TVR_106-3

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365 Early Cochlear Implant Experience and Emotional Functioning During Childhood: Loneliness in Middle and Late Childhood Efrat A. Schorr, Ph.D. 381 Early Hearing Detection and Intervention in Developing Countries: Current Status and Prospects Bolajoko O. Olusanya, M.D., M.Phil. 419 Beyond Early Intervention: Providing Support to Public School Personnel Kathryn Wilson, M.A., CCC-SLP, Cert. AVT 433 Author Index for Volume <strong>106</strong> Permission to Copy: The Alexander Graham Bell Association for the Deaf and Hard of Hearing, as copyright owner of this journal, allows single copies of an article to be made for personal use. This consent does not extend to posting on Web sites or other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating new collective works of any type, or for resale without the express written permission of the publisher. For more information, contact AG Bell at 3417 Volta Place, NW, Washington, DC 20007, e-mail editor@agbell.org, or call 202/337-5220 (voice) or 202/337-5221 (TTY). 232 Table of Contents
The Volta Review, Volume <strong>106</strong>(3) (monograph), 233-235 Foreword Melody Harrison, Ph.D. When I began working at the University of North Carolina over 25 years ago, the first child I served in our university clinic was an 11-month-old infant who had a severe-to-profound hearing loss. At that time, she was the youngest child with whom I had ever worked. I was thrilled to have the opportunity to provide speech and language services to a young mother and a baby who wasn’t even old enough to qualify as a toddler! Today in many parts of the world, including the United States, identification of hearing loss at age 10 months and fitting with hearing aids at 11 months would be considered woefully late. Between 1993 and 2005, the percentage of newborns in the United States whose hearing was screened at birth rose from 3 to 93 percent and the age at which hearing loss was confirmed dropped dramatically. Digital hearing aids became available and cochlear implant technology improved. Equally significant was the development of a procedure for fitting hearing aids to the unique properties of a child’s small but growing ears. The combination of early identification and technological innovation has provided us with the tools to revolutionize long-term outcomes for children who are deaf or hard of hearing. Yet, we are faced with challenges few professionals could have imagined 15 years ago. Although the benefits of early intervention are gaining increasing acceptance around the world, in areas where resources are meager, the age of identification is measured in years rather than months and intervention is not at all early. For some children, it is nonexistent. In those places, we must think collectively and creatively about how to use current technology in a manner that meshes with the cultural and economic realities of a specific region. Even prosperous countries such as the United States experience the significant strains early identification has placed on early intervention services. Access to qualified providers for families and children with hearing loss continues to be a major challenge. Few professionals have been adequately prepared to work with children ages birth to 3, and the majority have not been educated in methodologies that promote access to spoken language. In fact, many professionals who work under the direction of a state’s Part C early intervention program have no educational background in childhood hearing loss at all. Further, there is little research to guide professionals to Foreword 233
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Page 3: The Volta Review Early Hearing Dete
Page 7 and 8: Center at Bar Ilan University, Rama
Page 9 and 10: identified the most significant pre
Page 11 and 12: Figure 1. Percentage of newborns sc
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Page 15 and 16: components will contribute to impro
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Page 21 and 22: parents, when they are given an opt
Page 23 and 24: Historically, the federal Departmen
Page 25 and 26: with unilateral profound losses, bi
Page 27 and 28: Culbertson, J., & Gilbert, A.M. (19
Page 29 and 30: Office of Special Education and Reh
Page 31 and 32: University of North Carolina at Cha
Page 33 and 34: When children begin to walk and the
Page 35 and 36: years is attributable to partnershi
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Page 45 and 46: Cyndie Bennett, superintendent of t
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Page 49 and 50: family involvement strongly influen
Page 51 and 52: Table 1. Demographic Characteristic
Page 53 and 54: In the self-efficacy section, mothe
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the Reynell Developmental Language
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Table 4. Definitions and Examples o
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Table 6. Relationships Between Mate
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Table 8. Summary of Regression Mode
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Roper & Dunst, 2003). Everyday occu
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References Akey, T., Marquis, J., &
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Lerner, G. (1952). Mr. Potato Head
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Appendix Scale of Parent Involvemen
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Parents want to know why their chil
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Incidence of UHL Impact of UHL Defi
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Children with UHL are at risk for a
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with this population of children to
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who have UHL and the BAHA implant s
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Progression of hearing loss is a co
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ongoing services because of a speci
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Environmental and Acoustic Modifica
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negative effects of unilateral hear
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of children with unilateral sensori
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The Volta Review, Volume 106(3) (mo
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Theories on Speech Development Theo
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indicating an interaction of a norm
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as Spanish, automatically there are
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In summary, young children with sev
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documenting speech production patte
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were determined by the child’s pr
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Table 1. Observed-to-Expected Ratio
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His Spanish language use did impact
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implants: Profiles and implications
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http://eire.census.gov/popest/data/
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Introduction Since the early 1980s,
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delayed, thereby increasing parenta
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fitting the second processor easier
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quickly and naturally. Children who
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Figure 2. Graphic example of a loud
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Table 2. Patients Patient ID Time L
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Speech Discrimination Tasks In addi
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The last two children with equal mo
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Figure 7. Loudspeaker arrangement f
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children will retain monaural stimu
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van Hoesel, R., Tong, Y., Hallow, R
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with hearing loss who receive early
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5 years (i.e., met the age cut-off
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location. Informed consent was obta
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Figure 1. Loneliness score and age
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analysis was conducted to determine
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eceive cochlear implants, significa
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effective public school programs fo
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for promoting EHDI in developing co
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Table 1. Levels of Prevention for C
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or unilateral hearing loss because
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were usually higher when babies wer
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Table 2. World Bank Classification
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total public expenditure (Gottret &
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is more cost effective to institute
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Figure 2. Proportion of births in h
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scant, although they are likely to
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a widely reported controversy conce
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their babies at such an early age b
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active, ongoing, culturally appropr
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this goal achievable. Reservations
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Clemens, C.J., Davis, S.A., & Baile
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Kale, R. (1995). Traditional healer
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A dream realized or nightmare in th
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Penn, C. (1998). The study of child
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Watkin, P.M., Baldwin, M., & McEner
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education or general education, the
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for both developmental and remedial
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Table 1. Type and Number of RSP Con
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process of closing the language gap
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phonologic and phonemic awareness;
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Westchester Institute for Human Ser
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Bohnert, Andrea; Spitzlei, Vera; Li
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