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PA ECC-DHH

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The Pennsylvania Expanded Core Competencies for Students Who Are Deaf or Hard of Hearing (PA ECC-DHH) is a comprehensive description of the unique needs of children/students who are deaf or hard of hearing, including the supplemental learning and functional skills that may be needed to support

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Overview of Revisions to the Communication Plan

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This practical guide for itinerant teachers accomplishes a two-fold mission: providing students who are deaf or hard of hearing with the knowledge and skills needed to become successful adults and helping others effectively interact with these students.

It covers the itinerant's role and responsibilities and other topics important to the success of itinerant teachers but not necessarily included in teacher preparation programs. The itinerant will find answers to essential, practical questions such as: How do I collaborate and consult with classroom teachers and other adults? What are the best ways to deal with conflict? How do I communicate effectively with teachers and principals in inclusion settings? How do I best help students learn to study and take tests?

Classroom teachers who have deaf or hard of hearing students in their classes, principals who are responsible for the success of inclusion, and support personnel will also find this book an invaluable resource. Special materials include in-depth information for working with students' families, sample presentations for orienting school personnel to the needs of deaf and hard of hearing students, and handouts for interpreters and classroom teachers. [Carolyn Bullard, Ph.D. John Luckner, Ed.D.; (2013) Second Edition; 494 pages; soft cover]

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itinerant teachers handbook 2nd edition  itinerant teaching  deaf students  hard of hearing students  9781939349057

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The Itinerant Teacher's Handbook paperback provides indispensable information for new and experienced itinerant teachers of deaf or hard of hearing students to help them become successful. Author: Carolyn Bullard. Length: 494 pages

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This issue of Teachers' Desk Reference focuses on what teachers need to know about educating students with deaf-blindness in the general education classroom, including the impact of deaf-blindness on a student's learning and best practices in programs for students with deaf-blindness.

Order the Teachers' Desk Reference Series Bundle.

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This issue of Teachers' Desk Reference focuses on what teachers need to know about educating students with deaf-blindness in the general education classroom, including the impact of deaf-blindness on a student's learning and best practices in programs for students with deaf-blindness. Order the Teachers' Desk Reference Series Bundle.

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PaTTAN - Developing the Communication Plan

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The primary purpose of the Communication Plan is to establish discussion among all IEP team members who review the student’s needs based on communication skills and access. The Communication Plan should be the starting point for the IEP, and the results of this discussion should be used to identify…

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Why Involve the Teacher of the Deaf & HH

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Why Involve the Teacher of the Deaf & HH

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FAMILIES TO THE MAX: The family voice in Pennsylvania

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FAMILIAS A LO MÁXIMO: La voz de la familia en Pensilvania

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Comparing Supports for Students who are DHH/DB

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Comparing Supports for Students who are DHH/DB

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https://www.pattan.net/Graduation-Post-Secondary-Outcomes/Educational-Initiatives

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DHH Toolkit Resource Suggestions (google.com)

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Student-Led IEP Resource Hub from PaTTAN

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Do you want to learn more about the Student-Led IEP Process (SLIEP)? Keep scrolling to answer who, what, when, where, why,and how YOU can be part of the Student-Led IEP Process! Are you interested in Professional Development or Technical Assistance from PaTTAN about the Student-Led IEP

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Suggest Role Responsibilities for Ed. Aud., ToDHH, SLP

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Suggest Role Responsibilities for Ed. Aud., ToDHH, SLP

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Developing Reading Skills

Children who are deaf or hard of hearing can face significant challenges developing the language and literacy skills needed to succeed in school and to become self-sufficient adults. For many years, PaTTAN has been working in tandem with national experts to conduct research through pilot projects, and to offer trainings on literacy development of students who are deaf or hard of hearing. As a result of these efforts, numerous tools for assessing students and informing instruction based on data driven decisions were created and shared.

Learning to read for a child with hearing loss is a complex process, impacted by many factors, and with no one best approach to meet the variety of needs of these learners. Decisions about instruction, materials, differentiation or accommodations need to be based on data collected through assessment and should be individualized to the student's needs.

