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Index
Madell et al., Pediatric Audiology: Diagnosis, Technology, and Management, 3rd Ed. (ISBN 978-1-62623-401-7),
copyright © 2019 Thieme Medical Publishers. All rights reserved. Usage subject to terms and conditions of license.
determination of, 283, 283t
disagreements and resolution, 283
team meetings, 282f
Central auditory processing disorder and clinical applications of ALR, 154
Cerumen, excessive, 20
Cervical vestibular evoked myogenic potentials (cVEMP) testing, 195f
CHARGE syndrome, 35
Child Find screening, 338
Children’s speech perception testing, 100–102
appropriate test selection, 100
carrier phrase use, 102
closed-set versus open-set testing, 101
half-list versus full list, 102
phoneme scoring versus whole-word scoring, 101
recorded versus monitored live voice testing, 101, 101t
Children’s speech perception test descriptions, 102–103
closed-set tests, 102, 102t
Early Speech Perception (ESP) Test, 102, 102t
open-set tests, 103, 103t
special populations, 103–104, 103t
conditions, 105, 105tt
materials, 104
modality, 105
scoring, 106, 106t
stimulus presentation, 105–106
Children’s speech threshold tests, 99–100
awareness or detection thresholds, 99
reception threshold, 100, 101t
Chromosome disorders, 36
Down syndrome, 37
microdeletions, 36
Clarity of speech, 273–274, 273t
Classroom acoustic accessibility, 249–255
guidelines and standards, 251–252
American National Standards Institute (ANSI) standards, 251, 252
noise and eects on performance, 251–252
RT guidelines, 251
identification of acoustic problems, 252–253, 252t
compliance, ANSI standards, 252
critical distance, 253–254, 254ttt
measurement, 252–253
room acoustics and SNR, 250
reverberation time (RT), 250
Shannon’s mathematical theory of communication, 249f
SNR and RT eects together, 250–251, 251t
Classroom listening assessment (CLA), 338–339
classroom communication participation, 339
communication of assessment results, 340
Functional Listening Evaluation (FLE), 339
student assessment, 339, 339t
Clinical applications of ALR in pediatric populations, 154–156
attention-deficit/hyperactivity disorder, 155
auditory deprivation, 155
auditory neuropathy spectrum disorder, 155–156
autism spectrum disorder, 155
central auditory processing disorder, 154
learning and language disorders, 155
objective documentation of improvement in auditory processing, 154
Clinical applications of auditory middle latency response in pediatric
populations, 149–151
auditory processing, learning, and language disorders, 150–151
cochlear implantation, 150
estimation of hearing threshold, 149–150
neurodiagnosis, 150
Clinical applications of P300 in pediatric populations, 159–160
attention-deficit/hyperactivity disorder, 159
auditory processing disorders, 159
autism spectrum disorders, 160
cochlear implantation, 160
specific language impairment (SLI), 159
Clinical protocols for reading impairment, 167–171, 168t
advantages, 170–171
contrastive stop consonants, 169, 169f
40-ms /d/, 170
frequency-following response, 167–168, 167
noise responses, 168
Closed captioning, 328, 329f
Closed-set speech perception tests, 102, 102t
Closed-set versus open-set speech perception testing, 101
CM. See Cochlear microphonic (CM)
Cochlear development investigation with OAEs, 127
Cochlear health indicators, 126–127, 126t, 127f
Cochlear implantation, 51–52, 52f, 235–247
activation and programming, 241–243, 242t
measurement, 242–243, 243f
programming, 241–242, 243t
auditory middle latency response, 150
candidacy, 238–240
assessment, 238
documentation of candidacy, 240
guidelines, 238–239, 239t
special consideration, 239
clinical applications of P300, 160
description and operation, 235–236, 235f
hardware, 236–237, 236f
external sound processors, 237, 237f
implants, 237, 237f
hybrid array, 245f
medical considerations, 240–242
auditory system imaging, 241
medical assessment, 240–241
surgery, 241
outcomes, 245, 245t
postactivation appointments, 245t
Cochlear implants and ANSD, 352–353
implant evoked electrical ABR, 352, 353f
medical imaging, 353, 353f
mild-moderate hearing loss, 353
Cochlear implants and RM, 264–265
Cochlear mechanical control with OAEs, 127
Cochlear microphonic (CM), 135
Cochlear tuning investigation with OAEs, 127
Cognitive age assessment, 76
Collaborative team management, 279–286
case examples, 284–285
case manager, 283–284
determination of, 283, 283t
disagreements and resolution, 283
team meetings, 282f
team composition, 279–282, 279f
audiologist, 280–281, 280t
educational personnel, 281
family, 280, 280t
medical professionals, 281
occupational and physical therapists, 282
professionals in community, 282
psychologist, 281–282
social worker, 281
speech-language-auditory therapist, 281, 282f
Comfort using BOA, 79
Commercially available diagnostic tests, 311–313, 312t, 313t
Communication approaches in management of hearing loss, 287–292
auditory approaches, 288
bimodal approach, 288–289
factors to consider, 287
issues, 288–289
summary of approaches, 289
American Sign Language (ASL), 290t
Auditory-Verbal Education (AVEd), 290t
Auditory-Verbal Therapy (AVT), 290t
Bilingual-Bimodal (BiBi), 290t
Conceptually Accurate Signed English (CASE), 290t
Manually Coded English (MCE), 290t
Pidgin Signed English (PSE), 290t
visual approaches, 288
401
Madell et al., Pediatric Audiology: Diagnosis, Technology, and Management, 3rd Ed. (ISBN 978-1-62623-401-7),
copyright © 2019 Thieme Medical Publishers. All rights reserved. Usage subject to terms and conditions of license.
