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First Steps
A Parent’s Guide to Childhood Hearing Loss
Photo credit
http://www.hearing.siemens.com
1
Table of Contents
Welcome!
Page 3
What is newborn hearing screening?
Pages 4-5
What are the signs of hearing loss?
Pages 6-7
How do I read an audiogram?
Pages 8-11
What are the types of hearing loss?
What are hearing tests for children?
Pages 12-14
Pages 15-16
What’s a hearing aid?
Pages 17-18
Professionals to Help You
Pages 19-20
MN/National resources for hearing loss
Pages 21-23
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Welcome!
My name is Pam Reynolds-Klocke, and I am an audiologist in the Twin Cities area of
Minnesota. I have been practicing as an audiologist for 12 years. I graduated from the
University of Utah with a masters degree in Audiology in 2001. I am currently working on
my Doctor of Audiology degree (AuD) through AT Still University. This website is intended
to be a resource for children newly diagnosed with hearing loss and their families.
I was diagnosed with a unilateral, mild to profound mixed hearing loss in my left ear at age
3. Back when I was young, newborn hearing screening programs didn’t exist. Thankfully, I
had a very attentive nursery school teacher who noticed that I was never able to hear
someone whisper in my left ear during the game of Telephone. I was diagnosed a few
weeks later. There were many challenges growing up with hearing loss, but I learned a lot
along the way. It also inspired my career choice in audiology so that I could help others
with hearing loss.
There is so much technology available now to help children with hearing loss, and there is
also tons of information to help educate parents and family members about the impact of
hearing loss. I’ve tried to consolidate that into this website, as well as some links to give
you more information. Please feel free to send any comments or questions! I hope this
information will help you on your journey.
Pam
This information is general only. It is not intended to be a replacement for a thorough
medical and audiological exam.
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What is newborn hearing screening??
Photo credit http://www.embell.co.uk
Thanks to technology, we can actually diagnose hearing loss within hours of a baby's birth! Most
states require all babies to have a hearing screening before leaving the hospital. This is an
important first step in identifying babies with hearing loss. The sooner babies are diagnosed with
hearing loss, the sooner intervention can begin, and the more normal the baby's speech and
language development will be.
Did you know? According to the American Speech-Language and Hearing Association, 3 out of
every 1000 babies delivered will be diagnosed with hearing loss.
How is this testing done?
There are two ways in which newborn hearing screening is done. The first test is called an
otoacoustic emissions (OAE) test. A small earphone is placed in each of the baby's ears. The
earphone contains a tiny microphone and speaker. First, a series of tones or clicks come into each
ear from the speaker. If tiny sensory cells in the inner ear, called outer hair cells, are working
correctly, a small sound is actually emitted from the ear and is recorded by the microphone. The
loudness of these sounds is then compared to normative data in a computer program that show us
if these sounds are within the range of normal.
Here is an example of what a passing distortion product otoacoustic emissions test for the left ear
looks like. The OAEs are in blue, the noise levels are in green.
Photo credit http://www.bradingrao.com
For more information on otoacoustic emissions, here is a website for you to check out.
http://www.asha.org/public/hearing/Otoacoustic-Emissions/">here</a>.
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The second test is called an automated auditory brainstem response (AABR) test. Small
sticky electrodes are placed behind the baby's ears and on the forehead. Small earphones
with a tiny speaker are inserted into the baby's ears. Soft tones or clicks come into each ear
from the speaker, and the electrodes pick up the auditory nerve's response to these
sounds, which are recorded as waveforms. These waveforms are compared to normative
data in the computer to see how soon they occur after the stimulus and how large they are.
Here is an example of an ABR tracing. The major waveforms are numbered. The top graph
has waveforms that are more robust and also occur close together in time, which suggests
that the patient was being tested with a higher intensity sound. As you look at the other
waveforms, you can see that they gradually diminish in height and are occur farther apart
in time. This occurs when softer level stimuli are used. When the intensity of the sound
gets below a person's threshold of hearing, the waveforms are either absent or very
delayed.
