Catherine Palmer, in her General Assembly Speech at the Academy’s 2019 annual conference, inspired us by emphasizing that audiologists have an incredibly important and expanded role in the health and well-being of the people we serve.
“Audiologists start a chain of events for a child that will promote reading, education, and employment,” she said in her address.
That chain of events starts with a child learning to listen and learning spoken language. This article will address the audiologist’s role in those events from a very practical perspective.
Topic(s): Audiologist, Professional Development, auditory information, auditory neural pathways, Hearing Loss, Hearing Aids, Cochlear Implants (CI), Parents’ Evaluation of Aural/Oral Performance of Children (PEACH), auditory brainstem response (ABR), visual reinforcement audiology (VRA)
Our clinical concerns for children who are deaf or hard of hearing center on providing audible and comfortable access to sound. Our counterparts in speech-language pathology focus on developing receptive and expressive communication skills.
Although our field excels at helping children with hearing loss who use auditory technology (i.e., hearing aids and/or cochlear implants) acquire speech, language, and hearing skills, we do not necessarily shine in addressing how these children use their communication abilities in the real world.
Topic(s): Psychology, speech-language pathologist, Hearing Loss, Cochlear Implants (CI), speech production, speech intelligibility, language, speech-in-noise
Cochlear implants are auditory sensory devices designed to provide auditory perception for individuals with significant hearing loss. A majority of individuals who use a cochlear implant have the ability to understand speech in quiet and complex listening environments, and children who were born with hearing loss are now able to develop excellent auditory and spoken language skills with the device.
Topic(s): Practice Management, Patient care, Cochlear Implants (CI), Hearing Assistive Technologies (HAT)
