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3 Pediatric Infectious Diseases andHearing Loss
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73. Shikano H, Ohnishi H, Fukutomi H, etal. Mondini dysplasia with recurrent bacterial meningitis caused by three different pathogens. Pediatr Int. 2015;57:1192–5.
74. Hong H, Budhathoki C, Farley JE.Increased risk of aminoglycoside-induced hearing loss in
MDR-TB patients with HIV coinfection. Int J Tuberc Lung Dis. 2018;22:667–74.
75. Chen L, Ye S.Tuberculous otitis media complicated by meningitis-induced bilateral sensorineural hearing loss: a case report. Ear Nose Throat J. 2021;100(3 suppl):s225–8.
76. Sebastian SK, Singhal A, Sharma A, Doloi P.Tuberculous otitis media -series of 10 cases. J
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Lemierre’s syndrome with atypical sequelae and a review of pediatric literature. Int J Pediatr
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78. Lantos PM, Blanton LS. The rickettsioses: a practical update. Infect Dis Clin North Am.
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79. Friedmann I, Frohlich A, Wright A.Epidemic typhus fever and hearing loss: a histological
study (Hallpike collection of temporal bone sections). J Laryngol Otol. 1993;107:275–83.
80. Lo Monaco A, Govoni M, Zelante A, etal. Whipple disease: unusual presentation of a protean
and sometimes confusing disease. Semin Arthritis Rheum. 2009;38:403–6.
81. Anderson JL, Levy PT, Leonard KB, Smyser CD, Tychsen L, Cole FS.Congenital lymphocytic choriomeningitis virus: when to consider the diagnosis. J Child Neurol. 2014;29:837–42.
82. Torre P 3rd, Zeldow B, Hoffman HJ, etal. Hearing loss in perinatally HIV-infected and HIVexposed but uninfected children and adolescents. Pediatr Infect Dis J. 2012;31:835–41.
83. Worme M, Chada R, Lavallee L.An unexpected case of Ramsay hunt syndrome: case report
and literature review. BMC Res Notes. 2013;6:337.
84. McKenna MJ. Measles, mumps, and sensorineural hearing loss. Ann N Y Acad Sci.
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85. Olajuyin OA, Olatunya OS, Olajide TG, etal. Aetiologies of profound bilateral sensorineural
hearing loss among children in Ekiti State, South Western Nigeria. Pan Afr Med J. 2021;38:98.
86. Morita S, Fujiwara K, Fukuda A, etal. The clinical features and prognosis of mumps- associated
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87. Aldè M, Di Berardino F, Marchisio P, etal. Sudden sensorineural hearing loss in children with
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90. Jafari Z, Kolb BE, Mohajerani MH.Hearing loss, tinnitus, and dizziness in COVID-19: a systematic review and meta-analysis. Can J Neurol Sci. 2022;49:184–95.
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Communicating withaChild
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withHearing Loss
CanCemalCingi andDilekTuranEroğlu
4.1 Introduction
When a child’s hearing screening reveals that s/he has a hearing problem, the family
is often upset. During this time, parents feel oppressed by the sadness and the decisions to be made. Besides sadness and anxiety, they feel helpless about what awaits
them and what needs to be done next. Families should be told what awaits them,
what steps must be taken, and the importance of early diagnosis. Language forms,
the basis of future communication skills, and adequate input should be emphasized.
With impartial information, parents should be offered alternative ways and free to
make the right choice for the child and themselves. Language-speech and hearing
professionals should tell families what needs to be done for the child to establish
healthy communication, regardless of prejudices, and guide how to approach the
issue in this long story [1].
Communicating with deaf and hard-of-hearing children may not be uent as they
may have language improvement delays. Some parameters of enabling the development of communication skills by supporting their speaking and language skills
depend on the answers to the following questions [2]:
4
C. C. Cingi (*)
Communication Design and Management Department, Faculty of Communication Sciences,
Anadolu University, Eskişehir, Türkiye
e-mail: ccc@anadolu.edu.tr
D. T. Eroğlu
Department of Foreign Languages, School of Foreign Languages, Anadolu University,
Eskişehir, Türkiye
e-mail: dteroglu@anadolu.edu.tr
© The Author(s), under exclusive license to Springer Nature
Switzerland AG 2023
A. E. Arısoy et al. (eds.), Hearing Loss in Congenital, Neonatal and Childhood
Infections, Comprehensive ENT, https://doi.org/10.1007/978-3-031-38495-0_4
51
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How serious is the hearing problem?
What are the parents’ expectations?
Is the child’s rst language sign language?
Is a hearing aid or cochlear implant used or not?
Does the child attend a school for the deaf?
This study emphasizes the crucial points of making children with hearing impairment able to communicate themselves as others and underlines that achievement is
possible with the necessary precautions and supporting techniques. The essential
tools to help them and crucial awareness details are stated in this chapter [2].