Index
Communication with stakeholders for newborn screening, 61
Compensatory strategies for APDs, 182
Component separation with OAEs, 127
Computed tomography (CT), 43, 47–49, 48f, 49
Computer-assisted reinforcement, VRA, 84
Conceptually Accurate Signed English (CASE), 290t
Conditioned Orientation Reex (COR), compared to VRA, 81
Conditioned play audiometry (CPA), 83–85
audiology assistant role in, 132
training a child for, 84
training the task, 84–85, 85b
Conductive hearing disorders, 18–19, 18t
acquired postnatal conductive disorders, 19–20
complications, otitis media with eusion, 20
excessive cerumen, 20
otitis externa, 20
otitis media with eusion, 19–20
acquired prenatal conductive disorders, 18–19
middle ear anomalies, 19
outer ear anomalies, 18–19
Continuum of transitions for teens with hearing loss, 374–376
acceptance, 375–376
bullying, 375
self-advocacy and determination, 376
self-esteem for teens with hearing loss, 376
Support groups for teens with hearing loss, 377–379
Contrastive stop consonants, clinical protocols for RI, 169, 169f
COR. See Conditioned Orientation Reex (COR)
Cortical auditory evoked responses clinical measurement and application,
145 –162
auditory late response (ALR), 151–156
analysis, 151–152, 152f
clinical applications of ALR in pediatric populations, 154–156
measurement, 151
nonpathologic factors, 152
in pediatric populations, 152–153
auditory middle latency response (AMLR), 146–151
analysis and interpretation, 147–148, 148f
anatomic generators and developmental changes, 149
clinical applications, 149–151
measur emen t, 146–147
monitoring depth of anesthesia, 151
nonpathologic factors, 148
pediatric populations applications, 148
P300 response, 156–160
amplitude, 157
analysis, 158–159
characteristics, 157, 157f
childhood, 158
clinical applications in pediatric population, 159–160
cognitive processes, 156–157
latency, 157–158
neurochemical and neuroanatomic generators, 157
test protocol, 158
variants, 156
rationale for clinical application, 146
Counseling and collaboration with parents, 365–371
audiologist role, 365–368
application, family-centered principles to clinical audiology, 366
family-centered meaning, 366
follow-up and follow-through, 368
informing families of diagnostic results, 366–368
counseling parents as children get older, 369
decisions about early intervention, 369
decisions about hearing aids and cochlear implants, 368–369
information sources, 369–370
internet resources, 369–370
professional support, 369–370
multiple disabilities with hearing loss, 370
CPA. See Conditioned play audiometry (CPA)
Critical period of auditory brain development, 10–12, 10f, 11
Cross-check principle for test batteries, 65, 66t
CT. See Computed tomography (CT)
Culture and bias in America, 357
cVEMP testing. See Cervical vestibular evoked myogenic potentials
(cVEMP) testing
Cytomegalovirus, 21
D
Data quality indicators of OAEs, 126
Deaf, contextual meaning for, 13
Developmental delay hearing evaluation, 92–93
positioning, 92–93
responses, diculty in obtaining, 93
special test procedures, 93
timing of test stimulus, 93
DFN loci, 33, 33t
Diagnosis, pediatric hearing loss, 41–49
classification, 41
diagnostic and etiological testing, 45–47, 46t
diagnostic imaging, role of in diagnosis, 47–50, 47f, 48, 49f, 50f
history, role of in diagnosis, 42–43, 42f
physical examination, role of in diagnosis, 43–45, 43f, 44f, 45t
Diagnostic and etiological testing, 45–47, 46t
Diagnostic audiologic evaluation, 76
Diagnostic imaging, role of in diagnosis, 47–50, 47f, 48, 49f, 50f
computed tomography (CT), 43, 47–49, 48f, 49
magnetic resonance imaging (MRI), 20, 22, 47–49, 48f, 49f, 50f
Diagnostic recommendations, audiologic test results, 200
Dichotic listening tests for APDs, 178
Dierential diagnosis, pediatric applications of OAEs, 125
Digital vs. analog RM systems, 263
Direct therapeutic approaches of treatment for APDs, 182–183
Disability concept, 321–323, 321f, 322f
Distortion product OAEs, 121–122, 121f
Distractors, VRA, 83
Down syndrome, 37
Dynamic exercise ball for equilibrium evaluation, 193f
Dyslexia, developmental, 163–164
E
Early intervention, 293–303
case studies, 300–301
ANSD, 300–301, 301f
sensorineural hearing loss, 300, 300f
clinical practice, 299–300
longitudinal outcomes of children with hearing impairment (LOCHI),
296–299
audibility and hearing aid characteristics, 298
auditory neuropathy spectrum disorder (ANSD), 297, 297f
factors inuencing outcomes, 296
factors inuencing outcomes in LOCHI study, 296–297
hearing aid prescription, 298, 298f
hearing aid processing, 298–299, 299f
outcomes, 293–296
age and variance on outcomes, 294–296
literature reviews on, 293–294, 295t
Early literacy and early intervention for reading impairment, 163–164
dyslexia, developmental, 163–164
phonological awareness, 163
Early Speech Perception (ESP) Test, 102, 102t
Educational audiologist, 318
Educational environment for APDs, 181–182
Educational interpreter, 319
Educational personnel, collaborative team management, 281
Educational placement options, 315–320
IEP and 504 plans, 315
preschool placement options, 316–317
case study, 316–317
continuum of options, 316
related services and classroom accommodations, 318–319
assistive technology, 319–320
classroom modifications, 319
educational audiologist, 318
educational interpreter, 319
402
Index
Madell et al., Pediatric Audiology: Diagnosis, Technology, and Management, 3rd Ed. (ISBN 978-1-62623-401-7),
copyright © 2019 Thieme Medical Publishers. All rights reserved. Usage subject to terms and conditions of license.
