on and keeping it on but also the behavioral responses may not be observable or may have interference Behavioral with cognitive age
appropriate technique Physiologic tests
Observations Characteristics of auditory
responses Developmental characteristics Parent-child interaction Anatomical variations
Pigmentation variations Facial or limb abnormalities Hirsutism (Hairiness)
Test Battery Approach Air and bone conduction OAEs ABR/ASSR Acoustic Immittance
Air conduction Allow longer response times Speech stimuli (simple
commands) and other broad band stimuli
Insert earphones, preferred placement
Sound field To assess type of response to sounds
Bone Conduction Allow longer response times Issues of keeping vibrator in
place especially with cranial malformations; need to ensure adequate pressure
Introduction of masking simultaneously with stimuli
Methods VRA TROCA/VROCA
Tangible reinforcement often is useful for children with developmental disabilities
Selection of appropriate reinforcer—needs to be meaningful to the patient
Play audiometry Conventional Audiometry
ABR/ASSR Air and bone conduction,
frequency specific stimuli Issues of noise from child i.e.
myogenic noise often high Issues of noise from supportive
equipment
Acoustic Immittance Tympanometry--high frequency
probe tones as needed Acoustic reflex testing--often
compromised by noise Common problems: excessive
cerumen, malformed ear canals, involuntary movements (e.g. teeth grinding)
Management of Hearing Loss Amplification
FMs or other ALDs EI
Case Reports Normal pregnancy, delayed
developmental milestones, short attention span
Hypotonicity Cardiac problem Vision problem Diagnosed with Down syndrome Suspected hearing loss Frequent otitis media, managed
by pediatrician
Down Syndrome Incurving fifth
finger Simian Crease Flat faces Frontal bossing Frequent hearing
problems, conductive and/or sensory neural
Down Syndrome Behavioral testing-best after 10
months of age Success of behavioral testing is often
dependent on cognitive abilities as well as the presence of other disabilities
Psychomotor Damage
Psychomotor Involvement Spasticity Hypotonici
ty
Cleft Lip and Palate
Newborn hearing screening often compromised by MEE
ABR often needed
Goldenhar Syndrome
Goldenhar Syndrome Oculoauriculovertebral Dysplasia
Unilateral malformation of craniofacial structures (eye, oral and musculoskeletal anomalies)
Hearing loss can be sensorineural and/or conductive in one or both ears
Sensorineural component may not identified because of the assumption of conductive due to malformation
Mucopolysacharidosis
Examples: Hunter and Hurler Syndrome Hunter: x-linked recessive, typically less
severe Hurler: autonomic recessive
Mucopolysaccharidoses Heterogeneous group Excessive mucopoly saccharides
storage Variability in expression May have mental retardation Conductive, sensorineural, or mixed
HL; maybe progressive Frequent otitis media Severe forms may result in death in
second decade of life
Conclusion The key to good audiologic
assessment of children with multiple disabilities is EARLY diagnosis and frequent follow up.
Progressive hearing loss is often associated with multiple disabilities (in association with syndromes)
Case coordination is essential for optimizing diagnosis and treatment EI Medical personnel e.g. neurology,
ophthalmology etc.