Parental guidance is essential for the development of language for hearing-impaired children

The acquisition of listening skills is an important guarantee for hearing-impaired children to have access to voice and speech. The sooner a young child with hearing impairment is diagnosed with audiometry and fitted with appropriate hearing aids (hearing aids or cochlear implants), the sooner possible the possibility of language and speech development appropriate to their age. In order to make this possibility a reality, language teachers and parents of hearing-impaired children should persistently cooperate with the listening physicians to do a good and effective auditory management of young children with hearing impairment, that is, to do a good job in audiology. Basic work.

The importance of listening to management

Auditory management is an important basic task in the implementation of listening and speech rehabilitation. For audiologists, auditory management includes identification of hearing impairment types, hearing loss levels; early detection of hearing impairments and early deployment of hearing aids; and timely and appropriate changes based on observed changes in the child’s auditory system. Assist in hearing aids to optimize their performance and work closely with parents of hearing-impaired children to provide a high-quality hearing and learning environment for their children. For parents or caregivers of hearing-impaired children, hearing management also requires their participation. They must be converted from passive observations to active participation. Therefore, when the audiologist is doing hearing tests for the child, his family (or caregiver) must be present. On the one hand, it is to let them understand the hearing problems of hearing-impaired children, on the other hand, to increase their relevant knowledge. When the family (or caregiver) participates in the scene, the hearing physician should be provided with the phenomenon observed on weekdays in response to the hearing test of the child. This is the parent (or caregiver) of the hearing-impaired child in the process of implementing the hearing management. Responsibilities and obligations.

Bringing your child to a hearing test, hearing aid equipment debugging or audiology professional assessment provides a very favorable opportunity for parents to understand and grasp the hearing status of hearing-impaired children at this stage. Parents who lack awareness and experience can only passively listen to the general, general introduction of the audiologist, and experienced parents will take the initiative to ask the professional physician about their concerns. The more targeted your problem is, the more systematic and comprehensive your child’s existing hearing.

Hearing test – an in-depth understanding of the child’s hearing status

When the child is undergoing hearing test, the parent should fully understand the phenomenon and significance of the items and items examined. Generally speaking, hearing tests include bare ear hearing test, hearing aid hearing threshold, Lin’s six-tone, acoustic impedance and brainstem evoked potential examination, and supplemented by speech perception threshold, speech auditory response and true ear test. A comprehensive understanding of the child’s hearing status.

1 When the child has finished the bare ear hearing test, the questions you can understand are:

● What is the overall hearing loss of the child?

● Which frequency segment does the child hear relatively well?

● Which frequency segment can’t I hear now?

● Which side ear has more hearing at which frequency?

●How is the middle ear function of the child? If the middle ear function is not good, can it be improved by treatment?

● Has the child’s bare ear hearing level changed compared to the previous test?

2 When the child has finished the hearing threshold check, the questions you should ask and understand are:

●The child has the ability to perceive the sound, that is, the ability to listen and find the sound source when there is a sound?

● Does the child have the auditory potential of which vowel phoneme is perceived?

● Which vowel phoneme may be approximated by the child and requires visual clues to distinguish?

● Does the child have the auditory ability to perceive which consonant phoneme?

● Which consonant phoneme is more difficult when the child is independent of hearing?

3 After the child has finished the Lin’s six-tone phonogram check, the questions you should ask and understand are:

● From the current foundation, what voices can children perceive?

● Does the child have the ability to perceive all vowels or identify vowels located in the posterior, median or anterior position; can they perceive all consonants or distinguish some features of consonants (pronunciation methods, pronunciation parts)?

● Which speech sounds are the easiest to detect after improving the middle ear function?

● At what distance can the child not be able to accurately and accurately identify the speech?

● At present, which amplification strategy can also improve the hearing ability of children to distinguish speech details?

4 After the child has finished the impedance hearing test, the questions you should ask and understand are:

●How does the child’s middle ear function affect its pure tone hearing threshold?

●How long does it take for the child’s middle ear function to be checked?

5 When the child has finished the auditory brainstem response test, the questions you should ask and understand are:

●How much is the hearing loss of the child’s ears?

● Can the sound heard by the child be smoothly transmitted to the auditory center?

● Is the child’s behavioral observation response consistent with the ABR test result?

• What is the difference between ABR and other hearing test results?

6 When the child has finished the speech awareness threshold test, the questions you should ask and understand are:

●What is the intensity of speech that the child can perceive?

● In the classroom, how loud is the child’s perceived volume?

● In the classroom, how loud is the child’s perceived difficulty or undetectable volume?

●How much is the amount of speech sound that children can naturally perceive in the daily living environment?

7 When the child has finished the speech acceptance threshold test, the questions you should ask and understand are:

● Can children understand familiar words only through hearing?

● When talking to a child, what is the level of the softest speech that the child can use to distinguish words?

● What is the level of speech that uses the softest voice when a child can distinguish small phrases in the context of background noise?

● What is the best level of child recognition speech at this stage?

● At what distance does the child use the existing hearing aids to achieve the best level of speech recognition?

● With the aid of the FM system and existing hearing aids, can children’s hearing achieve the best level of speech recognition?

8 When the child has finished the word recognition test, the questions you should ask and understand are:

● Is the child’s listening level in the monosyllabic word recognition test in multiple choices or in an open level?

● The errors that children have in auditory discrimination are mainly reflected in vowel resolution, consonant pronunciation method, consonant pronunciation method or consonant pronunciation part resolution.

