Lecture 2 Flashcards Preview

Audiology > Lecture 2 > Flashcards

Flashcards in Lecture 2 Deck (17)
Loading flashcards...
1
Q

Who are the parents?

A

95% hearing
Diagnosis usually comes as a shock
Emotional response, grieving

2
Q

Age of diagnosis

A

In BC it’s now by 6 months of age, they are diagnosed and ready for intervention (2008)

3
Q

Medical perspective

A

The ability to hear is “normal” and deafness is a dysfunction that should be corrected, ie by cochlear implants

4
Q

Deaf cultural perspective

A

Deaf person is viewed as a member of a community with its own language, historical heritage, and rich cultural traditions

5
Q

Psychosocial perspective

A

How hearing loss impacts interaction and social relationships

6
Q

Oral/aural approach

A

Specialized early intervention, by child gets to grade 1 goal is to integrate them into the classroom

7
Q

Primarily visual approach

A

Child’s best access to language is judged to be visual, usually when parents are deaf and want their child to sign instead of speak

8
Q

A continuum of support

A

Residential placement in separate school > self-contained classroom > resource room > partial or full integration
85% of kids that are DHH are in regular classrooms with support from teachers that specialize in DHH education

9
Q

Dev. Patterns: prior to kindergarten

A
Primary attachment with parent
Speech often accessible to child
- home speech
- simple constructions, redundancy
- efforts to repair, elaborate 
Share the repeated company of peers
10
Q

Stage 1: friendship as a handy playmate (5-7)

A

Concert, activity based
Terminated by hitting, refusing to play, resumed after squabbles
Function of constant social environments
Parallel play
Pay attention to social rules of age group

11
Q

Dev. Patterns: K-2nd grade

A

School speech less accessible
Close bond with teacher (most important relationship)
Move toward developing social skills and expected classroom behaviour
Learning to encode and interpret social cues

12
Q

Stage 2: friendship as mutual trust (8-10)

A

Partners respond to each other’s needs and desires
An element of like vs dislike of character
Initiated by offer or invitation
Terminated by serious violation of trust, resumed after apology or explanation

13
Q

Dev. Patterns: 2nd-4th grade

A

Gradually increasing peer affiliation
Increasing sense of mastery, competence, independence, self-reliance
Learning to interpret social cues and generate possible problem-solving strategies
DHH- difficulties with social skills when adult not present, may establish patterns as a loner, often follow the lead of other students, teachers expect self-reliance with hearing aids

14
Q

Stage 3: friendship as intimacy & a mutual understanding (11-15)

A

Share innermost thoughts and feelings
Friendship is important in alleviating feelings
Initiated by endurance over time
Terminated only by a serious breach

15
Q

Dev. Patterns: 5th-7th grade

A

Want to be like peers, want to show mastery and competence in school, consolidating aspects of identity
5th grade slump- social comparison
Refining social problem solving, evaluating effectiveness of strategies, and enacting strategies
DHH- rejection of outward signs that set them apart, is HL being incorporated into identity
Importance of DHH role models
Refusal of wearing hearing aids!!

16
Q

Gender- boys

A

Informal peer interaction among boys largely through physical play
Develops into group play
Group membership often achieved through team sports
DHH- importance of early entry into team sports

17
Q

Gender- girls

A

Informal peer interaction tends to occur verbally
Strong social consequences for not affiliating
DHH- often do not hear social information or cues, often systematically left out of groups. Often described as isolated, rejected, lonely