- Selected Topics
- What is Deaf-Blindness
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- Interpreting for Deaf-Blind Individuals - Annotated Bibliography
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Functional Hearing Materials Bibliography
This is a partial list of materials on this topic available from the NCDB Catalog Database. If you have additional questions, please contact us via email: firstname.lastname@example.org
Functional Evaluation --The Kansas Project for Children and Young Adults Who Are Deaf-Blind. (2000) Two questionnaires designed by the Kansas Project for Children and Young Adults Who Are Deaf Blind to help assess which students should be certified for deaf-blind services. The Functional Vision Evaluation consists of 15 questions addressing visual impairment, restricted activities, visual acuity, lighting conditions and learning situations. The Functional Hearing Evaluation consists of 13 questions addressing hearing impairment, special treatments required, restricted activities, use of amplification and classroom environment.
The Functional Hearing Inventory: Criterion-Related Validity and Interrater Reliability --Broadston, Pamela M., B.S., M.A. Lubbock, TX: Texas Tech University. A Dissertation in Special Education - Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education December 2003. (2003)The Functional Hearing Inventory (FHI) is an observational instrument for functional hearing that provides information about how a deafblind child uses residual hearing within their natural environment. This study obtained evidence of the validity and reliability of the FHI. Criterion-related validity for the FHI was investigated by correlating teachers' and parents' ratings of functional hearing and the audiogram. Interrater reliability for the FHI was studied through correlating the FHI ratings of deafblind subjects by two trained evaluators using point-by-point and consensus methods. The subjects for this study were a sample of students between the ages of three and twenty-one who were reported on the Federal Deafblind Census.
Functional Hearing Screening --Chen, Deborah. Parents and Visually Impaired Infants. Deborah Chen, Clare Taylor Friedman, Gail Calvello, PAVII Project. (1990)The purpose of this paper is to facilitate observation of an infant's responses to sound, identification of possible hearing problems, and information-sharing with parents and other professionals. It includes a functional hearing screening checklist.
Identification of Congenital Deafblindness --Andersen, Karen; Rodbroe, Inger. The Danish Resource Centre on Congenital Deafblindness. (2006)This publication consists of the following booklets: (2A) Examination of Vision - Suggestions for Medical and Functional Assessments; (2B) Examination of Hearing - Suggestions for Medical and Functional Assessments; (2C) Examination of the Tactile Sense - Suggestions for Medical and Functional Assessments; and (3) Examination and Observation - Assessment of the Functioning of the Senses in Interaction and Communication.
Identification of Hearing & Vision Problems: A Comprehensive Overview San Francisco: California Deaf-Blind Services. (2000) This videotape from the California Deaf-Blind Services (CDBS) satellite training is a comprehensive overview of the identification of hearing and vision problems. The training content includes understanding the impact of a dual sensory loss; types of hearing and vision impairments; overview of clinical and functional assessments; family involvement in the assessment process; risk factors and risk indicators associated with sensory loss; the educational and social benefits of having current and accurate information on hearing and/or vision; and a functional approach to identification of hearing and vision problems. The three hour training was divided into three parts: 1) hearing assessment; 2) vision assessment; and 3) sensory assessment issues specifically related to deaf-blindness. For more information contact: CDBS, 5016 Mission Street, San Francisco, CA 94112, PH: (415) 239-8089 (voice/TTY) or (800) 822-7884 (voice/TTY). Publisher's web site: http://www.cadbs.org/
The Impact of Vision, Hearing and Dual Sensory Impairment on Received Informal Support --Horowitz, Amy; Su, Ya-ping; Brennan, Mark. --Arlene R. Gordon Research Institute. New York: Lighthouse International. (2004) There is increasing attention being given to the profound consequences of either a vision or hearing impairment. However, the special circumstances of dual impaired elders are rarely addressed. Further, given consistent findings regarding the possible association between vision loss (and to a lesser degree hearing loss) and functional disability, it is reasonable to hypothesize that sensory loss would also influence levels of informal support. This question was explored as part of a larger study on the impact of dual sensory impairment in various domains, using data from the 1984 LSOA. Binary logistic and binomial regression models were used. Findings indicate that, after adjusting for sociodemographic and comorbid health variables, vision impairment, but not hearing impairment, predicted greater informal support on all measures. Having a dual impairment did not further increase the likelihood of receiving more support than that associated with a vision loss alone. Implications for rehabilitation and family support programs are discussed.