Photo credit http://www.dizziness-and-balance.com
For more information on automated auditory brainstem response testing, here is another
website to help you. http://emedicine.medscape.com/article/836277-overview
Both of these tests can take only minutes with a quiet, sleeping baby! The result of both
tests will either be a PASS or REFER for each ear. If your infant has a REFER result, prompt
follow-up should be scheduled for a more thorough evaluation.
Keep in mind that OAE and AABR are not truly hearing tests. They both test different parts of the
auditory system and to some extent they can give us clues about the child's hearing loss. However,
behavioral hearing testing is necessary to know for sure the type and degree of hearing loss a child
has. See more about this under the "Hearing testing for children.
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What are the signs of hearing loss?
photo credit http://www.sheknows.com
Although newborn hearing screening helps us to diagnose hearing loss at birth, many
times hearing loss can happen later in the child’s development. It’s important for parents
and family members to be aware of the signs that your child is not hearing normally. Here
are some of the behaviors to look for if your child is not hearing well.
Delayed speech and language: Children learn language by listening to the people around
them and emulating what they hear. If they are unable to hear the different sounds of
speech normally, they will be slower to learn sounds and words. Talk to your pediatrician
or audiologist if you have concerns about your child’s language development.
To be sure your child is achieving the normal speech and language milestones expected
for his age group, visit http://www.asha.org/public/speech/development/chart.htm or ask
your audiologist for more information.
Saying “what” all the time: Hearing loss causes us to miss some of the softer consonant
sounds of speech which make it difficult to tell words apart. Children that are missing
speech sounds may ask parents or teachers to repeat what they’ve said or may repeat
things back to others incorrectly.
Not startling or localizing to environmental sounds: If your baby doesn’t startle when a door
slams shut, doesn’t seem to notice a dog barking, or doesn’t respond to voices or music in
their environment, there may be some cause for concern.
Difficulties in school: Children that aren’t able to hear well will have difficulty in a
classroom environment, especially one with an open floor plan, group (“pod”) classroom
design, or if they are sitting far away from the teacher. Background noise situations, like
the cafeteria, gym class or during classroom group work, are usually very challenging for
children with hearing loss. Lower grades in reading, spelling or phonics may also indicate a
problem. If your child complains of difficulties hearing in certain classes or if the child’s
teacher voices concerns, it’s a good idea to get the child’s hearing checked out.
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Intuition: A parent’s intuition that something is wrong should never be disregarded. You
know your child the best out of everyone. If you notice that your child seems to speak and
sound different from other kids, alerts unusually to environmental sounds, seems
disconnected from conversation or doesn’t seem to be responding well to simple requests,
have your child’s hearing evaluated. It’s far better to have things evaluated now and find
out hearing is normal than to wait and discover hearing loss later.
Note: Keep in mind that there can be other reasons unrelated to hearing loss for some of the
behaviors above. For example, children may have delayed speech and language with perfectly
normal hearing, or may have a learning disability that might be impacting academic progress. It’s
always better to have a professional evaluate your child to rule out hearing loss as the cause of
these issues.
For more information on signs and symptoms of hearing loss, visit
http://www.pamf.org/hearinghealth/facts/children.html
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How do I read an Audiogram?
photo credit http://www.en.wikipedia.org
The Audiogram
When your child has a hearing test, the test results will be displayed on a graph called an
audiogram (see above). This graph will show the softest sound levels each ear can hear
sounds of different pitch.
The softness or loudness of the sounds presented are graphed from top to bottom. This is
measured in deciBels hearing level (dBHL). If your child responds to sounds at very soft
levels, the marks will be closer to the top of the graph. If there is hearing loss, the marks
will be made further down on the graph. The further down the marks are, the more
hearing loss there is. The American Speech-Language Hearing Association (ASHA) defines
the different levels of hearing loss as follows:
Photo credit http://www.pedsent.com
Normal hearing: -10dBHL to 25dBHL
Mild hearing loss: 26 dBHL to 40 dBHL.
Moderate hearing loss: 41 dBHL to 55 dBHL.