C. C. Cingi and D. T. Eroğlu
4.2 Communication Tools forHard-of-Hearing or
Deaf People
The most critical concept about hearing impairment is that they have difculty in
communicating with their environment due to their hearing impairment. As speaking is a process that develops by imitating the sounds heard from the rst months of
life, early diagnosis of a hearing problem is crucial. Various pieces of training are
also available for individuals whose hearing impairment is subsequently detected.
Throughout the way, one can learn to speak and use the voice. Most people with
hearing impairment can communicate with people around them through lip-reading,
writing, and sign language. Below are some of the alternatives parents can choose
for their kids [1].
4.3 Listening andSpeaking Skills
This methodology supports the idea that children can learn to listen and speak on
the condition that timely diagnosis, treatment, and consistent use of the necessary
aids are in action. It includes the “1-3-6” rule: Identication of hearing loss at one
month, appropriate amplication at 3months, and family-centered early intervention services that support the development of listening and spoken language at
6months. The family must adopt the rules and never forget the importance of using
those aids. The aids have to be used consistently no matter how hard the child tries
to take them off. A regular assessment of hearing is a must to see how functional the
devices are and to check the changes if there are any.
4.4 The Cued Speech
It is a technique that includes eight hand shapes in four different positions (known
as cues) with mouth shapes to show all the sounds of spoken language differently.
The National Cued Speech Association has dened cued speech as “a visual mode
of communication.” This is known as a sound-based visual communication system.
4 Communicating withaChild withHearing Loss
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It is based on making simple hand movements around the mouth to distinguish
sounds identical to the lip reader. Cued speech has been adapted to over 50 languages and facilitates language development, speech development, reading skills,
and communication. Its benets can be seen in treatment to improve speechreading
and literacy [1].
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4.5 Sign Language
There is no universal sign language. Different languages have different sign languages. To illustrate, there are two sign languages in Belgium: French Belgian and
Dutch sign language, or Spain has two sign languages, Spanish and Catalan sign
language. Even the same language has different sign languages. For example,
American Sign Language (ASL) is one of the natural languages with the same linguistic features as spoken languages but grammatically different from English.
Each culture and language has its own sign language features, making it hard to
communicate in a different language. That is to say, if someone uses ASL, s/he will
not be able to interact in the same way in British Sign Language (BSL). The critical
point here is that if parents want their children to use sign language, they also need
to learn how to communicate using it [1, 2].
4.6 Total Communication
Total communication (TC) includes all communication tools, such as body and sign
language, gestures, symbols, ngerspelling, facial expressions, listening and speaking, lip reading, and so on, to improve language skills and to communicate what
they mean in a total sense. Information is provided to the child in both audio and
visual formats. This allows the child to use the information best suited to their
needs. Kids with TC programs generally use amplications like hearing devices or
cochlear implants. Children have different perceptions related to TC.Some think all
they need is TC, whereas, others think that they need to communicate fully with
some other techniques. Families should know their kids’ perception of it and ensure
that their children’s needs are met utterly [1, 3].
4.7 Auditory: Verbal Method
The method helps stimulate existing hearing remnants of children through appropriate hearing aids. It is to support individuals with hearing impairment to gain and
develop verbal communication to integrate them into society and use their existing
potential most efciently. An important point and prerequisite in the auditory-verbal
approach is the development of listening skills. The child must have listening skills
in order to receive healthy inputs.
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C. C. Cingi and D. T. Eroğlu
4.8 Auditory: Oral Method
This method teaches deaf children to use their residual hearing with lip reading and
context clues to understand and use spoken language in a better way. In this method,
kids do not use sign language. To get the best out of this method, teachers, families,
and the kids need to work hard and equip the child with spoken input as much as
possible.
4.9 Family Awareness foraDeaf or Hard ofHearing Child
The studies show that families with great awareness can create a big difference for
their kids to communicate with the world and integrate with the society that they are
living in. Other people like teachers, peers, relatives, or neighbors can also be helpful. However, it is the parent’s responsibility to help their kids to develop auditory
skills and use residual hearing at maximum. To achieve that, what should be done is
not a sprint but a marathon. Some crucial points to bear in mind during that run are
as follows:
• They need to organize a suitable environment for child–parent communication.
• They need to set short- and long-term goals.
• They must model their kids with techniques to give input and help to
communicate.
• Listening, speaking, and other interaction tools must be adapted to their daily
routines.
• They must monitor each change in their kids and discuss them with their profes-
sional guides. Recording and discussing the process with professionals will cre-
ate a big difference.
• They must be with the child during therapy and inform the therapist about their
child’s abilities and interests.
• They must evaluate all the communication opportunities and respond
appropriately.
