Speech and Language Assessment for Hearing Impaired Children

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Speech and Language Assessment for Hearing Impaired Children by Mind Map: Speech and Language Assessment for Hearing Impaired Children

1. Patient's Presentation

1.1. name, age, class, school,

1.2. medical information

1.2.1. associated condition

1.2.2. Family history

1.2.3. Treatments/surgeries (CI) Age of fitting prelingual perilingual postlingual

1.2.4. Audiogram/Audiologist's input (with special emphasis on residual hearing)

1.3. previous therapies

1.3.1. speech therapy (most importantly)

1.3.2. occupational therapy

1.3.3. psychomotor therapy

2. Hearing Assessment

2.1. previously done

2.1.1. carefully go over assessment results

2.2. not previously done

2.2.1. administer a comprehensive hearing assessment which covers auditory detection auditory discrimination auditory identification auditory comprehension NB: all subsequent assessment measures must take into consideration the hearing assessment results

3. Speech Assessment

3.1. Voice and Fluency

3.1.1. resonance rhinolalia

3.1.2. airflow

3.2. Oral-Facial Examination (special considerations)

3.2.1. control of verbal instructions (the instructions need to be very clear)

3.2.2. integrity of the oral-facial mechanism

3.2.3. velopharyngeal mechanism

3.3. Articulation and Phonology

3.3.1. stimulability

3.3.2. connected speech

3.3.3. speech-sound inventory familiar words

3.3.4. contextualized

4. General pre-assessment procedures

4.1. alternate the on-off switch. Do you hear distortions? crackling noises?

4.2. gradually transition from low to high volume. is the transition smooth?

4.3. produce the sounds (a,i,u,sh,s,m) and check for detection

4.4. do a quick listening check of the hearing aids (possibility of malfunctioning hearing aids)

5. Language Assessment

5.1. Comprehension

5.1.1. Semantics receptive repertoire vocabulary

5.1.2. Syntax types of sentences Interrogative Imperative Declarative Compound Complex simple

5.1.3. Morphology Gender-bounding morphemes Subject-verb agreement singular/plural

5.1.4. Pragmatics (focus on) level of understanding of abstract concepts different types of play non-verbal communication

5.2. Production

5.2.1. Semantics

5.2.2. Pragmatics

5.2.3. Syntax

5.2.4. Morphology

5.3. Prerequisites for oral language assessment: with the hearing impaired infant, gestural emphasis has to be taken into consideration

5.3.1. eye-contact

5.3.2. Joint-attention

5.3.3. play

5.3.4. turn-taking

5.3.5. communication intentions

5.3.6. object permanence

5.3.7. imitation

6. Mode of Communication

6.1. Monolingual/bilingual

6.1.1. mono-lingual sign language speech and language assessment measures will have to be modified accordingly oral language

6.1.2. bilingual sign and oral language

6.2. Sign Language

6.2.1. proficiency

6.2.2. the reliance on this mode

6.3. AAC system

7. Standardized testing

7.1. there are certain formal testing tools that are developed for the hearing impaired population: those can provide us with certain normative scales that we can refer to.

7.1.1. not enough on its own