Moderately severe hearing loss: 56 dBHL to 70 dBHL
Severe hearing loss: 71 dBHL to 90 dBHL
Profound hearing loss: 91dBHL +
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From left to right on the graph are the different frequencies or pitches that are tested. This
is measured in Hertz (Hz). Think of frequencies like musical notes. They are graphed from
low pitch to high pitch from left to right on the graph, just like the keys are set up on a
piano.
Low frequency hearing loss: 250 Hz to 1000 Hz.
Mid-frequency hearing loss: 1000 Hz to 4000 Hz.
High frequency hearing loss: 4000 Hz to 16000 Hz.
ASHA also discusses other terms you may hear when discussing an audiogram:
Unilateral/bilateral: One ear/both ears have hearing loss
Symmetrical/Asymmetrical: The ears hear the same/the ears hear differently
Progressive hearing loss: The hearing loss is getting worse
Fluctuating hearing loss: The hearing loss can be better and worse at different times
Sudden hearing loss: The hearing loss happened very quickly
Reading the audiogram
When you first see an audiogram, you will notice many colors and symbols on the graph.
Each of these marks is important. Every audiogram should have a key on the page to help
you understand what you are seeing.
If your child was tested in soundfield, these responses are written on the audiogram as an S
(for soundfield) or NB (for responses to narrow band noise).
Responses for air conduction (AC) hearing (when your child wears earphones) and bone
conduction (BC) hearing (when your child wears a bone conduction vibrator) are shown on
the graph. Remember that air conduction tests the outer, middle, inner and neural parts of
the ear. Bone conduction tests only the inner and neural parts of the ear.
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Here’s an audiogram showing hearing for the right and left ears.
Photo credit http://www.siemens.com
The right ear’s responses are shown in red.
AC responses: o
BC responses: <
The left ear’s responses are shown in blue.
AC responses: x
BC responses: >
Masking
If the ears hear very differently from each other, or if there is a conductive/mixed hearing
loss, the audiologist will use a technique known as masking. Because the inner ear is
actually part of the skull, if you present a sound loud enough, both cochleas will actually
respond to the sound, making it hard to tell which ear hears what.
Masking will be used when:
*air conduction testing shows a difference of 40dB or more between the hearing levels in
each ear at each frequency
*bone conduction testing shows a 10 dB or more difference between air and bone
conduction levels in each ear at each frequency
To use masking, the audiologist will initiate a noise in the better hearing ear that sounds
like static. This will keep the better ear busy listening to the noise, ensuring that only the
poorer ear will be responding to the tones. If masking is used, there are different symbols
to show this on the audiogram.
Right ear will be shown in red
Masked AC: triangle
Masked BC: [
Left ear will be shown in blue
Masked AC: box
Masked BC: ]
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Photo credit http://www.phaseseminars.com
Here is an audiogram showing that masking was used to test the left ear, since it is worsehearing than the right ear.
The loudness limits of an audiometer are not without a ceiling. If your child has a very
severe hearing loss, you may see marks made at the very bottom of the graph with
downward arrows coming from them. These marks indicate that hearing loss is so severe
that the audiometer was not able to produce a sound loud enough for your child to hear.
Here below is an audiogram depicting these symbols in the mid to high frequencies in
both ears.
Photo credit http://www.raisingdeafkids.org
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What are the types of hearing loss?
photo credit http://www.soundonsound.com
How the hearing system works
This is a drawing of the different parts of the ear. The outer ear comprises the pinna (the
outside flap of the ear) and the ear canal (external auditory canal). Sound waves are
funneled down the ear canal to the middle ear, which consists of the tympanic membrane
(eardrum), tympanic cavity (middle ear space), the Eustachian tube and the ossicles (three
tiny bones in the middle ear space). The inner ear consists of the bony, fluid filled spaces of
the snail shell-shaped cochlea (the sense organ of hearing) and the semicircular canals
(the organs of balance). Sound waves move the eardrum and the ossicles like a chain, and
the last ossicle moves back and forth into a small opening in the cochlea, creating a small
wave that travels through the fluids of the cochlea. All along the cochlea are tiny sensory
cells that respond to different frequencies of sound. Depending on the sound that is
heard, the wave sent from the middle ear into the cochlea will reach the corresponding
place along the cochlea, stimulating the little sensory cells in that area. When these cells
are excited, they send electrical signals to the auditory nerve, which travel along the nerve
to the brainstem and the brain, where these impulses are translated into information
about sound, speech or the body’s position in space.
