CPD1708 Advanced Practices in Paediatric Assessment of Hearing UCC Assignment Sample Ireland

CPD1708 Advanced Practices in Paediatric Assessment of Hearing is a courseoffered by UCC. This course is designed for professionals working with children, such as audiologists, speech-language pathologists, and educators, who want to enhance their knowledge and skills in assessing hearing in paediatric populations.

In this course, you will learn about the various techniques and procedures involved in conducting a comprehensive hearing assessment for children, from newborns to adolescents. You will also gain insights into the developmental aspects of hearing, including the impact of hearing loss on language development, communication, and academic achievement.

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In this section, we will describe some assignment tasks. These are:

Assignment Task 1: Characterise a wide range of behavioural assessments of hearing for infants and children.

There are several behavioural assessments of hearing that are commonly used for infants and children. These assessments are designed to measure the child’s hearing abilities in a non-invasive and child-friendly manner. Here are some examples:

1. Auditory Brainstem Response (ABR) Test: This test measures the electrical activity of the auditory nerve and brainstem in response to sound. It is often used for newborns and infants who are too young to respond to behavioural tests. Electrodes are placed on the child’s scalp, and sounds are played through earphones. The test can identify hearing loss and provide information about the degree and type of hearing loss.
2. Otoacoustic Emissions (OAE) Test: This test measures the sounds that are produced by the inner ear in response to sound. A small probe is placed in the child’s ear, and sounds are played through the probe. The test can identify whether there is damage to the inner ear and can be used for newborns and infants.
3. Visual Reinforcement Audiometry (VRA) Test: This test is designed for children who are 6 months to 2 years old. Sounds are played through speakers or headphones, and when the child turns their head toward the sound, a visual reward is given. The test can provide information about the child’s hearing threshold and the type of hearing loss.
4. Conditioned Play Audiometry (CPA) Test: This test is designed for children who are 2 to 5 years old. The child is taught to perform a specific action, such as putting a block in a bucket, when they hear a sound. The test can provide information about the child’s hearing threshold and the type of hearing loss.
5. Speech Perception Tests: These tests are designed to assess a child’s ability to understand speech. They may involve asking the child to repeat words or sentences or to point to pictures that correspond to the words they hear. Speech perception tests can provide information about the child’s ability to hear and understand speech, which is important for language development.

Assignment Task 2: Demonstrate an understanding of how to select appropriate assessments based on the maturational and developmental stages of infancy and childhood.

Assessing the development and progress of children requires the use of appropriate assessments that take into account their maturational and developmental stages. Here are some key considerations for selecting appropriate assessments based on different stages of infancy and childhood:

Infancy (0-24 months):

During the first two years of life, children experience rapid physical, cognitive, and emotional growth. For infants, assessments should focus on their developmental milestones, such as motor skills, social interaction, and language development. Examples of appropriate assessments for this stage may include the Denver Developmental Screening Test (DDST), the Ages and Stages Questionnaires (ASQ), and the Bayley Scales of Infant and Toddler Development.

Early Childhood (2-6 years):

In early childhood, children continue to develop their physical, cognitive, and social-emotional skills. Assessments for this stage should focus on language development, fine and gross motor skills, social skills, and cognitive abilities. Examples of appropriate assessments for this stage may include the Peabody Picture Vocabulary Test, the Beery-Buktenica Developmental Test of Visual-Motor Integration, and the Child Behavior Checklist.

Middle Childhood (6-11 years):

In middle childhood, children continue to develop their cognitive abilities, social skills, and physical coordination. Assessments for this stage should focus on academic skills, including reading, writing, and math, as well as social-emotional development and executive functioning skills. Examples of appropriate assessments for this stage may include the Wechsler Intelligence Scale for Children, the Conners Rating Scales, and the Behavior Assessment System for Children.

Adolescence (11-18 years):

During adolescence, young people undergo significant physical, cognitive, and emotional changes. Assessments for this stage should focus on academic achievement, career readiness, social-emotional development, and mental health. Examples of appropriate assessments for this stage may include the SAT/ACT exams, the Strong Interest Inventory, the Beck Youth Inventory, and the Minnesota Multiphasic Personality Inventory.

In summary, selecting appropriate assessments based on maturational and developmental stages is essential for accurately evaluating children’s progress and identifying areas of strength and weakness. It is important to consider the specific skills and abilities that are most relevant to each stage of development, and to choose assessments that are valid, reliable, and appropriate for the age and developmental level of the child.

Assignment Task 3: Critically evaluate theories underlying the management of hearing loss, including hearing aid fitting, verification and validation for children.

The management of hearing loss is a complex process that involves several theories and approaches. In the case of children, hearing loss can have a significant impact on their development and education, making effective management strategies critical for their overall well-being. Below is a critical evaluation of the theories underlying the management of hearing loss in children, including hearing aid fitting, verification, and validation.

Hearing Aid Fitting Theory:

The hearing aid fitting theory is based on the assumption that hearing aids can restore audibility to speech sounds and improve the child’s ability to communicate. The theory is supported by research that shows that hearing aids can significantly improve speech perception and language development in children with hearing loss. However, the success of hearing aid fitting depends on several factors, such as the child’s degree of hearing loss, the type of hearing aid, and the child’s ability to adapt to the device. Therefore, the effectiveness of hearing aid fitting may vary among individuals.

Verification Theory:

Verification theory is based on the principle that the hearing aid should provide the appropriate amount of amplification to ensure that the child can hear speech sounds at a comfortable level. Verification involves objective measurements of hearing aid output to ensure that it meets the prescribed target. The theory is supported by research that shows that hearing aids that are appropriately verified can lead to better speech perception and language development in children with hearing loss. However, verification does not guarantee that the child will have optimal benefit from the hearing aid, as individual differences in hearing sensitivity, cognitive abilities, and auditory processing can affect the child’s ability to benefit from amplification.

Validation Theory:

Validation theory is based on the principle that hearing aid fitting should be tailored to the child’s specific needs and goals, rather than solely based on technical measurements. Validation involves subjective measurements of the child’s hearing aid benefit, such as parent and teacher reports and self-assessments. The theory is supported by research that shows that hearing aid benefit is not solely determined by technical measurements but also by the child’s ability to use the device in real-life situations. However, validation is subject to potential bias and may not accurately reflect the child’s actual benefit from the hearing aid.

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