PaTTAN has collaborated with Dr. Lana Santoro to create a series of Toolkits focused on building the skills of reading for children who are deaf or hard of hearing. Each kit includes a webinar, powerpoint and resource packet for implementing intervention strategies.

Links to Toolkits:

Building a Professional Learning Community - Getting Started

Expanding the Literacy Toolkit:Word Analysis Toolkit: Optimizing Word Reading-Decoding, Word Analysis, and Word Study Interventions
Expanding the Literacy Toolkit: Fluency Toolkit: Bridging Decoding and Comprehension with Fluency Interventions Expanding the Literacy Toolkit: Retelling Toolkit: Building Comprehension with Text Structure and Retelling Interventions Expanding the Literacy Toolkit: Vocabulary Toolkit: Teaching Words to Build Comprehension Expanding the Literacy Toolkit: Comprehension Strategy Toolkit: Building Comprehension with Main Idea Identification and Summarizing Expanding the Literacy Toolkit: Content Engagement Toolkit: Building Comprehension with Quality Questioning
​Expanding the Literacy Toolkit: The Writing Process Toolkit
​Expanding the Literacy Toolkit: Micro-Level Writing
Expanding the Literacy Toolkit: Genre and Discipline-Specific Writing Toolkit

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Children who are deaf or hard of hearing can face significant challenges developing the language and literacy skills needed to succeed in school and to become self-sufficient adults. For many years, PaTTAN has been working in tandem with national experts to conduct research through pilot projects, and to offer trainings on literacy development of students who are deaf or hard of hearing.

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PA Educators of Students who are Deaf or Hard of Hearing

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Special resources are available about COVID-19 and online learning to help you meet the needs of your students and families.

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Pennsylvania state specific contacts and information on audiology and speech-language pathology licensing, teacher, support personnel, hearing aid, and hearing screening requirements.

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Pennsylvania Academy of Audiology - Home

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Improving services, results, and quality of life for children and youth who are deafblind

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If you are a family member, teacher, or other individual involved in the life of a child with both vision and hearing loss, please contact your state deafblind project for information and assistance.

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https://www.pattan.net/Disabilities/Deaf-and-Hard-of-Hearing/Secondary-Transition

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If you have a DHH student in your classroom.....

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If you have a DHH student in your classroom.....

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Comparison of Possible Supports for Students Who Are DeafBlind

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Comparison of Possible Supports for Students Who Are DeafBlind

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Suggested Topics & Questions for Discussion when Developing a Communication Plan

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Suggested Topics & Questions for Discussion when Developing a Communication Plan

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An age-specific, 12 - 22 years, list of resources to support secondary transition for students who are DHH and their families.

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Learning and language skills information, articles and guides to assist teen to adult recipients with different situations.

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Cochlear™ CoPilot is a mobile app designed to help you improve your listening and communication skills and to get even more out of your cochlear implant.

Download the app

Unleash your potential

Did you know you may be able to improve your hearing outcomes no matter how long you've had your Cochlear™ hearing implant?

Cochlear CoPilot is an interactive app that equips you with knowledge, information and activities to help you build your listening and communication skills for your everyday life. ¹⁻³

Research shows that being actively involved in your hearing health can make a difference to your outcomes. And having access to information, tools and activities that are easy to use and shaped to your individual needs makes a difference.

Build knowledge

"I liked the articles under different categories... It's truly a one stop shop for all regardless of whether one is a new or long-time recipient."

- Kathleen M, recipient

Real world practice

"I love the little listening exercises that help me work on word recognition... it's like playing a short game."

- Christine A, recipient

Disclaimer

Please seek advice from your health professional about treatments for hearing loss. Outcomes may vary, and your health professional will advise you about the factors which could affect your outcome. Always read the instructions for use. Not all products are available in all countries. Please contact your local Cochlear representative for product information.