Visit http://www.youtube.com/watch?v=0jyxhozq89g for a great animated YouTube video
showing how the ear works.
The types of hearing loss
There are many types of hearing loss. The type of hearing loss your child may have
depends on the part of the ear that is affected. The five types of hearing loss are
conductive hearing loss, sensorineural hearing loss, mixed hearing loss, neural hearing loss
and auditory processing disorder.
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photo credit http://www.illinoissoundbeginnings.org
Conductive hearing loss (CHL): Conductive hearing loss occurs when there is a problem
with the outer or middle ear. CHL causes a weaker signal to travel to the normal inner ear
resulting in hearing loss. The above graph shows a conductive hearing loss in the left ear.
The air conduction results are the blue Xs. The bone conduction results are the blue >s.
Note that the BC results are closer to the top of the graph! The hallmark of conductive
hearing loss is normal hearing with bone conduction and hearing loss with air conduction.
This occurs because bone conduction does not test the affected middle ear! Sometimes
this type of hearing loss can be corrected or improved with surgery or medical
intervention. Common causes of conductive hearing loss include:
Holes in the eardrum (perforations)
Fluid in the middle ear (otitis media)
Disconnection or stiffening of the middle ear bones
The stapes getting stuck in its opening to the cochlea (otosclerosis)
Sensorineural hearing loss (SNHL): Sensorineural hearing loss occurs when there is a
problem with the inner ear. In this case, the signal from the other and middle ear gets to
the cochlea at the correct level, but because of damage to the sensory cells of the inner
ear, the cochlea cannot stimulate the hearing nerve normally to get the signal to the brain.
The above graph shows a high frequency sensorineural hearing loss in the left ear. Here,
the AC and BC results are the same, because the cochlea is tested by AC and BC testing.
This type of hearing loss is generally permanent and cannot be corrected or improved with
surgery or medical intervention. Common causes of sensorineural hearing loss in children
include:
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Medication interactions
Family history of childhood hearing loss
Head trauma
Different diseases or syndromes
photo credit http://www.illinoissoundbeginnings.org
Mixed hearing loss (MHL): Mixed hearing loss is a combination of both conductive and
sensorineural hearing loss and indicates a problem with the outer/middle ear and the
inner ear. In this case, the middle ear will send a weaker signal to the inner ear through air
conduction, and in combination with that, the inner ear will also be unable to stimulate the
auditory nerve normally because of damage to the inner ear. Some of the bone conduction
responses may be normal or close to normal, depending on what is affected in the middle
ear. The above graph shows a mixed high frequency hearing loss in the left ear. In the
lower frequencies, bone conduction is close to normal, but as the frequency increases, the
bone conduction gets worse and matches up with the air conduction results.
Neural hearing loss (NHL): Neural hearing loss occurs when there is a problem with the
nerve transmission of sound from the cochlea to the brain. In this case, the outer, middle
and inner ears may respond normally, but because of damage to the auditory nerve or
anywhere along the neural pathway to the brain, the signal that gets to the hearing part of
the brain is altered. A neural hearing loss can have almost any type of audiogram (normal
to profound), normal middle ear function, normal otoacoustic emissions, but will generally
have decreased speech understanding scores, elevated or poor acoustic reflexes and
abnormal auditory brainstem response testing.
Auditory Processing Disorder (APD): Think of auditory processing as what the brain does
with what it hears. There are two parts to hearing: detection and comprehension. Some
children can have normal detection of sounds (ie. a normal audiogram) yet still have
trouble understanding speech, especially in background noise situations or if the speech
signal isn’t ideal. These children can also have trouble following directions or staying
organized. An auditory processing disorder will most likely have a normal audiogram,
tympanograms, reflexes, OAEs and ABRs, but may show poorer than expected speech test
scores. There are several special tests that can be performed to help diagnose an auditory
processing disorder. Ask your audiologist if you have concerns about auditory processing
disorder with your child.