speech-language pathologist, 318–319
teacher of deaf or hard of hearing, 319
school-age placement options, 317–318
Educational recommendations, audiologic test results, 201
Education and access laws, 321–333
Americans with Disabilities Act (ADA), 330
Title I employment provisions, 330
Title II state and local governments, 330
Title III public accommodations, 331, 331f, 332t
disability concept, 321–323, 321f, 322f
Every Student Succeeds Act (ESSA), 326
Free and appropriate public education (FAPE), 324
individualized education plan (IEP), 324–325
Individualized Family Service Plan (IFSP), 325–326
Individuals with Disabilities Act (IDEA), 323, 325
least restrictive environment (LRE), 324, 324f
mainstreaming, 324
Part B of IDEA, 323
Part C of IDEA, 325
Section 504 of the Rehabilitation Act and ADA, 326, 327t
Section 508 of Rehabilitation Act, 329
special education, 324
telecommunication laws, 326–329
Hearing Aid Compatibility Act (HACA), 327
wireless telephones, 328
wireline telephones, 327
Telecommunications Act of 1996, 328
Section 255, 328
Section 713 (closed captioning), 328, 329f
Title IV of ADA, 329, 329t
Electroacoustic assessment for APDs, 179
Electrophysiologic assessment for APDs, 180
Embryologic development and hearing disorders, 18
Endorsements, professional and advocacy groups for newborn screening,
58
Equilibrium
mechanics, 189–190
physiology, 190
vestibulocollic reex (VCR), 190
vestibuloocular reex (VOR), 190
vestibulospinal reex (VSR), 190
ESP Test. See Early Speech Perception (ESP) Test
ESSA. See Every Student Succeeds Act (ESSA)
Establishment of successful programs, 58–61
communication with stakeholders, 61
procedural issues, 60
selection of equipment and protocols, 59
stakeholder support, 59
Every Student Succeeds Act (ESSA), 326
Extrinsic measurement factors of OAEs, 123–124
F
Family, collaborative team management, 280, 280t
FAPE. See Free and appropriate public education (FAPE)
Federal funding for newborn screening, 58
504 plans, 315
Fixed-gain vs. adaptive RM systems, 263
40-ms /d/, clinical protocols for RI, 170
Free and appropriate public education (FAPE), 324
Frequency-following response, clinical protocols for RI, 167–168, 167
Functional auditory assessments, 70t, 71
Functional hearing loss hearing evaluation, 95–96
G
Genetic counseling for hearing loss, 38
Genetic evaluation of individuals with hearing loss, 36–38
NGS and sequence variant nomenclature, 37
standard of care and cost eectiveness, 37–38
Genetics and reading impairment, 165
Genetics of hearing loss, 27–40
auditory neuropathy spectrum disorder (ANSD), 36
basics of genetics, 28–32
inheritance patterns, 29–32, 30f, 31f
protein synthesis, 29
benefits, evaluation of genetic cause of hearing loss, 28
genotype, 29
medical plan management, 28
phenotype, 28, 29
understanding chance of recurrence, 28
chromosome disorders, 36
Down syndrome, 37
microdeletions, 36
clinical management, 27–28
genetic counseling for hearing loss, 38
genetic evaluation of individuals with hearing loss, 37–38
NGS and sequence variant nomenclature, 37
standard of care and cost eectiveness, 38
genetic testing of newborns, 38
next-generation sequencing, 27
nonsyndromic forms of genetic hearing loss, 32–34, 32f, 33t
DFN loci, 33, 33t
GJB2 (connexin 26), 33
nonsyndromic mitochondrial, 34
nonsyndromic x-linked, 33–34
syndromic forms of genetic hearing loss, 34–37, 35t
BOR syndrome, 34
CHARGE syndrome, 35
Jervel and Lange-Nielsen syndrome, 35–36
Pendred syndrome, 34
Usher syndrome, 34
Waardenburg syndrome, 34
universal newborn hearing screening, 27
Genetic testing of newborns, 38
Genotype, 29
GJB2 (connexin 26), 33
H
HACA. See Hearing Aid Compatibility Act (HACA)
Half-list versus full list speech perception testing, 102
Hearing Aid Compatibility Act (HACA), 327
Hearing aids, 215–223
fittings for infants and young children, 216–220
choice and fit, 218
earmold impressions, 216–217, 216t, 217f
follow-up, 220
programmable amplification features, 218–219
real-ear-to-coupler dierence (RECD), 217–218, 217f
validation, 219
verification, 219
fittings for school-age children and adolescents, 220–222
selectable amplification features, 221–222
selection and fitting, 220–221, 221f
Hearing disorders in children, 17–25
conductive hearing disorders, 18–19, 18t
acquired postnatal conductive disorders, 19–20
acquired prenatal conductive disorders, 18
embryologic development and hearing disorders, 18
neural hearing disorders, 23–24, 23t
auditory neuropathy spectrum disorder (ANSD), 23
hydrocephalus, 24
hyperbilirubinemia, 24
hypoxia, 24
neoplasm, 23–24
sensory hearing disorders, 20–23, 20t
acquired perinatal and postnatal sensory disorders, 22–23
acquired prenatal sensory disorders, 20–21
Hearing, importance of in children, 4–15
auditory brain development and literacy, 13, 13f
auditory deprivation, 8–9, 9f
brain and hearing, 4
critical period of auditory brain development, 10–12, 10f, 11
deaf, contextual meaning for, 13
hearing versus listening, 14
neuroplasticity, 4–8
connectomes or neural networks, 7–8, 8f
403
Madell et al., Pediatric Audiology: Diagnosis, Technology, and Management, 3rd Ed. (ISBN 978-1-62623-401-7),
copyright © 2019 Thieme Medical Publishers. All rights reserved. Usage subject to terms and conditions of license.