For a full list of Cochlear's trademarks, please visit our Terms of Use page.

References

1. Anderson S & Kraus N. Auditory training: evidence for neural plasticity in older adults. Perspect Hear Hear Disord Res Diagn. 2013 May;17:37-57.

2. Zendel B, West GL, Belleville S et al. Musical training improves the ability to understand speech-in-noise in older adults. Neurobiol Aging. 2019 Sep;81:102-115.

3. Pascual-Leone A, Amedi A, Fregni F et al. The plastic human brain cortex. Ann Rev Neurosci 2005 Jul;28:377-401.

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Cochlear™ CoPilot Mobile Hearing App | Cochlear

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Cochlear™ CoPilot is a mobile app designed to help you improve your listening and communication skills and to get even more out of your cochlear implant. Download the app Did you know you may be able to improve your hearing outcomes no matter how long you've had your Cochlear™ hearing implant?

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and Toddlers

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Tools for Toddlers and Tools for Schools provide support and resources to grow with your child. Help your child get a head start and stay at the head of the class. Click the links below to explore.

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Aural rehabilitation exercises can help CI users and surgery candidates improve hearing. Learn about Advanced Bionics' auditory training and rehab resources!

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Supporting Success For Children With Hearing Loss | Helping YOU Help Kids Who are Deaf or Hard of Hearing Succeed

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We learn language by hearingit from the moment of birth. Even after our language has fully developed, we continue to learn new words and new ways of expressing ideas. This learning happens largely through our sense of hearing. Much of what we know about our world is learned by overhearingthe conversations of those around us, or through the myriad of audio streams that follow us through our day. When a child is born with reduced hearing, the development of language, vocabulary, and world knowledge can be affected.

Hearing aids and other devices can provide improved access to spoken language for children with hearing loss. Auditory aids, however, do not fix hearing to the degree that eyeglasses can 'fix' a vision deficit. What a student hears through an auditory aid is likely not what you and I hear through the device. A student may hear what is said in the classroom, but may not understand the message due to many factors, such as incomplete access to speech sounds, background noise, unfamiliar vocabulary, delayed language development or a lack of familiarity with the person talking.

Many children can improve their understanding of spoken language as they become familiar with their hearing loss and learn listening strategies. Practice with specific listening skills may further increase the benefit a student receives from hearing aids or cochlear implants.

Information is provided within this section of the website on auditory development, listening skills and more.

Learning to Listen - why is it important?

A child needs to be able to interpret and attach meaning to information they receive from what they have heard and formulate a response

Attaching meaning depends on their lexicon (vocabulary 'dictionary') helped by their ability to visualize

Listening comprehension is a key to reading comprehension and written composition

Listening comprehension = language ability + background knowledge

Listening Comprehension x Decoding = Reading Comprehension

It all starts with being able to listen precisely!

Nancy Caleffe-Schenck, well known Auditory Verbal Therapist and Listening and Spoken Language Specialist has given permission to share her Activities for Listening and Learning (ALL). The ALL is unique in that it provides not only goals in the auditory development area but also for communication, reading and vocabulary. I also have adapted this into an ALL Goal Bank and Performance Checklist format, with Nancy's permission, so that it can be easily used for goal-setting during IEP team meetings and to monitor progress.

Auditory Skill Development in Early Childhood

Auditory skills of children who are hard of hearing do not develop at the same rate or in the same way without specific teaching. The following checklists will guide interventionists and family members as they assess and build these important skills.

Sound Foundation for Babies and Toddlers Cochlear Corporation has a suite of resources to assist with listening and language development from birth to 6 years of age. Free download! The Sound Foundation for Babies resources is an awesome resource by Cheryl L. Dickson, that offers week by week activities that can be shared with families as a recommended website, or to augment activities discussed during early intervention. Each week includes a video tutorial and attention specific to audition, receptive/expressive language, speech, songs, rhymes, etc. Sound Foundation for Toddlers was created by Nancy Caleffe-Schenk. Thanks to Cheryl and Nancy for these powerful and easy-to-use materials!

