Early Intervention Programs

Question 1

knowledge chart for EI

Answer 1

• Need to know infant & toddler development
• Think about family systems
• Impact of hearing loss on speech & language
• Appropriate developmental milestones
• Think about how to work with families
• Provide info in a non-biased, non-judgmental way

Question 2

self-talk

Answer 2

• narrating what you are doing to the child
• helps learn words that go with activities

Question 3

signaling expectations & time delay

Answer 3

• give child time to respond
• use non-verbal gestures to signal waiting for response

Question 4

expansion & modeling (imitation + 1)

Answer 4

• child needs to say something
• you add on to it
• need to scaffold in their zone

Question 5

parallel talk

Answer 5

• talking about what they child is doing
• giving them example of what they could be saying

Question 6

recast

Answer 6

• child needs to say something with error or missing part
• say it back the way it should be

Question 7

comment

Answer 7

• just comment on what you see or child interested in in environment
• don’t need child to do anything

Question 8

linguistic mapping (labeling)

Answer 8

• child communicates with you nonlinguistially
• you put language on top of it

Question 9

Only HL

Answer 9

• should see lots of attempts to communicate
• all systems intact, just need to get info to child, no processing issues
• HL with syndromes: must slower progress, harder

Question 10

Monitoring HL & amplification device

Answer 10

• important age to do this: see more often, HL can change, growth
• device: might be hard to keep in their ears, work with parents
• monitor fit of ear mold as they grow
• hearing reevaluations (every 2-6 months)

Question 11

listening bubble

Answer 11

• trying to determine what kids can easily hear with their devices & cannot based on how far speaker is
• early listening function questionnaire: help families learn this, pre & post measure (after CI)

Question 12

auditory training 0-3

Answer 12

• detection, identification, discrimination, receptive language
• make aware of sound & learn sound is meaningful
• associate sounds with entities
• listening portion: get them ready & trained for hearing test (conditioned play audiometry)
• listening in noise
• connect auditorily with world around them (antenna)

Question 13

localization development

Answer 13

4-7 months: side only, VRA now
7-9 months: side & down
21-24 months: any angle

Question 14

Listen Little star

Answer 14

• Designed to develop listening skills using AVT techniques
• 4-6 month program with parent-child activities, a caregiver workbook, & note-taking section to document process

Question 15

cottage acquisition scales for listening, language & speech (CASLLS)

Answer 15

• 5 levels: preverbal, sounds & speech, presentence, simple sentence, complex sentences
• 0-8 years
• Score as emerging, mastered in some contexts, generalized
• Designed to document change over time & a curriculum guide
• No normative group

Question 16

SKI-HI language developmental scale

Answer 16

• Developmental checklist organized in units based on developmental level
• Designed for children with hearing loss
• Credits child for speaking or signing
• No normative group
• expressive & receptive

Question 17

JCIH (2011)

Answer 17

• recommends use measures for children without hearing loss to track speech & spoken language of those with HL
• compare to others their age; expectation & goal is kids do well on these & fall in normal range

Question 18

system for tracking progress

Answer 18

• need systematic plan for collecting data - dynamic
• compare child to age peers with normal hearing
• compare child to themselves to assess progress