Index
feature extraction, 6–7, 7f
primary auditory cortex, 4, 5f
secondary auditory cortex, 4–6, 5f, 6f
pediatric audiology, 3
spoken language enrichment for auditory development, 12
Hearing technology, 50
Hearing test protocols, 65–74
Hearing threshold with auditory middle latency response, estimation of,
149 –150
Hearing versus listening, 14
History, role of in diagnosis, 42–43, 42f
Hit It! for teens with hearing loss, 378
Hydrocephalus, 24
Hyperbilirubinemia, 24
Hypoxia, 24
I
IDEA. See Individuals with Disabilities Act (IDEA)
IDEA Part B, 335–336
assistive technology device, 336
assistive technology service, 336
audiology, 336
checking hearing devices of school-age children, 336
IEP plans. See Individualized Education Program (IEP) plans
IF SP. See Individualized Family Service Plan (IFSP)
Imbalanced speech, 274, 274t
Implants. See Cochlear entries
Individualized Education Program (IEP) plans, 315, 324–325
Individualized Family Service Plan (IFSP), 325–326
Individuals with Disabilities Act (IDEA), 323, 325
Ineective audiologic intervention red ags, 268–269
Ineective speech, language, and listening intervention red ags, 269, 269t
Infant speech discrimination tests, 100
Inheritance patterns, 29–32, 30f, 31f
autosomal dominant inheritance, 30–31, 31f
autosomal recessive inheritance, 29–30, 30f
mitochondrial inheritance, 31–32
mosaicism, 32
x-linked inheritance, 31
Inner ear anomalies, 20–21
Insucient information recommendations, 199
Insucient progress red ags, 270
Interactive auditory system and reading impairment, 164–165, 164
Interpreters, 360
Intervention support through auditory demand, 270–271
auditory support, 270
interventionist support, 271
parental support, 271
technology check, 271
Intrinsic factors measurement factors of OAEs, 123
J
Jervel and Lange-Nielsen syndrome, 35–36
L
Landau reex for equilibrium evaluation, 193f
Language development red ags, 270
Learning and language disorders and clinical applications of ALR, 155
Least restrictive environment (LRE), 324, 324f
Legislation for newborn screening, 58
Limits of Stability strategy for equilibrium evaluation, 195f
Localization and lateralization tests for APDs, 178
LOCHI. See Longitudinal outcomes of children with hearing impairment
(LOCHI)
Longitudinal outcomes of children with hearing impairment (LOCHI),
296–299
Loudness of speech, 272–273, 273t
Loudness perception investigation with OAEs, 127
LRE. See Least restrictive environment (LRE)
M
Magnetic resonance imaging (MRI), 20, 22, 47–49, 48f, 49f, 50f
Magnocellular hypothesis of RI, 166
Mainstreaming
laws, 324
teens, 378
Management of newborn screening, 63
Manually Coded English (MCE), 290t
Maternal rubella, 21
MCE. See Manually Coded English (MCE)
Medical professionals, collaborative team management, 281
Medical management, pediatric hearing loss, 41–54
diagnosis, 41–49
classification, 41
diagnostic and etiological testing, 45–47, 46t
diagnostic imaging, role of in diagnosis, 47–50, 47f, 48, 49f, 50f
history, role of in diagnosis, 42–43, 42f
physical examination, role of in diagnosis, 43–45, 43f, 44f, 45t
classification, 41
medicine and congenital hearing loss, 41
surgical intervention, 49–52
cochlear implantation, 51–52, 52f
hearing technology, 50
myringotomy with tympanostomy tube placement, 50–51
osseointegrated auditory implant (OAI), 51, 51f
ossicular chain reconstruction (OCR), 51, 51f
pharmacology, 50
stapedotomy, 51
Medical plan management, 28
Medicine and congenital hearing loss, 41
Meningitis, 22
Microdeletions, 36
Middle ear anomalies, 19
Middle ear measurement, 109–118
developmental aspects, 109–110
measurement principles, 110–111, 110, 111f
me asurem ent s, 111–117
acoustic stapedius reex testing, 115
otoscopic examination, 111–112
tympanometr y, 112–115, 114, 115f
wideband acoustic immittance tests, 115–117, 116
Mild and unilateral hearing loss recommendations, audiologic test results,
201
Mitochondrial inheritance, 31–32
Modifications for classrooms, 319
Monaural low-redundancy tests for APDs, 178
Mosaicism, 32
MRI. See Magnetic resonance imaging (MRI)
Multicultural families, 357–363
bilingualism, 360–362
bimodal bilingual children, 361–363
unimodal bilingual children, 361
culture and bias in America, 357
interpreters, 360
multicultural audiology challenges, 358–359
diversity commitment, 359
family-systems approach, 359
introspection, 358
mimicry, 359
signed or spoken language choice, 360
underser ved and underrepresented families, 358
Multiple deficit models of RI, 167
Multiple disabilities with hearing loss, 370
Myringotomy with tympanostomy tube placement, 50–51
N
Neonatal intensive care unit (NICU) children hearing evaluation, 95
Neoplasm, 23–24
Neural hearing disorders, 23–24, 23t
auditory neuropathy spectrum disorder (ANSD), 23
hydrocephalus, 24
hyperbilirubinemia, 24
hypoxia, 24
neoplasm, 23–24
Neurodiagnosis with auditor y middle latency response, 150
Neurologic ABR/CM testing, 142–143, 143f
404
Index
Madell et al., Pediatric Audiology: Diagnosis, Technology, and Management, 3rd Ed. (ISBN 978-1-62623-401-7),
copyright © 2019 Thieme Medical Publishers. All rights reserved. Usage subject to terms and conditions of license.