Auditory Skills Checklis t Auditory skills develop sequentially in a hierarchy of increasing complexity. Most children without hearing loss will develop all but the most complex listening tasks by school entry, improving in their ability to listen in noise as their brain matures - until age 13-15 years. Children with hearing loss typically require attention to auditory skill development if they are to learn all of the skills in the hierarchy, especially if they are to compete with typically hearing peers in a classroom. Good technology and consistent use is a critical factor in the natural development of auditory skills, but cannot guarantee progress of skill development without specific attention. Early literacy is primarily based on auditory skills making attention in this area a priority. The Auditory Skills Checklist is a simplified summary of auditory skills, broken into 10 levels, each with 4 skills and examples. It is useful to track progress on auditory development as a part of early intervention over time.

Auditory Skills Checklist - Cincinnati Children's Hospital Medical Center is in an interview format that asks parents to rate skills in terms of whether their child often, sometimes or never/rarely displays use of the skill. Examples are provided to make the questions easy to understand. A numeric score is obtained so that use of this checklist over time will show progress in achieving the skills. Thanks to the Cincinnati Children's Hospital for sharing this resource for use on Supporting Success!

Functional Auditory Performance Indicators (FAPI) was developed in Colorado by Arlene Stredler-Brown and Cheryl DeConde Johnson (2001, 2003) and provides a step-by-step checklist of what to look for, and what to work on next, in developing functional auditory skills. A 'staple' in many early intervention and early childhood programs for children with hearing loss.

Go here for Listening Training Resources

Track a Listening Child is one of the Cochlear Corporation suite of resources for 0-36 months. Attractive and engaging for families.

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Supporting Success For Children With Hearing Loss | Listening (Auditory Skills) Development

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We learn language by hearing it from the moment of birth. Even after our language has fully developed, we continue to learn new words and new ways of expressing ideas. This learning happens largely through our sense of hearing.

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Resources for Professionals | Central Institute for the Deaf

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Find comprehensive guidance through Central Institute for the Deaf’s online courses, free downloadable content and other helpful resources.

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DASL:  Developmental Approach to Successful Listening

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DASL:  Developmental Approach to Successful Listening

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CHATS: The Miami Cochlear Implant, Auditory and Tactile Skills Curriculum

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CHATS: The Miami Cochlear Implant, Auditory and Tactile Skills Curriculum

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Computer-Based Auditory Training Programs for Children with Hearing Impairment – A Scoping Review

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Computer-Based Auditory Training Programs for Children with Hearing Impairment – A Scoping Review

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Abstract

Introduction  Communication breakdown, a consequence of hearing impairment (HI), is being fought by fitting amplification devices and providing auditory training since the inception of audiology. The advances in both audiology and rehabilitation programs have led to the advent of computer-based auditory training programs (CBATPs).

Objective  To review the existing literature documenting the evidence-based CBATPs for children with HIs. Since there was only one such article, we also chose to review the commercially available CBATPs for children with HI. The strengths and weaknesses of the existing literature were reviewed in order to improve further researches.

Data Synthesis  Google Scholar and PubMed databases were searched using various combinations of keywords. The participant, intervention, control, outcome and study design (PICOS) criteria were used for the inclusion of articles. Out of 124 article abstracts reviewed, 5 studies were shortlisted for detailed reading. One among them satisfied all the criteria, and was taken for review. The commercially available programs were chosen based on an extensive search in Google. The reviewed article was well-structured, with appropriate outcomes. The commercially available programs cover many aspects of the auditory training through a wide range of stimuli and activities.

Conclusions  There is a dire need for extensive research to be performed in the field of CBATPs to establish their efficacy, also to establish them as evidence-based practices.

