Download ETR Evaluation Team Report

ETR Evaluation Team Report
CHILD’S NAME: Jack Stone
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ID NUMBER:
121836
DATE OF BIRTH: 12/29/1994
INDIVIDUAL EVALUATOR’S ASSESSMENT
Section to be completed by each individual evaluator
EVALUATOR
NAME:
POSITION:
AREA OF
ASSESSMENT:
Gail S. Murray, Ph.D. CCC-A Audiologist University Hospitals of Cleveland
Interpreted by: Diane C. Teater, M.A.
Educational Audiologist
Hearing Acuity
Indicate the area(s) that were assessed by the evaluator in accordance with the evaluation plan.
EVALUATION METHODS AND STRATEGIES
Indicate the types of assessment strategies used to gather information about the child’s performance
OBSERVATIONS
ASSESSMENTS
INTERVENTION
SCIENTIFIC, RESEARCH-BASED
INTERVIEWS
ASSESSMENTS
CURRICULUM BASED ASSESSMENTS
REVIEW OF RECORDS AND RELEVANT
TREND DATA (SCHOOL RECORDS, WORK
SAMPLES, EDUCATIONAL HISTORY)
EVALUATION METHODS AND STRATEGIES
NORM-REFERENCED
CLASSROOM BASED
OTHER (Specify)
ASSESSMENT INFORMATION
Provide a summary of the information obtained from the assessment results per the evaluation plan including the child’s strengths, areas of
needs and baseline data
SUMMARY OF ASSESSMENT RESULTS:
Jack Stone was initially diagnosed with a moderately severe to severe bilateral sensorineural hearing loss at 4 months of age
and received binaural amplification before the age of 6 months. His hearing loss continued to progress and is now classified
as a bilateral profound sensorineural hearing loss with a pre-lingual onset. Due to the severity of his hearing loss and failure to
make progress using conventional hearing aids, Jack received a cochlear implant to his left ear at 5 years of age (12/10/1999).
He received his second cochlear implant to his right ear in 2007. He is implanted with a Nucleus C124 M in his left ear and a
Freedom Contour Advance cochlear implant in his right ear. He is currently fit with binaural Nucleus 5 speech processors.
His everyday map is set at Program P1 bilaterally. He uses a Phonak MyLink /Inspiro FM system in all academic settings.
Jack’s latest testing from June 21, 2012, while wearing his Nucleus 5 speech processors on P1, demonstrated minimal
responses to sound in the borderline normal hearing loss range at approximately 15- 20dB HL. His aided Speech Reception
Threshold was 20dB HL bilaterally with good discrimination scores of 80% for his right ear and 85% for his left ear (using
NU 6 words lists). When a HINT sentence test was given at the same 55dB HL, he received individual discrimination scores
of 94% for his right ear and 98% for his left ear. These scores are considered in the excellent range. When using his Nucleus
5 speech processors in a quiet environment, Jack’s amplified auditory responses are considered to fall in the borderline
normal hearing loss level bilaterally with good to excellent speech recognition.
Jack meets the criteria for a student with a hearing handicap in the state of Ohio. His pure tone averages when last measured
were greater than 50dB HL bilaterally (in the profound hearing loss range) with very poor discrimination. Results of
Auditory Brainstem Response Audiometry collaborate the nature and the degree of his hearing loss.
PR-O6 – ETR FORM REVISED BY ODE APRIL 6, 2009
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DESCRIPTION OF EDUCATIONAL NEEDS:
Students with Jack’s degree of hearing loss usually must rely on vision rather than hearing as a primary avenue for
communication. Due to bilateral implantation this is not the case for Jack, however he will still rely on visual cues to
supplement the auditory information he receives with his implants. This visual enhancement may be comprised of
lip-reading to help him discern phonemic differences as well as sign language and facial expression. Students with
profound hearing losses will usually experience severe to profound speech and language delays. With implantation most
hearing impaired students will not have as severe a delay in speech and language development however they will still
have difficulty with vocabulary and other oral language components as well as speech mis-articulations. In addition, even
with the use of his bilateral speech processors, Jack may have difficulties in auditory skill development, especially when
words and pertinent information are presented in the presence of background noise. Use of a personal FM system will
help with discrimination, in the presence of background noise. Students with pre-lingual sensorineural hearing losses
have not had the exposure to auditory information at the same time period and intensity as their hearing peers. They will
normally function at a lower hearing loss level than is indicated by their implanted warble tone thresholds.
IMPLICATIONS FOR INSTRUCTION AND PROGRESS MONITORING:
Due to the type, degree, age of onset and age of implantation, Jack may benefit from the following educational modifications:
1) Full use of his speech processors in and outside of school (during all waking hours).
2) Use of a personal FM system for all class work.
3) Sign Language interpreter for all academic work.
4) Favorable seating in the classroom away from distracting noise but in the line of sight for reading lips and facial cue
expressions as well as sign from an interpreter.
5) Avoid standing in shadows and glare; avoid obstructing the speakers face.
6) Identify student speaking by using the student’s name so H.I student can locate the speaker easily.
7) Reduced background noise when possible.
8) Pre- and post teaching of new concepts and vocabulary.
9) Written instruction and directions when possible including preparation for test formats and class routines.
10) Interpreting services for all presented materials
11) Frequent checks to make sure that material/directions are being accurately obtained.
12) Speech and language services to enhance skills in the area of speech and language.
13) Teacher of the Hearing Impaired for instruction or pre-teaching of materials and concepts.
14) Summarization key points and vocabulary.
15) To determine comprehension do not ask yes/no questions, rather ask student to summarize information.
16) In-service staff and students on hearing loss and use of amplification systems.
17) Allow wait time including time for HI student to process information.
18) Use visual aids often including captioning, overhead, smartboards, notes and charts
19) Written copy of daily school announcements and all class assignments.
20) Remember that fatigue will affect ability by the end of the day. When possible, schedule difficult classes in the
morning or right after lunch.
Evaluator’s Signature:
Diane C. Teater, M.A.
PR-O6 – ETR FORM REVISED BY ODE APRIL 6, 2009
Date:
1/10/2013
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