Neuroplasticity, 4–8
connectomes or neural networks, 7–8, 8f
feature extraction, 6–7, 7f
primary auditory cortex, 4, 5f
secondary auditory cortex, 4–6, 5f, 6f
Newborn hearing screening, 57–64, 57f
contributing factors to expansion of programs, 57–58
endorsements, professional and advocacy groups, 58
federal funding, 58
legislation, 58
policy initiatives, 57–58
technological advances, 58
establishment of successful programs, 58–61
communication with stakeholders, 61
procedural issues, 60
selection of equipment and protocols, 59
stakeholder support, 59
operation of successful programs, 62–63
management, 63
operation of ecient program, 62
training newborn hearing screeners, 62
pediatric applications of OAEs, 124
Next-generation sequencing, 27
NGS and sequence variant nomenclature, 37
Noise exclusion deficit hypothesis of RI, 166
Noise-induced hearing loss and hearing loss prevention education, 338
Noise responses, clinical protocols for RI, 168
Nonsyndromic forms of genetic hearing loss, 32–34, 32f, 33t
DFN loci, 33, 33t
GJB2 (connexin 26), 33
nonsyndromic mitochondrial, 34
nonsyndromic x-linked, 33–34
Nonsyndromic mitochondrial, 34
Nonsyndromic x-linked, 33–34
O
OAE. See Otoacoustic emissions (OAE)
OAI. See Osseointegrated auditory implant (OAI)
Occupational and physical therapists, collaborative team management,
282
Open-set speech perception tests, 102, 103t
Operation of ecient programs for newborn screening, 62
Operation of successful programs, 62–63
management, 63
operation of ecient program, 62
program coordination, 63
training newborn hearing screeners, 62
Objectivity addition to BOA tests, 77–81, 78b
Objects of observation, BOA, 76–77
Observation of sucking response, BOA, 77
Osseointegrated auditory implant (OAI), 51, 51f, 225–233
candidacy, 226–227, 226t
complications, 231–232
counseling and procedures, 227–228
history, 225
implantation, 226t, 230
overview, 225–226, 225f, 226f
softband, 227–230, 226f
ecacy, 228
fitting and verification, 229–230
unilateral hearing loss/single-sided deafness, 231
unilateral hearing loss/single-sided deafness, 230–231
counseling, 231
postimplantation, 229t, 231
and softbands, 231
Ossicular chain reconstruction (OCR), 51, 51f
Otitis externa, 20
Otitis media with eusion, 19–20
Otoacoustic emissions (OAE), 119–130
classifications, 120–122
distortion product OEAs, 121–122, 121f
spontaneous OEAs, 122
stimulus frequency OEAs, 122
transient evoked OEAs, 120–121, 120f
future of OAEs, 127
calibration methods for OAE tests, 127
cochlear development investigation, 127
cochlear mechanical control, 127
cochlear tuning investigation, 127
component separation, 127
loudness perception investigation, 127
speed of recordings, 127
interpretations and clinical norms, 125–127
cochlear health indicators, 126–127, 126t, 127f
data quality indicators, 126
measurements, 123–124
extrinsic factors, 123–124
intrinsic factors, 123
mechanisms, 122–123
pediatric applications, 124–125
dierential diagnosis, 125
newborn hearing screenings, 124
otoxicity monitoring, 125
preschool and school screenings, 124–125
physiology, 119–120
Otoscopic examination, 111–112
Otoxicity monitoring, pediatric applications of OAEs, 25
Outer ear anomalies, 18–19
Ototoxicity, 23
P
Parental advice for audiologists, 383–397
cochlear implants, 388–397
hearing aids, 387–388
infants and young children, 383–387
Parental role, BOA, 77
Parental support through auditory demand, 271
Parents in test room in behavioral evaluation, 88
Part B of IDEA, 323
Part C of IDEA, 325
Pediatric applications of OEAs, 124–125
dierential diagnosis, 125
newborn hearing screenings, 124
otoxicity monitoring, 125
preschool and school screenings, 124–125
Pediatric audiologic test protocols, 65–66
Pediatric populations and ALR, 152–153
anatomy and physiology, maturational changes in, 153
children with normal hearing, 152
developmental changes in ALR, 152–153
morphology and refractoriness, developmental changes in, 153
scalp distribution, developmental changes in, 153
Pendred syndrome, 34
Persistent pulmonary hypertension of membrane oxygenation, 22
Personal FM/digital RF systems, 259–260, 260f, 261f
Personal RM systems, 259–260, 259f
Personal soundfield RM systems, 262
Pharmacology, 50
antibiotics, 50
steroids, 50
Phenotype, 28
Phoneme scoring versus whole-word scoring in speech perception testing,
101
Phonological awareness, 163
Phonological deficit hypothesis of RI, 165
Physical examination, role of in diagnosis, 43–45, 43f, 44f, 45t
Physically challenged children hearing evaluation, 93
Pidgin Signed English (PSE), 290t
Policy initiatives for newborn screening, 57–58
Positioning of infant, BOA, 77, 77f
Preschool and school screenings, pediatric applications of OAEs, 124–125