Keywords: auditory training, computer-based, auditory rehabilitation, software

Introduction

It is well known that hearing impairment (HI) causes breakdowns in communication. The existence of hearing loss has increased over time and reached alarming levels. According to a report by the World Health Organization (WHO), 1 there are 360 million (5.3% of the world's population) people in the world with disabling hearing loss, out of which 32 million (9%) are children. The report also suggests that the prevalence of disabling hearing loss in children is greatest in Southern Asia, Asia Pacific and Sub-Saharan Africa. These figures only direct us toward the early identification, diagnosis and further development of a more efficient rehabilitation program to allow effective communication for all. The rehabilitation of children with HI is considered of utmost importance to enable them to be on par with their peers in terms of communication. Following the diagnosis and the fitting of the appropriate hearing device, the child must undergo auditory therapy alongside speech therapy.2 3 4 5 6 7 8 9

Rehabilitation after the fitting of an amplification device has evolved over the years from lip reading to methods such as the auditory verbal therapy. Typically, there are three ways of providing auditory training: individually, in groups, and at home with computer-based training. Individual therapy is often inaccessible and demands a lot of resources, like an appropriate set up, clinical personnel and time, and these services are non-reimbursable. 2 9 10 This is a concern especially in a country like India, where there is less awareness and the rural population is mostly inaccessible. On the other hand, group therapy can be efficient in terms of time and cost.11 However, the lack of individual attention becomes a major concern.

With the advancement of technology, computer-based programs have attracted considerable attention amongst researchers wishing to develop new programs that target the development of listening skills. 12 13 14 Several computer-based rehabilitation programs for HI have been designed and put forward in the market. However, only a handful of them have documented efficacy measures. Those that are documented are mostly computer-based auditory training programs (CBATPs) for adults. Although there are several CBATPs for children with HI in the market, their efficacy is not well documented. The literature reports some objective evidence in support of CBATPs for adults.3 7 15 However, Pallarito9 has pointed out that such research is limited, and the profession lacks clinical guidelines for the use of CBATPs.

Sweetow and Palmer 16 reported a systematic review of the evidence for the efficacy of individual auditory training in adults. Only six articles out of 42 met the criteria of their review. The review highlighted that although there are several publications on auditory training, very few met the rigorous scientific criteria, such as lack of control groups, small numbers of subjects etc., set to qualify the results as evidence. They suggested that determining the effectiveness is crucial, and that further studies must focus of adapting well-defined criteria to be proved as evidence-based approach. Bourns et al17 also reviewed studies on auditory training in older adults (50 years or above) with mild to moderate sensorineural hearing loss. However, they reported methodological weaknesses similar to those reported in Sweetow and Palmer,16 and lack of statistically significant clinically relevant outcomes. They suggested that flaws in the current evidence base should be used to stimulate the future directions of auditory training (AT) investigation rather than only change the existing techniques. Other reviews of individual CBATPs for adults with HI18 19 also identified similar research gaps that hinder the reviewers from establishing CBATPs as a well-defined evidence-based practice for adults.

In today's world, the use of technology and electronic gadgets is not limited only to adults. Children are adept at using gadgets, especially for gaming and learning. The existence of several apps to teach phonetics, vocabulary, school-based academic curriculum etc. is a sure indicator of their interest in using interactive computer programs for learning, in all age groups. With this advancement and the documented evidence of the benefits of using CBATPs with adults, several CBATPs for children were launched in the market as well. However, there is little or no evidence to document the efficacy of these programs. A careful assessment of the existing programs and their structure is the first step towards strengthening the evidence of the benefits of CBATPs for children. This will also help identify the gaps and areas that need improvement and subsequently instigate more research that will aim at developing and establishing evidence-based practices 17 in CBATPs for children. The results obtained with randomized controlled trials will help advance the scientific understanding of whether CBATPs can be of help to patients with HI. However, such scientific knowledge typically evolves from a more primitive level of expert opinions, case reports, case series, or the clinical experience.

The aim of the present article was to carefully examine the current CBATPs designed for children with HI and the documentation of their efficacy, if any. This comprehensive review will update the researchers and clinicians about the programs they can successfully use for children with HI. It will also enable the proprietors of the existing programs to document appropriate efficacy measures and help the upcoming researches to adequately fill the voids by developing well-designed programs with suitable efficacy measures.