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What are hearing tests for children?
photo credit http://www.blogs.babycenter.com
You may wonder how hearing is tested in children. There are several different methods
that are used. The testing selected is usually based on several factors such as a child’s
developmental age, agility, dexterity, and attention span. Whether it’s speech or
frequency specific stimuli, sounds are presented at softer and softer levels until we see
that the child is able to hear the sound 50% of the time (called a hearing threshold). The
most common testing that is performed are discussed below.
Tympanometry: Also commonly called a pressure test, tympanometry tests the function of
the tympanic membrane (eardrum) and the ossicles (the three tiny bones of the middle
ear). A small earpiece is inserted into the ear canal, and a small pressure change is
introduced into the ear. This pressure change moves the eardrum and the ossicles back
and forth, and their movement is recorded in the computer, creating a graph that shows
the outer ear canal’s volume and the degree of movement caused by the pressure change.
A normally functioning middle ear system will reveal a graph that looks like a circus tent,
showing eardrum/ossicle movement. An abnormal tympanogram would appear as a flat
line. If there is fluid or another obstruction in the middle ear space, or a hole in the
eardrum, the eardrum and ossicles can’t move.
Behavioral observation audiometry (BOA): This testing method is used with infants from
birth to six months. Newborns are obviously unable to respond conventionally to sound,
but research has shown that when a sound is heard, children will cease sucking activity
while nursing or using a pacifier, and then will resume sucking after the sound stops. This
testing can be conducted in sound field (inside a soundproof booth using speakers) or
using earphones. The audiologist will present sounds while observing the infant’s sucking
behavior. Testing with earphones allows ear-specific testing, while sound field testing only
tests the better hearing of the two ears.
Visual reinforcement audiometry (VRA): This testing method is used with children aged six
months to 36 months. A child is seated in their parent’s lap inside a sound booth.
Decreasing sounds or speech are presented through speakers or earphones and the child is
conditioned to look in the direction of a reinforcing toy whenever he hears the sound. The
toy is then lighted or animated only when the child looks. While sound field testing using
two speakers can give us some information on localization, it still does not test each ear
individually.
Conditioned Play Audiometry (CPA): This testing method is used with children aged 3-5.
The child is conditioned to do a play task (putting a block in a bucket, adding a peg to a
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peg board, clapping their hands, etc) when they hear a sound. Earphones are preferred for
this testing.
Children over age 5 can generally be tested using conventional hearing test methods, such
as raising a hand or pressing a button when a sound is heard.
Did you know? Children with hearing loss in one ear and normal hearing in the other ear,
or low frequency hearing loss in one ear and high frequency hearing loss in the other ear,
can all show normal sound field hearing test results, so ear specific hearing testing is very
important!
Speech testing: It’s important to know how soft the child is able to hear speech and
language. There are several kinds of speech testing. Younger children (ages birth-3 years)
will generally respond to speech sounds (/ba/, /sh/ and /s/ or conversational speech)
presented from earphones or speakers. Children ages 3-5 can point to corresponding body
parts or pictures on a board when they hear a word spoken through the earphones. Older
children over age 5 can either repeat two syllable words (called spondees) to get a speech
reception threshold (SRT) or can repeat a list of words at a standard level slightly above
their hearing thresholds, called word discrimination testing.
OAEs and ABRs (discussed in the first section for newborn hearing screening) can also be
used with older children to help pinpoint the part of the hearing system that is not working
normally. See this section for a review of what these tests are and what they measure.
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Professionals to Help You
It takes a village to help a child with hearing loss, and there are many people who will help
you and your child along your journey. Here is a list of some of the professionals you may
meet or work with.