Preschool educational placement options, 316–317
case study, 316–317
continuum of options, 316
Procedural issues for newborn screening, 60
405
Madell et al., Pediatric Audiology: Diagnosis, Technology, and Management, 3rd Ed. (ISBN 978-1-62623-401-7),
copyright © 2019 Thieme Medical Publishers. All rights reserved. Usage subject to terms and conditions of license.
Index
Professionals in community, collaborative team management, 282
Profound hearing loss recommendations, audiologic test results, 201
Program coordination for newborn screening, 63
Program expansion, 57–58
endorsements, professional and advocacy groups for newborn screen-
ing, 58
federal funding for newborn screening, 58
legislation for newborn screening, 58
policy initiatives for newborn screening, 57–58
technological advances for newborn screening, 58
Protein synthesis, 29
PSE. See Pidgin Signed English (PSE)
Psychologist, collaborative team management, 281–282
R
Reading impairment (RI), 163–172
clinical protocols, 167–170, 168t
advantages, 170–171
contrastive stop consonants, 169, 169f
40-ms /d/, 170
frequency-following response, 167–168, 167
noise responses, 168
early literacy and early inter vention, 163–164
dyslexia, developmental, 163–164
phonological awareness, 163
genetics, 165
interactive auditory system, 164–165, 164
monitoring treatment protocols, 170
theories of RI, 165–167
auditory-temporal processing hypothesis, 165–166
magnocellular hypothesis, 166
multiple deficit models, 167
noise exclusion deficit, 166
phonological deficit, 165
sensory blurring hypothesis, 166–167, 167f
temporal sampling framework, 166
Real-ear-to-coupler dierence (RECD), 217–218, 217f
RECD. See Real-ear-to-coupler dierence (RECD)
Reception threshold, 100, 101t
Recorded versus monitored live voice speech perception testing, 101, 101t
Recurrence, understanding chance of, 28
Red ag identification and management, 267–275
audiologist responsibility, 267–268
behavioral observations, 268
eective auditory intervention, 269t, 270
ineective audiologic intervention, 268
ineective speech, language, and listening intervention, 268–269, 269t
insucient progress, 269–270
intervention support through auditory demand, 270–271
auditory support, 270
interventionist support, 271
parental support, 271
technology check, 271
language development, 270
monitoring, 271
speech production, 270
technology as source of problem, 271
test result evaluation, 272–274
clarity of speech, 273–274, 273t
imbalanced speech, 274, 274t
loudness of speech, 272–273, 273t
softness of speech, 272, 272t
vision as primary modality, 269
Remote microphone (RM) technologies, 257–266
cochlear implants and RM, 264
delivery signals, types, 258–259, 258t
parameters and signal processing, 263
digital vs. analog systems, 263
fixed-gain vs. adaptive systems, 263
receiver characteristics, 263
transmitter characteristics, 263
parent/teacher orientation to RM systems, 265
performance comparisons, 262–263
types, 259–263, 259t
personal FM/digital RF systems, 259–260, 260f, 261f
personal RM systems, 259–260, 259f
personal soundfield systems, 262
soundfield and classroom audio distribution systems, 260–262, 261f
Reverberation time (RT)
guidelines, 251
with SNR, 250–251, 251t
Review of speech perception test reports, 106–107, 106t
RI. See Reading impairment (RI)
RM technologies. See Remote microphone (RM) technologies
RT. See Reverberation time (RT)
S
School-age educational placement options, 317–318
Screening, assessment, and management, 335–346
ADA Title II, 336
classroom listening assessment (CLA), 338–339
classroom communication participation, 339
communication of assessment results, 340
Functional Listening Evaluation (FLE), 339
student assessment, 339, 339t
IDEA Part B, 335–336
assistive technology device, 336
assistive technology service, 336
audiology, 336
checking hearing devices of school-age children, 336
management, 340–341, 340t
outcome measures and professional performance standards, 341,
341tt
professional practices, 340
workload analysis, 340
screening and identification, 337–338
Child Find screening, 338
noise-induced hearing loss and hearing loss prevention education, 338
professional guidelines, 337
screening protocols and technology, 337, 337f
shared and suggested roles, 343–346
Section 255 of Telecommunications Act, 328
Section 504 of the Rehabilitation Act and ADA, 326, 327t
Section 504 of the Rehabilitation Act for general access, 330
Section 508 of Rehabilitation Act, 329
Section 713 (closed captioning) of Telecommunications Act, 328, 328f
Selection of equipment and protocols for newborn screening, 59
Self-advocacy
checklist for teens with hearing loss, 380
and laws, 331–332