Instructional Manual for the Functional Hearing Inventory --Broadston, P.; Davidson, R. Texas Tech University. (2001)This document describes the use of the functional hearing inventory (FHI), an instrument intended to help school staff and parents assess the auditory functioning of students in various settings within a child's natural environments. FHI forms are also included. This tool is not distributed by DB-LINK. Contact: Pamela Broadston, MEd, Dept. of Educational Leadership, Teaching Students Who are Deaf or Hard of Hearing, 2801 South University, Little Rock, AR 72204-1099. Tel: 501-683-7150. TTY: 501-683-7150. Fax: 501-569-3547. E-mail: email@example.com.
Introduction to Deaf-Blindness Workshop --Rhodes, Larry. SERVICES FOR CHILDREN WITH DEAFBLINDNESS IN MISSOURI, FINAL REPORT, 1995, pp. 1-178. (1995)These workshop materials on introducing deaf-blindness are available from the ERIC database. It presents the agenda and materials distributed at a one-day introductory workshop on deaf-blindness. Materials cover myths and facts about deaf-blindness, etiologies in the adult deaf-blind population, and categories of deaf-blindness. Information on the anatomy and function of the eye and visual system as well as the ear and hearing systems are provided. An activity for participants is described where objects are identified by touch alone is described. Informational handouts cover communication modes, language levels, and a functional approach to language intervention and assessment. Available from the ERIC database only.
Methods and Strategies for Audiological Assessment of Individuals Who Are Deaf-Blind with Developmental Disabilities --Mascia, John, M.A.; Mascia, Nancy, M.A. SEMINARS IN HEARING, vol. 24, no. 3, 2003, pp. 211-221. (2003)Clients who are deaf-blind with developmental disabilities pose unique challenges to the clinician who is administering an audiological assessment. This article highlights some of the challenges. Communication strategies that can be employed when evaluating an individual who is deaf-blind with developmental disabilities are discussed. Functional recommendations for making the audiology office accessible are outlined. Methods for adapting standard evaluation procedures ar presented. The suggested protocol for audiological assessment of this low-incidence population includes the combination of behavioral testing procedures and objective measurements, as well as functional observation in natural environements.
Routine-Based Functional Hearing Screening for Young Children Who are Deafblind --Nelson, Catherine; Payette, Tammie J. Handouts from Presentation at the 13th Deafblind International (DbI) World Conference on Deafblindness, August 5-10, 2003, Mississauga, Canada. (2003)This presentation describes the advantages of routine-based functional hearing screenings for young children who are deaf-blind. Provides guidelines on the functional screening procedures. Includes a table to track sounds in various directions, intensity, and pitch.
Understanding Hearing Loss: Implications for Early Intervention --Chen, Deborah. New York: AFB Press. Essential Elements in Early Intervention: Visual Impairment and Multiple Disabilities. Deborah Chen (Ed.). (1999)Chapter 6 includes an overview of the auditory system and types of hearing loss and implications of early hearing loss. The functional hearing screening information covered includes questions to ask of both medcial and health providers and parents. It also provides a structure for recording observations.
Vision and Hearing Loss in Older Adults: "Double Trouble" --Berry, Paige; Mascia, John; Steinman, Bernard A. Care Management Journals, 2004 Spring;5(1):35-40. (2004)Recent studies indicate that by age seventy, 21% of the people living in the United States have both vision and hearing loss. Dual sensory loss in the elderly has a significant effect on an individual's ability to socialize, communicate with others, and live independently. This article addresses the issues faced by older individuals who are hard of hearing and blind or visually impaired. Common causes and behavioral signs of hearing and vision loss are discussed. An emphasis is placed on the functional implications of the dual sensory impairment and possible accommodations and communication strategies are outlined.
What Can Baby Hear?: Auditory Tests and Interventions for Infants with Multiple Disabilities: A Viewer's Guide --Chen, Deborah. Baltimore: Paul H. Brookes Publishing. (1997) This pamphlet accompanies and supplements a video in the collection at Teaching Research (Video # 122) which demonstrates various testing procedures for assessing hearing loss in infants with and without multiple disabilities. Following the format of the video, the guide provides an overview of each segment, lists of key concepts, and discussion topics and scenarios for questions that may arise during viewing. The video is divided into four segments: typical responses of normally hearing children, parent interviewing and functional hearing screening; audiological testing; and early intervention activities and hearing aids. Suggestions for viewing the video are included. The viewer's guide also covers risk factors, incidence rates, and the types and degrees of specific hearing loss. Order from Paul H. Brookes Publishing, P.O. Box 10624, Baltimore, MD 21285, (800) 638-3775. Publisher's web site: http://www.brookespublishing.com/