Otolaryngologist: An otolaryngologist is an ear, nose, and throat specialist. They have an
MD degree. He or she will look in your child’s ears to rule out any medical problems that
could be causing the hearing loss, which sometimes can be corrected surgically or with
medication. They also provide medical clearance for your child to wear a hearing aid,
which is required by the FDA before a fitting can take place.
Audiologist: An audiologist is a specialist in hearing and balance disorders. They have a
masters degree in audiology (MA or MS) or a Doctor of Audiology degree (AuD). They
perform hearing evaluations and counseling on test results. They are also specialists with
amplification (hearing aids, cochlear implants, etc) and assistive listening devices. They
will recommend and fit appropriate amplification to your child. An Educational
Audiologist works for the school system. He or she will help monitor your child’s progress
in the classroom and will ensure amplification is working correctly.
Speech-language Pathologist: A speech-language pathologist is a specialist in speech and
language disorders. They have a masters degree in speech-language pathology (MA or
MS). If your child has hearing loss, he or she may need help learning and practicing the
specific sounds of speech, even after a hearing aid or cochlear implant has been fit. They
will provide therapy for your child if needed and will also follow their progress to ensure
that important developmental milestones are being met.
Special Education Specialist: A special education specialist is a certified teacher in your
school or school district who works with children with special needs. He or she will be
responsible for working with you on your child’s academic placement and progress. They
will also help to create an Individualized Education Plan (IEP) if special services or
accommodations are necessary for your child in school. This plan will be updated annually
as your child gets older. They will also work with your child’s classroom teachers once your
child is mainstreamed to ensure they are meeting goals set for them.
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Genetic Counselor: Certain genes in the human genome can sometimes cause hearing loss.
A genetic counselor has a master’s degree (MA or MS) in genetic counseling. They will
look at your family history and the type of hearing loss your child has. They will explain
how genetics can cause hearing loss and what is involved in genetic testing. They will help
you decide if this testing is right for you. After testing is complete, they will review the
results with you and discuss your options.
Your child’s pediatrician and classroom teacher are also important parts of the team!
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What’s a Hearing Aid?
Hearing aids are very small electronic devices that we can wear to help us hear better.
They come in a variety of shapes, sizes and colors, and can do many different things. Here
you can learn a little bit about them.
What do hearing aids look like?
photo credit http://www.lakesideaudiology.com
There are many different styles of hearing aids. Since children’s ears are still growing and
developing, the style that is likely to be recommended for your child is a behind-the-ear
style, otherwise known as a BTE. These are shown in the top row of the picture above. This
unit sits back behind your child’s ear and connects into the ear using either a custom-made
plastic earpiece called an earmold or a small slim plastic tube and soft plastic dome. BTEs
come in many fun colors and some even have fun patterns on them or come with stickers
so your child can decorate them.
Custom hearing aids are hearing aids made from an impression of your child’s ears, so that
the housing of the hearing aid is custom made. These are shown in the bottom row of the
picture above. They fit inside the ear rather than behind the ear. They come in several
styles and sizes. Custom hearing aids are generally not recommended for smaller children
because their ears continue to grow until adolescence and would need many costly shell
remakes to keep the fit current and secure. Hearing aids that do not fit securely can cause
problems like feedback (whistling), discomfort, or even possible loss of the hearing aid.
How do hearing aids work?
photo credit http://www.illinoissoundbeginnings.org
A hearing aid has three electronic parts: a microphone, an amplifier, and a receiver. First,
the microphone picks up the sounds in your child’s environment. The microphone sends
this signal to the amplifier, which is controlled by a computer chip. When your child is fit
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with a hearing aid, the hearing aid is connected either wirelessly or with a small wire to
the computer. The audiologist enters your child’s hearing loss into the computer, and
based on their hearing test, the computer chip decides how much each frequency should
be turned up. The chip tells the amplifier what sounds to increase, and this amplified
signal is then sent to the receiver. The receiver is a tiny speaker that puts the amplified
sound into the ear.