for teens with hearing loss, 376
Self-esteem for teens with hearing loss, 376
Sensory blurring hypothesis of RI, 166–167, 167f
Sensory hearing disorders, 20–23, 20t
acquired perinatal and postnatal sensory disorders, 22–23
autoimmune inner ear disorder, (AIED), 22
meningitis, 22
ototoxicity, 23
persistent pulmonary hypertension of membrane oxygenation, 22
viral infections, 22–23
acquired prenatal sensory disorders, 20–21
congenital syphilis, 21
cytomegalovirus, 21
inner ear anomalies, 20–21
maternal rubella, 21
toxoplasmosis, 22
Severe and profound hearing loss hearing evaluation, 91–92
Shannon’s mathematical theory of communication, 249f
Shared and suggested roles to support students, 343–346
Short-term amplitude variation, 208–209, 209f
Signal-to-noise ratio (SNR), 135, 250–251, 251t
Signed or spoken language choice, 360
Single-sided deafness (SSD), 230–231
SLI. See Specific language impairment (SLI) and clinical applications of
P300
SNR. See Signal-to-noise ratio (SNR)
406
Index
Madell et al., Pediatric Audiology: Diagnosis, Technology, and Management, 3rd Ed. (ISBN 978-1-62623-401-7),
copyright © 2019 Thieme Medical Publishers. All rights reserved. Usage subject to terms and conditions of license.
Social worker, collaborative team management, 281
Softband, 227–230, 226f
ecacy, 228
fitting and verification, 229–230
for unilateral hearing loss/single-sided deafness, 231
Softness of speech, 272, 272t
Soundfield
and classroom RM distribution systems, 260–262, 261f
earphone, and bone conduction testing, 85, 85f
Sound patterns, 211–212, 211f
Special needs children hearing evaluation, 91–96
attention deficit hyperactivity disorder (ADHD), 96
autism spectrum disorder (ASD), 94–95
developmental delay, 92–93
positioning, 92–93
responses, diculty in obtaining, 93
special test procedures, 93
timing of test stimulus, 93
functional hearing loss, 95–96
neonatal intensive care unit (NICU) children, 95
severe and profound hearing loss, 91–92
visual impairment, 96
Special populations and speech perception tests, 103–104, 103t
Specific language impairment (SLI) and clinical applications of P300,
159
Speech audiometry, role of assistant, 132–133
Speech banana, 212, 212f
Speech intelligibility, 207, 207f
Speech intelligibility index (SSI), 210–211, 210
Speech/language/auditory management, 305–314
commercially available diagnostic tests, 311–313, 312t, 313t
determination of therapy focus, 307–308
infants, 306
preschoolers, 307
school-aged children, 307–308
teenagers, 308
diagnostic evaluations, 306
service delivery, 308–309
speech-language pathologist role, 305
test protocol selection, 309–310, 309t
training components, 310–311
direct intervention services, 311
strategies, 311
therapy environment, 310–311
Speech-language-auditory therapist, collaborative team management,
281, 282f
Speech/language/literacy recommendations, audiologic test results,
200–201
Speech-language pathologist, 318–319
Speech perception evaluation, 97–108
children’s speech perception test descriptions, 102–103
closed-set tests, 102, 102t
Early Speech Perception (ESP) Test, 102, 102t
open-set tests, 103, 103t
special populations, 103–104, 103t
children’s speech perception testing, 100–102
appropriate test selection, 100
carrier phrase use, 102
closed-set versus open-set testing, 101
half-list versus full list, 102
phoneme scoring versus whole-word scoring, 101
recorded versus monitored live voice testing, 101, 101t
children’s speech perception test protocol, 104–106
conditions, 105, 105tt
materials, 104
modality, 105
scoring, 106, 106t
stimulus presentation, 105–106
infant speech discrimination tests, 100
review of reports, 106–107, 106t
speech perception testing, 97–99
goal, 99
measurement, 98
method, 98, 98t
purpose, 97–98
timing, 99
speech threshold tests, 99–100
awareness or detection thresholds, 99
reception threshold, 100, 101t
Speech perception interpretation issues, 198
Speech production red ags, 270
Speech spectrum, 208, 208f
Speed of recordings with OAEs, 127
Spoken language enrichment for auditory development, 12
Spontaneous OAEs, 122
SSD. See Single-sided deafness (SSD)
SSI. See Speech intelligibility index (SSI)
Stakeholder support for newborn screening, 59
Standard of care and cost eectiveness, 38
Stapedotomy, 51
Steps before initiating behavioral testing, 67–70
appropriate test selection, 67
case history collection, 68–69, 70t
test room setup, 67–68
Steroids, 50
Stimulus frequency OAEs, 122
Sucking behavior as response to sound stimulus, BOA, 77
Support groups for teens with hearing loss, 377–379
campUs, 378–379, 378f
Hit It!, 378
Surgical intervention for hearing loss, 49–52
cochlear implantation, 51–52, 52f
hearing technology, 50