• They have to adopt the most appropriate behavior management. They try hard to
be patient and understanding and know how to manage their anger or sadness.
• They have to support their kid along the path.
• They should speak with their child in sentences and avoid single-word expres-
sions bearing in mind that they need naturally spoken input.
• They also need to bear in mind that their kid might be the only student with hear-
ing problems at the school. In such a case, they might choose a school where the
other peers also have the same impairment. The teachers knowing how to use the
language techniques that those kids need might be preferred [4–6].
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4.10 Communicating withHearing-Impaired or
Deaf Children
The importance of the idea and studies stating that disabled individuals should be
integrated with society is so positive. Deaf and hard-of-hearing individuals use
visual language to communicate their emotions, thoughts, wishes, and needs. They
are easy to learn, however, the public awareness rate could be higher.
This makes it difcult for the hearing impaired to communicate with the people
around them. However, there are some other things one can do to communicate
more effectively with them.
As stated above hearing-impaired people can use different communication methods. It is helpful to nd out which way they use before contacting them. Knowing
their way of communicating will make it easier for you to interact with them. Using
the same codes and signs will be a real help to them [2–6].
Other times there are some other things to take into consideration:
• You need to be aware that those individuals mostly know lip reading, so while
communicating with them, make sure that your lips are seen clearly and try not
to eat or chew anything, and do not smoke, as those things might hide the move-
ments of your lips. Be careful to speak directly to that person.
• You do not need to shout at someone hard of hearing. This makes communica-
tion harder for those who need to see your natural mouth movements. Instead,
tell them that you can repeat what you have said if anything is unclear.
• Using gestures and body language will also help you interact more clearly. Doing
that, try to be as natural as possible.
• If anything interrupts communication, such as a phone ringing or a doorbell,
someone calling you, etc., before leaving, tell the person about it.
• Try to be understanding, patient, and encouraging.
• Never ask personal questions about the hearing problem.
4.11 Conclusion
Success in helping kids with hearing impairment requires hard work from the teachers, parents, and children. The rst step is being prompt to have the diagnosis and
start the treatment immediately. During the treatment process, the parents have to
accept all the facts as they are and be supportive of the achievement. It must not be
a dream to integrate the kids into society and help them be as happy and prosperous
as their peers, but a goal [2–6].
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References
1. Marconi K.Communication considerations for children with hearing loss. 2016. https://leader.
pubs.asha.org/do/10.1044/communication- considerations- for- children- with- hearing- loss/full/.
Accessed 23 Nov 2022.
2. Communicating with deaf and hearing-impaired children. https://www.icommu-
nicatetherapy.com/child- speech- language/child- speech- language- hearing- literacy-
communication- disorders- delays/hearing- problems- hearing- impairment- being- deaf/
communicating- hearing- impaired- deaf- children/. Accessed 23 Nov 2022.
3. So your child has a hearing loss: next steps for parents. Alexander Graham Bell Association.
http://agbell.org/NetCommunity/Document.Doc?id=414.
4. Ways to communicate with a child with hearing loss. https://successforkidswithhearingloss.
com/wp- content/uploads/2011/08/Comm- Options- Overview- Ways- to- Communicate- with- a-
Child- with- Hearing- Loss.pdf. Accessed 23 Nov 2022.
5. Decision making. American Society for Deaf Children. http://www.deafchildren.org/
resources/12_ASDC%20- %20Article%20- %20Decision%20Making.pdf.
6. Communication modes. American Society for Deaf Children. http://www.deafchildren.org/
resources/13_ASDC%20- %20Article%20- %20Communication%20Modes.pdf.
Communication intheFamily
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ofaHearing-Impaired Child
DilekTuranEroğlu andCanCemalCingi
5.1 Introduction
When a family member is diagnosed with a serious illness, it affects all family
members, not just the patient. The situation can be even more distressing if the diagnosis of this serious illness is chronic and will affect the patient’s entire life.
Diagnoses given to children upset the parents and they have difculty in coping
with them. The family, who is informed about the child’s hearing loss, feels helpless
about acceptance and what needs to be done next, especially at rst times. This
issue, unlike other diseases, includes much more sensitivity in terms of not breaking
away from normal life and gaining and using communication skills, as well as treatment. For many years, people have been working to help hearing-impaired individuals be at the highest level in using their communication skills, and they have dealt
this issue from all aspects [1].
The aim of this chapter is to explain what kind of action plan and behavior management the family should have in this process for the hearing-impaired children to
gain the required communication skills.