Some hearing aids have volume controls on them, so that your child can turn the sound of
the hearing aid up or down themselves. Some have program switches where programs for
hearing better in different environments can be accessed. Some examples of different
listening programs are for hearing better in background noise, watching TV or hearing
well on the telephone, or accessing an FM program for a classroom. Many times in
younger children hearing aids will be ordered without these features or have them
disabled. This is to prevent the child from unknowingly turning the hearing aid off,
turning it too loud or too soft, or choosing the wrong program for the wrong environment.
Some will also have special battery doors that are child-proof so that the child cannot get
to the battery and accidentally eat it or lose it.
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MN/National Resources for Hearing Loss
Photo credit http://www.infanthearing.vihsu.org.au
As a parent of a child with hearing loss, you may sometimes feel alone and overwhelmed,
uncertain of what to expect for your child’s development and academic growth and how
you can help them. There are many supportive resources in Minnesota and nationwide for
children with hearing loss and their families. Whether it’s learning about hearing loss,
securing services for your child, or finding financial or emotional support, all of these
resources can help or point you in the right direction.
Hearing Loss Resource Center
709 University Ave, West St. Paul, MN 55104
(651)245-2435
TTY (651)265-2779
Toll free (866)857-2329
http://www.familysupportconnection.org/
This is a non-profit organization that provides help and support for deaf or hearing
impaired children and their families. The HLRC is supportive of hearing and Deaf culture.
They offer a lending library of support materials and connect families of newly-diagnosed
hearing impaired children with other families of previously diagnosed children who can
answer questions and offer assistance.
Help Me Grow
(651)201-3641
http://www.health.state.mn.us/divs/fh/mcshn/ecip.htm
A program through the MN Dept of Health, Help Me Grow is an early intervention
program for infants and toddlers with hearing loss. This organization can help get
qualifying children the crucial services they need to thrive, such as speech therapy, PT and
OT. Audiology services, assistive technology, and family counseling are just some of the
options available. To see if your young child qualifies for these services, you can contact
MDH directly or visit their website for eligibility information.
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MN Deaf and Hard of Hearing Services
Dept of Human Services Administration Building
540 Cedar St, St. Paul, MN 55164
(651)431-5940
http://www.health.state.mn.us/divs/fh/mcshn/ecip.htm
With 6 locations to serve you throughout MN, the DHHS program provides educational
materials, online trainings, and information on ASL interpreter services and the MN
Telephone Equipment Distribution Program to provide captioned phones for the hearing
impaired. Information on emergency preparedness for our volatile MN weather is also
provided. Click here to find the location closest to you.
University of Minnesota Hearing Aid Bank
(612)626-0946
Once hearing loss is diagnosed, it’s important to fit children with hearing aids as soon as
possible so they won’t fall behind on speech-language and auditory development. The
Hearing Aid Bank is a fantastic resource for families who want to fit their children with
temporary amplification while evaluating their options to purchase permanent hearing
aids. This agency provides reconditioned hearing aids that can be used for 6 months.
Northern Voices
An Oral School for the Deaf
1660 W County Road B
Roseville, MN 55113
(651)639-2535
http://www.northernvoices.org
Northern Voices is a school that works exclusively with hard of hearing/deaf children from
birth to 2-3rd grade. Their goal is to help children with hearing loss gain the skills they
need to be in a mainstreamed school with their same-age peers. They work on speechlanguage and cognitive skills and give families critical information about their child’s
education and future.
Here are some great websites for national organizations to help you learn more about
hearing loss.
American Speech-Language and Hearing Association
2200 Research Boulevard
Rockville, MD 20850-3289
(800)638-8255
http://www.asha.org/public
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Alexander Graham Bell Association for the Deaf and Hard of Hearing
3417 Volta Place, NW
Washington, DC 20007
202-337-5220 (Voice)
202-337-5221 (TTY)
http://listeningandspokenlanguage.org/
Boys Town National Research Hospital
555 N. 30th Street
Omaha, NE 68131
402-498-6511 (Voice)
http://www.babyhearing.org/
National Institute on Deafness and Other Communication Disorders
National Institutes of Health
NIDCD Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
800-241-1044 (Voice)
800-241-1055 (TTY)
[email protected]
Visit my website at http://www.firststepshl.wordpress.com
for more information.
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