myringotomy with tympanostomy tube placement, 50–51
osseointegrated auditory implant (OAI), 51, 51f
ossicular chain reconstruction (OCR), 51, 51f
pharmacology, 50
stapedotomy, 51
Syndromic forms of genetic hearing loss, 34–37, 35t
BOR syndrome, 34
CHARGE syndrome, 35
Jervel and Lange-Nielsen syndrome, 35–36
Pendred syndrome, 34
Usher syndrome, 34
Waardenburg syndrome, 34
T
Teacher of deaf or hard of hearing, 319
Technological advances for newborn screening, 58
Technology check through auditory demand, 271
Technology recommendations, audiologic test results, 200
Teens, empowerment of, 373–382
adolescents and hearing loss, 373–374
adolescent stage of development, 373
challenges for audiologist with teen patient, 374
continuum of transitions for teens, 374–376
acceptance, 375–376
bullying, 375
self-advocacy and determination, 376
self-esteem, 376
mainstreaming, 376–377
self-advocacy checklist, 380
support groups, 377–379
campUs, 378–379, 378f
Hit It!, 378
tools and programs for working with teens, 379
Telecommunication laws, 326–329
Hearing Aid Compatibility Act (HACA), 327
wireless telephones, 328
wireline telephones, 327
Telecommunications Act of 1996, 328
Section 255, 330
Section 713 (closed captioning), 328, 329f
Temporal processing tests for APDs, 178
Temporal sampling framework of RI, 166
407
Madell et al., Pediatric Audiology: Diagnosis, Technology, and Management, 3rd Ed. (ISBN 978-1-62623-401-7),
copyright © 2019 Thieme Medical Publishers. All rights reserved. Usage subject to terms and conditions of license.
Index
Test protocols for behavioral evaluation, 85–88
auditory assistant, role of, 87
parents in test room, 88
soundfield, earphone, and bone conduction testing, 85–86, 85f
testing children with hearing loss, 87
test order, 86
test room setup, 87
test stimuli presentation, 87, 87f
test stimulus selection, 86
uncooperative child, 88
Test protocols for children, 65–74
behavioral audiologic tests and evaluation of hearing, 66
cross-check principle for test batteries, 65, 66t
developmental milestones, 72–74
functional auditory assessments, 70t, 71
pediatric audiologic test protocols, 65
steps before initiating behavioral testing, 67–70
appropriate test selection, 67
case history collection, 68–69, 70t
test room setup, 67–68
clarity of speech, 273–274, 273t
imbalanced speech, 274, 274t
loudness of speech, 272–273, 273t
softness of speech, 272, 272t
Test room
management, 135
setup, 67–68
Threshold ABR, 137–142
audiogram estimation, 141, 142t
cross-hearing, 141, 141f
estimation basis, 137–138, 137f
patient, state of, 138
recording parameters and strategy, 139–140, 140t
reporting, accuracy, and confidence limits, 141f, 142
stimulus options, 138–139, 139, 140
Threshold ASSR testing, 143, 143ttt
Threshold comparisons, BOA, CPA, VRA, 79–81, 79f, 80f
Title I of ADA, employment provisions, 330
Title II of ADA, state and local governments, 330
Title III of ADA, public accommodations, 331, 331f, 332t
Title IV of ADA, 329, 329t
Toxoplasmosis, 22
Training child for CPA, 84
Training for CPA task, 84–85, 85b
Training newborn hearing screeners, 62
Transient evoked OAEs, 120–121, 120f
Transmitter characteristics of RM, 263
Tympanometry, 112–115, 114, 115f
U
Underserved and underrepresented families, 358
Unimodal bilingual children, 361
Universal newborn hearing screening, 27
Usher syndrome, 34
V
VCR. See Vestibulocollic reex (VCR)
Verification and validation of hearing aid fitting, 199–200, , 200tt
Vestibular function evaluation and management, 189–196
causes of dysfunction, 190–192, 191f, 192tt
equilibrium, mechanics of, 189–190
equilibrium, physiology of, 190
vestibulocollic reex (VCR), 190
vestibuloocular reex (VOR), 190
vestibulospinal reex (VSR), 190
evaluation techniques, 192–195, 192t
cVEMP testing, 195f
dynamic exercise ball, 193f
Landau reex, 193f
Limits of Stability strategy, 195f
vestibular response, 194f
Vestibular response, 194f
Vestibulocollic reex (VCR), 190
Vestibuloocular reex (VOR), 190
Vestibulospinal reex (VSR), 190
Viral infections, 22–23
Vision as primary modality red ags, 269–270
Visual impairment hearing evaluation, 96
Visual reinforcement audiometry (VRA), 79, 81–83
audiology assistant, role in, 132
computer-assisted reinforcement, 84
Conditioned Orientation Reex (COR), compared, 81
distractors, 83
positioning, 82, 82f
training and conditioning response, 83, 83b
visual reinforcers, 81–82, 81
VOR. See Vestibuloocular reex (VOR)
VRA. See Visual reinforcement audiometry (VRA)
VSR. See Vestibulospinal reex (VSR)
W
Waardenburg syndrome, 34
Wideband acoustic immittance tests, 115–117, 116
Wireless telephones, 328
Wireline telephones, 327
X
X-linked inheritance, 31
408
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