5
D. T. Eroğlu (*)
Department of Foreign Languages, School of Foreign Languages, Anadolu University,
Eskişehir, Turkey
e-mail: dteroglu@anadolu.edu.tr
C. C. Cingi
Communication Design and Management Department, Faculty of Communication Sciences,
Anadolu University, Eskişehir, Turkey
e-mail: ccc@anadolu.edu.tr
© The Author(s), under exclusive license to Springer Nature
Switzerland AG 2023
A. E. Arısoy et al. (eds.), Hearing Loss in Congenital, Neonatal and Childhood
Infections, Comprehensive ENT, https://doi.org/10.1007/978-3-031-38495-0_5
57
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D. T. Eroğlu and C. C. Cingi
5.2 The Important Points forFamilies withChildren Having
Hearing Loss or Deafness
Family–child interaction is such an important factor in the social and emotional
development of the hearing impaired. During infancy and early childhood, individuals interact with the people around them and have access to auditory inputs that will
support the development of language and communication skills. These interactions
help the infant develop naturally in terms of language and communication skills
without the need for additional support. However, children with hearing loss do not
get auditory inputs during these interactions and encounter various problems in language acquisition, which results in communication problems. In such cases, early
diagnosis is vitally important for the success of the treatment and in overcoming
communication barriers. Thus, it is suggested that all infants should have a hearing
screening, which is an important indicator of deafness or hearing loss in a child.
Early intervention, when such a diagnosis is received, is offered to children with
special needs aged 0–3years. Since it covers special education and other support
services, the family should take action as soon as possible and start implementing
the necessary measures. What kind of action plan and behavior management the
family should take in this process is explained below.
1. When intervention is initiated early, it is possible to exploit invaluable opportu-
nities in the early years of verbal and nonverbal language acquisition [1].
2. Before everything, people should bear in mind the fact that every child is
unique, so the rst thing to do for the family is discover the child’s other features other than hearing impairment. Then the unique features of his/her deafness have to be known, too.
3. It would be wise to nd out about all the services for the hearing impaired
where you live [1]. Information about schools, specialists, and events can be
obtained from people with similar problems and from city health centers.
4. There may be children who object to wearing devices. The family should under-
stand that the child does not have a chance without a hearing aid, and the device
should be worn constantly no matter what the child wants.
5. The methods to optimize existing hearing remnants of children through appro-
priate hearing aids should be chosen. To nurture the child to develop verbal
communication skills with adequate input is a must. In order to do that, the use
of existing potential in the most efcient way is essential.
6. Throughout this journey the families have to work with a team of professionals,
such as a pediatrician, an otolaryngologist, and a speech-language pathologist.
Those professionals need to have experiences to work with infants and children
with hearing impairment. Each specialist should be informed about others’
actions and thoughts and they should work coordinately [1].
7. It is important to get information about the process and activities from the
school administration and teachers where your child will attend. In addition, it
should be learned how to cooperate with the teacher to work effectively [1].
5 Communication intheFamily ofaHearing-Impaired Child
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8. It should never be forgotten that the child needs love, care, support, and a smi-
ley face as well as friendly language inputs. The parents and all the caregivers
around the child should always treat the child with love and affection. Frequent
holding, facing, smiling, and responding are such vital remedies. It is a wellknown fact that what children need most is to receive love from everyone
around them [1].
9. In order to teach the child to understand the sounds they hear, families have to
be trained in terms of improving listening skills. Listening activities are to be
included in family education so that the child can gain experiences to improve
his/her comprehension.
10. Parents of children with hearing loss are constantly trying to teach their chil-
dren something. Without play-supported activities, the child’s growth is
unthinkable. Experts have to put play-assisted learning to work by planning
different types of plays for families.
11. Daily routines are important opportunities for language acquisition. Going
shopping together, reading a book, preparing a meal, participating in celebrations, and other visits are facilitators that provide the child’s language development in a natural environment.
12. Speaking with the child in sentences and avoiding expressing in single words
are important. In the early stages of the child’s language development, singleword speech leads to non-uniform melodic speech. Highlight the word you
want to teach in the sentence. For example, instead of just saying “banana” say
“Would you like to eat a BANANA?”
13. It is important to help the child by saying the words that the child intends to say
but cannot. While doing this, approach in an encouraging way, so that the child
can feel secure.
14. Sound, noise, music, crowd, and distance in the communication environments
are so important in interpersonal communication for individuals with hearing
impairment. Noise impairs communication and makes it difcult to understand
the words that you utter. Thus, in such cases try to be close to the person and
make sure that your face is visible to him.
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When communicating with a hearing-impaired individual, much more care
should be taken than usual. One has to be more careful and understanding not to be
offensive as a hearing-impaired individual may be irritable or overly sensitive.
Below are some important points to keep in mind for the families and others while
communicating with those people.
5.3 Communication Facts
5.3.1 Emotions
When communicating with a hearing-impaired individual, rst of all, do not neglect
to be visible and use the method of showing your presence with eye contact.
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