Review of the Literature

The method for reviewing in this study involved searching databases using different combinations of keywords. The databases searched were PubMed and Google Scholar. In addition, several back references of articles were considered. In total, the abstracts of 124 articles were reviewed. Out of these, 120 were rejected. The participant, intervention, control, outcome and study design (PICOS; Moher et al 20 ) criteria were used for the inclusion/exclusion of the articles. The following are the criteria chosen.

Participant: children (< 18 years) with or without hearing aid/cochlear implant/any other listening device, with HI of any degree. Individual or group electronic device.

Control: comparison with a group undergoing regular therapy.

Outcome: 1+ outcome measure related to language, speech intelligibility, and/or communication (behavioral or self-reported).

Study design: randomized controlled, non-randomized controlled, cohort, repeated measure (with/without control).

The keywords used for the search were: hearing loss or hard of hearing or hearing impairment or hearing aid or cochlear implant or computer-based or app-based or children AND auditory therapy or auditory learning . Following this initial search, five articles were thoroughly reviewed. Four articles out of the five failed to meet the criteria due to the use of just one or no outcome measures. One article was shortlisted to be discussed here. ( Table 1 ).

Table 1

Reference

Design

Intervention

Outcomes

Results

Comments

Glyde et al 21

Repeated measure

LiSN & Learn Auditory Training Software, 22 SSQ,24 LIFE25 - 20 minutes per day, 5 days a week until 60 sessions were completed

LiSN-S Test, 22 SSQ,24 LIFE,25 BKB sentences26

No significant improvement in both groups in spatial processing. No significant effect of age

Small N, not blinded

Since the literature lacks well-defined studies on children using CBATPs, the authors decided to review the commercially available auditory training programs specially designed for children with HI. Although studies reporting their efficacy do not exist, a review of the programs might provide useful information for the clinicians and instigate the researchers to establish these programs as evidence-based practices. The following programs were chosen to be reviewed.

Angel Sound Training (TigerSpeech Technology, Hefei, China)

Otto's World of Sounds (Oticon, Somerset, NJ, US)

Programs offered by Advanced Bionics (Valencia, CA, US)

Programs offered by MED-EL (Innsbruck, Austria)

Programs offered by Cochlear (Sydney, Australia)

The article by Glyde et al 21 is a comprehensive and carefully designed study to see the effect of the LiSN & Learn training software in hearing impaired children and adults. This article is in continuation with two other studies evaluating the efficacy of the LiSN & Learn training software in normal hearing children diagnosed with spatial processing disorder.22 23 This study also aimed at establishing the efficacy of the software in the population with HI keeping in mind the hypothesis that the spatial processing in people with normal hearing and in those that are hearing impaired is different. Since the spatial processing deficits in the hearing impaired population arise from peripheral changes (interaural time and level differences are usually distorted before they leave the cochlea), rather than from higher order deficits,22 the study hypothesized that training would not bring about a significant difference in their spatial processing. This hypothesis was proved right with the help of parametric statistics. The study also noticed no significant difference between the two groups. The reason for this is stated in an unclear manner.

The study uses more than one outcome measure:

Listening in Spatialized Noise - Sentences (LiSN-S) test; 22

Speech, Spatial and Qualities of Hearing Scale (SSQ); 24

Listening Inventory for Education: Student Appraisal of Listening Difficulty (LIFE); 25 and

Bamford-Kowal-Bench (BKB) sentences. 26

The two objective outcome measures were used for perception of sentences in both quiet and noise and at different azimuths. This is a well-chosen measure, as the training software focuses on the ability to separate the signal from the background noise. An outcome measure on the same lines will provide an appropriate measure of the observed improvement. Additionally, the two questionnaires chosen give a subjective angle on the perception of speech in noise. The literature also suggests the use of electrophysiological tests, like auditory brainstem measures that assess the perception of speech in noise and track therapeutic improvement. 27 The inclusion of these electrophysiological tests to correlate with other measures could have helped confirm their hypothesis about the comparison of spatial processing in normal hearing individuals and in those with HI. Also, the small sample size restricts one from generalizing the effects with confidence. However, the study as a whole is well-structured and reported.