● In a real environment, do children rely more on which way (pure listening, pure talk or listening) to accept verbal information?

● What effect does the auditory word recognition of children have in the background noise environment?

9 After the child has finished other relevant speech and auditory response tests, the questions you need to ask and understand are:

● Can the child recognize the difference in accent mode between monosyllabic, two-syllable, and three-syllable vocabulary? If not, what is the accent pattern that he can correctly distinguish?

• What is the vocabulary that the child can correctly distinguish in each type of accent-resolved classification combination?

● Can the child distinguish between the two word patterns?

• Can children recognize words and phrases in a closed-term response test?

● Can children understand short stories or long stories and answer questions?

● Can children understand the story under background noise?

● Can the child distinguish the details of the sentence material?

• Can additional visual cues improve the child’s identification of the intended components of the sentence?

• In the background noise, what is the child’s ability to recognize the details of the sentence?

● In a natural environment, can children recognize the spectral difference in ambient sound?

10 After the child has finished the test of the ear test, the questions you need to ask and understand are:

● Is the child’s hearing aid (hearing aid or FM system) working properly and suitable?

● In order to improve the child’s current hearing ability and speech perception ability, does the hearing aid device or ear model need to be debugged or improved?

• Which FM assist system can improve your child’s verbal and auditory abilities in a variety of listening environments?

Why should you pay attention to your child’s auditory behavior during your life?

This is because hearing-impaired children go to professional service organizations for hearing tests and ability assessments, reflecting only the child’s auditory response at a certain moment in a particular environment. They can only provide static, fragmentary information, and cannot represent the overall picture of the child’s auditory performance. The natural manifestations and reactions of children from real-life environments can make up for this deficiency and provide more valuable dynamic information for professional testing and debugging of audiologists to help children optimize their listening ability, thus providing effective help for their early return to the world of sound. .

How to use the daily observation to record the child’s auditory performance in detail?

1 Observations on the use of equipment and loudness discomfort

● Record the number of times your child wears a hearing aid or cochlear implant, the number of days, and the length of each wearing in weeks. Describe the child’s life pattern of wearing a hearing aid or cochlear implant within 1 weeks.

● Record 1 weeks, whether the child complained or expressed irritability (such as shocking, crying; covering the ears; removing hearing aids; or other discomfort), and describing in detail whether the child appeared or did not appear above The time and place of the act.

2 Observations on the listening situation of children in different environments

A. In a quiet environment (when the TV, music or radio is off or when other people in the room are in other areas or engaged in quiet activities), detail the time and place of recording the child’s presence or absence of the following behavior during 1 week .

● The child is sitting side by side with you, behind you, or is crossing the house, or is closing your eyes to feed you. When the child can’t see your face, can you immediately have a familiar voice (call him) Respond to a name, talk to him or sing a song he is familiar with? For example, you may show a smile, look up, turn your head, respond to you verbally; or behave quietly, or stop sucking your breasts and speed up your sucking. Open your eyes and your eyes will be bigger or gaze.

● When you ask your child a simple question (such as where is the mother?) or complete a simple task (such as watching, clapping, waving, pointing, picking up a toy, taking your shoes, etc.), child Can you react in the first time you ask a question?

●When you tell a story to your child, or let your child listen to a story/song on TV, video, or tape, does the child focus on the story or follow the storyline to hear the story? For example: Your child may ask questions about the story, answer Your question, discuss this story with you, sing along with the song, or look at the picture or TV screen, flip the book, improve the slap, point/mark the correct picture, describe the thing/animal with the right sound, or Find things, clapping, dancing, imitating, swearing, or making other moves.

● Does the child often participate in conversations with you and your family or friends? For example, do children need to repeat frequently, whether they respond appropriately to the topic, whether they inadvertently hear the conversation, or whether they try to get your attention through the pronunciation, and express the need Or respond to you, your family, or someone you know (such as changing your tone, trying to imitate your voice or vocabulary, voicing sequentially, pointing to them when you pronounce or point to something).

B. In a noisy environment (when the TV, dishwasher, radio, music or washing machine is on, other children are playing or chatting in the same room, family gatherings, in stores or restaurants), detailing the record of children appearing in 1 week Or when and where the following actions did not occur.

● Repeat the observation of the quiet environment.

●When you talk or sing to your child in a car, bus or train, does the child react to your words or songs, or do you talk or sing along with you? (Reactions can include calming down, pointing, looking at some Add something to your singing or verbal reaction.)

●When the child can’t see your face, you or a friend calls him, the child will recognize who is calling? (If you say the name of the person or read the name of the person, yell at him or say “… “Knocking on the door.” You or a close family member talking or singing, and the child is not watching (such as the speaker in the hallway or behind), will the child recognize who the speaker is? (They may be quiet or calm down, Gazing, smiling, or looking at the speaker positively).

● Does your child use the phone? If you use it, can you hear the familiar person on the phone or talk over the phone?

● In addition to the human voice, what kind of voice does the child react to in 1 Week, or is it aware of this sound? For example, the child wakes up because the door is “squeaky” or when something falls to the ground, Stop sucking, become quiet, look weird, find this sound, imitate the sound or say it.

Finally, it is necessary to remind parents that the above contents must be taken care of after careful observation and recording. Don’t forget to communicate when meeting with a hearing doctor. Only in this way can we become a parent who truly provides quality listening management for children.