EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/20/2018 | 3:00 PM - 3:30 PM | Intervention Considerations Children with Cochleovestibular Malformation Using Cochlear Implants and Auditory Brainstem Implants | Capitol 2
Intervention Considerations Children with Cochleovestibular Malformation Using Cochlear Implants and Auditory Brainstem Implants
There is early evidence suggesting that the ABI can provide auditory access of speech to support open-set word recognition and spoken language in some children. Children who receive the ABI require intensive therapy and habilitation to learn to map the sounds of spoken language to information received by the brain. As a result, children using ABIs demonstrate a need for long term therapy, visually supported communication, and strong parental involvement. Children with significant cochlear malformation and cochlear nerve deficiency can be expected to demonstrate speech detection and pattern perception; however they do not develop speech understanding to the same rate and level as children implanted with cochlear nerves. Considerations for developing long term treatment plans for children using ABIs and children using cochlear implants with cochleovestibular malformation will be discussed. Given the number of children that are affected by additional disabilities, including cognitive, visual, motor, behavioral, and other developmental disorders, a model for transdisciplinary care will be discussed. The presentation will provide the participant with recommendations for aural habilitation and case management. This information will be helpful to audiologists, early intervention providers, speech language pathologists, teachers of the deaf and hard of hearing, listening and spoken language specialists. [Supported by NIH grant R01DC013031 from the National Institute on Deafness and Other Communication Disorders]
- Learners will articulate the value of transdisciplinary care when providing intervention to children who are deaf and hard of hearing with additional disabilities using sensory devices who have cochleovestibular malformation
- Learners will incorporate a five step process utilized in developing a short term and a long term treatment plan for aural habilitation.
- Learners will demonstrate an ability to incorporate task, content, and materials scaffolding during a learning activity to support acquisition of an auditory based skill.
Presentation:
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Presenters/Authors
Debra Schrader
(), Keck School of Medicine of the University of Southern CA Caruso Family Center for Childhood Communication, debra.schrader@med.usc.edu;
Debbie Schrader is a certified teacher of the deaf and hard of hearing and listening and spoken language specialist, certified auditory verbal therapist, with over 30 years of diverse teaching experiences. Debbie’s experiences include teaching within private and public school settings at the preschool, elementary, middle, high school in IL, TX, WI and at the University of Wisconsin-Milwaukee. She has extensive experience leading professional staff development and mentoring beginning teacher clinics for teachers of the deaf and hard of hearing. Her strong commitment to the education of children with hearing loss and exceptionally valued partnerships with parents and professional service providers, has led to highly successful teaching experiences. She is currently the educational specialist at the Keck School of Medicine USC Caruso Family Center for Childhood Communication. Debbie is the clinical coordinator of the Come Read with Me at USC summer literacy intervention program. Her clinical roles also include providing educational counseling, providing auditory verbal therapy and conducting staff development throughout southern CA. She is a member of the LA Pediatric ABI team.
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