In order to review the CBATPs that are commercially available, the authors followed a structure used by Zhang, Miller and Campbell. 28 Twenty-nine features of the programs to be discussed were grouped under three categories: general product and purchase information; design features of the training paradigm; and auditory and communication targets. The programs were then discussed in accordance with these features.

General Product and Purchase Information

Angel Sound Training

Angel Sound Training is a product developed by TigerSpeech Technology and distributed by the Emily Shannon Fu Foundation. It is a PC-based interactive auditory training and hearing assessment program that is a potentially self-administrable auditory rehabilitation program. It has 9 modules that cover a wide range of stimuli and activities, ranging from non-verbal stimuli to syllables, words, and sentences in both quiet and in noise. It also has music and cognition-based activities. Each module has different levels of difficulty. It is the most comprehensible program reviewed by the authors of the present study, and it is encompassing in terms of the concepts covered. It is available for download on the internet freely.

Otto's World of Sounds

Otto's World of Sounds is a multimedia auditory training tool from Oticon. It was based on the French training software called "La Souris Bleue" (The Blue Mouse), developed in 1999 by French audiologist Alain Vinet and computer scientist Denis Barbier. It is available free of cost along with hearing aids purchased from Oticon for children below 8 years of age.

Otto's world is designed to help hearing impaired children in the age range of 2.5 to 8 years to improve their auditory skills by detecting, discriminating, and identifying sounds. This program runs through a CD-ROM. It has interactive activities that also require the caretaker's participation in terms of assisting the child. It provides the child with 10 different auditory environments, each focusing on 10 different sounds, and includes activities for sound detection, discrimination, and identification, using sounds from the child's everyday environment. Within each of these environments, there are activities for discovery, memory, and recognition, which follow a hierarchy. The concept of building vocabulary is also addressed.

Programs Offered by Advanced Bionics

Advanced Bionics is a cochlear implant company that has many rehabilitation-based programs for children and adults. The programs for children are: AB Listening Adventures and VocAB Scenes. AB Listening Adventures is best suited to children aged between 4 and 10 years. The program is designed to guide the development of listening and language skills using six different story-based games that focus on listening for multiple elements, plurals, pronouns or minimal pairs. It focuses on listening for words in sentences. VocAB Scenes is also best suited to children aged between 4 and 10 years. It is a scene-based vocabulary-building app, which utilizes everyday scenes from the child's environment to introduce new vocabulary. It has three different games for each scene.

Programs Offered by MED-EL

MED-EL is another cochlear implant company that has rehabilitation programs for children and adults. One of them is called SoundScape. This program have free download from the company's website. It has eight modules, and only the first six are for children. The modules for children follow a hierarchy for different age groups: Starting out - 0-2 years; Ms. MacDonald's Shed - 2+ years; Old MacDonald's Farm - 2+ years; Let's go Shopping - 6+ years; Telling Tales - 10+ years; Continents and Oceans - teens. These modules cover age appropriate stimuli ranging from words and phrases to sentences and paragraphs using different activities that have varying levels of difficulty. The modules also have sublevels.

Programs Offered by Cochlear

Cochlear is also a cochlear implant company that provides users with rehabilitation programs for all ages. The programs for children are: HOPE words and Kaci's games. HOPE words is a preliminary app that focuses on phonetics and basic vocabulary building through alphabet-based activities. Kaci's games is about remembering matching objects. The cards show pictures of animals that have corresponding sounds.

Design Features of the Training Paradigm

A summary of the design features of the training programs taken for review is provided in Table 2 .

Table 2

Angel Sound Training

Otto's World of Sounds

Programs offered by AdvBio

Programs offered by MED-EL

Programs offered by Cochlear

Progress measurements

✓

✓

✓

−

−

Manufacturers provide a recommended time commitment

✓

−

−

−

−

Therapist involvement required

−

✓

✓

✓

−

Auditory and Communication Targets

A summary of the goals with which the programs were designed in each of these CBATPs is shown in Table 3 .

Table 3

Angel Sound Training

Otto's World of Sounds

Programs offered by AdvBio

Programs offered by MED-EL

Programs offered by Cochlear

Discussion

The primary goal of this review article was to examine the existence of evidence-based effective CBATPs for children. The secondary goal was to update and expand the knowledge on the available CBATPs for children. The review resulted in only one article that satisfied all the criteria considered. This, in turn, instigated the authors to include the review of the commercially available CBATPs designed for children with HI. The strength of this review is that it gives the present-day clinicians and researchers up-to-date information about the programs available.

This article emphasizes the fact that there is extremely little documented evidence on the efficacy of the CBATPs used for children with HI. It is evident that there are plenty of commercially available CBATPs that address most concepts related to auditory training. They also have activities catering to different age groups. However, there is no evidence to establish their efficacy. There is clear evidence about the rise in the use of electronic gadgets among the general population in today's world. App/software-based learning programs have become very popular and are highly sought after. Additionally, keeping in mind other factors like the issue of the access to clinics, cost effectiveness etc., CBATPs are gaining immense popularity.

On the other hand, the importance of early identification and intervention is a well-established fact. 29 The concept of critical age also encourages most of the learning to happen as early as possible. It is important that the child receives the most auditory stimulation in his/her early years in order for the age appropriate auditory development to take place. Realizing the advances in of CBATPs that can be used at home, and the importance of auditory rehabilitation in children, this review re-emphasizes the need for future studies to establish the efficacy of the existing programs.

We have observed a lack of outcome measures in the current literature. Even though we found four other articles during the review, they could not be included because they only had one or no outcome measures. This highlights the importance of choosing an appropriate outcome measure to quantify accurately the improvements resulting from the therapy, if any. Apart from the behavioral measures, the use of electrophysiological measures has gained popularity because they aid the interpretations, when combined with behavioral and other objective tests. They are consistently used in the literature as a measure of the progress resulting from the auditory training. 30 31 Hence, we suggest that the researchers who are developing new programs release them along with the documented efficacy measured using the appropriate outcome measures.

One limitation of this review regards the search performed. A few more popular databases could have been considered. Moreover, a greater number of reports could have been included if the inclusion criteria were not so strict. Discussing the existing literature, although not stringent with respect to study design, could have enabled us to address other areas that need focus while taking up further studies. Therefore, the authors expect that this review will assist in the decision-making process concerning the recommendation and purchase of CBATPs. It is our hope that this study will instigate clinical researchers to produce the outcome measures needed.

Final Comments

Computer-based auditory training programs might benefit children with HI. There are several commercially available CBATPs that indeed have plenty of concepts and activities for different age groups. However, there is a dire need for more research to establish efficacy measures for these programs. This review might provide the assistance needed by clinicians and families of children with HI to make program selections. In addition, this review might also provide a knowledge base on which to build further rehabilitation and outcome researches.

Footnotes

Conflict of Interest Statement The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.

References

1. Organization W H. Mortal Burd Dis Prev Blind Deaf WHO; 2012. WHO global estimates on prevalence of hearing loss. [ Google Scholar]

20. Moher D, Liberati A, Tetzlaff J, Altman D G; PRISMA Group.Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement Ann Intern Med 2009151 04264-269., W64 [[ PubMed] Google Scholar]

Articles from International Archives of Otorhinolaryngology are provided here courtesy of Thieme Medical Publishers

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Computer-Based Auditory Training Programs for Children with Hearing Impairment - A Scoping Review

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Introduction  Communication breakdown, a consequence of hearing impairment (HI), is being fought by fitting amplification devices and providing auditory training since the inception of audiology. The advances in both audiology and rehabilitation ...

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