SpeechPathology.com Phone: 800-242-5183


Jobs available nationwide for the 2024-25 school year - Apply Now

Cochlear Implants: Optimizing Patient Benefit through Team Management and Family-Based Aural Rehabilitation

Cochlear Implants: Optimizing Patient Benefit through Team Management and Family-Based Aural Rehabilitation
Linda Daniel, MA, CCC-A
April 12, 2004
Share:

Introduction
The professional staff of Dallas Otolaryngology Associates and HEAR In Dallas joined forces to form the Dallas Otolaryngology Associates Cochlear Implant (DOA-CI) Team. Together they provide assessment and treatment to patients seeking cochlear implantation. The team maintains one philosophical goal-- the maximal use of sound for verbal communication and environmental monitoring for deaf patients ranging in age from infants to seniors. It is the team's philosophy that meaningful use of sound can enhance the quality of life for almost every deaf person.

The DOA-CI team includes the following: patient and their family members, a neurotologist, four audiologists, a nurse, billing/reimbursement people, two secretaries, a neuropsychologist, a rehabilitative audiologist/Certified Auditory-Verbal Therapist, two speech-language pathologists, an occupational therapist and the administrator of the Dallas Hearing Foundation. Other consultants and therapists are involved as dictated by individual patient needs. The team members pool their expertise to form long-term management programs for patients of all ages.

Upon conclusion of the initial audiometric evaluation, the audiologist recommends one of three options:

  1. The patient participates in a program of aural rehabilitation with his/her current hearing aids. Patients referred for aural rehabilitation with hearing aids are monitored: their hearing aid progress is compared to the outcome anticipated with appropriate cochlear implantation and aural rehabilitation.


  2. The patient tries new hearing aids, participates in short-term aural rehabilitation and is re-evaluated for implant candidacy as needed.


  3. The patient proceeds with a full evaluation to determine cochlear implant candidacy and appropriate post-implant aural rehabilitation.

Implant centers vary greatly in the criteria used to determine patient candidacy for cochlear implantation. Consistent with their view of hearing as important for quality of life, the DOA-CI team views the implant as a tool that provides a range of benefit to patients. Long-term outcome or benefit from a cochlear implant is impacted by numerous variables. In determining patient candidacy for implantation and expected benefit, the team attempts to ascertain patient variables likely to impact their meaningful use of sound with an implant.

Significant factors include the patient's age, health, hearing history, hearing technology history, speech/language/reading/writing status, communication mode of patient/family/peers, psychological status, neurological/cognitive status, patient knowledge/goals for CI, educational options, motivation/compliance, support for developing auditory behavior, results of trial therapy, finances, time/availability and distance from the treatment program. Each of these is examined to formulate a complete picture of the patient and their life. This information is used to (a) determine candidacy for implantation, (b) counsel the patient and family members regarding expected benefit, (c) address issues that would need to change in order to proceed with implantation, (d) discuss how each issue would impact performance with the device and (e) explore options for optimizing benefit.

One key factor that leads to patient satisfaction is the free flow of communication among CI team members. Each member of the team recognizes and respects the expertise of the other team members and all regularly exchange information. The physician considers the opinion of each team member when deciding whether or not to proceed with surgery. The programming audiologists rely on feedback from the aural rehabilitation team regarding the patients' performance with each MAP on speech perception tasks. The insurance person requests progress reports to ensure continued coverage of needed services. The neuropsychologist assesses and treats patients for special learning needs and assists the team and patients with issues that may arise. Family members share situations and concerns about the patient's use of hearing and speech in daily life: these are used to individualize the aural rehabilitation program as well as modify the programming of the device. All members of the team work closely together for optimal care of each patient.


Linda Daniel, MA, CCC-A

Linda Daniel, M.A., CCC, Lic. Audiologist
M.S. Communication Disorders, Certified Auditory-Verbal Therapist
Director, Hear In Dallas
972.889.0010
www.hearingimpaired.com
lindadaniel@hearingimpaired.com

Pursuing her childhood dream to teach deaf children to talk, Linda received a Bachelor of Science degree in Speech and Hearing Science from the University of Iowa and a Master of Arts degree in Audiology from the University of Denver. In addition to holding a Texas license in Audiology, she has a Master of Science Degree in Communication Disorders from the University of Wisconsin with emphases in Normal Communication Development and Human Information Processing. Linda is a Certified Auditory-Verbal Therapist and former adjunct instructor at the University of North Texas. She served a six-year term as Chair of the Examination Development Committee of the Certification Council of Auditory-Verbal International. She develops educational materials for parents and professionals and conducts seminars Auditory-Verbal Therapy nationwide.

As owner and director of HEAR In Dallas, an aural rehabilitation practice, she brings 30 years of experience to the patients she serves: her patients range from infants to seniors. She is the aural rehabilitation specialist on the Dallas Otolaryngology Associates Cochlear Implant team. Her mission is to assist deaf children and adults lead lives within the hearing/speaking mainstream of society whenever possible.



Related Courses

Facilitating First Verbs through Shared Book Reading
Presented by Susan Hendler Lederer, PhD, CCC-SLP
Video
Course: #9735Level: Introductory1 Hour
This course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.

continued Conversations, The CE Podcast: An Introduction to Feeding Responsively
Presented by Karen Dilfer, MS, OTR/L, Stephanie Cohen, MA, CCC-SLP, CLC
Audio
Course: #1033745Level: Intermediate1 Hour
This podcast is a conversation introducing the framework of responsive feeding in the evaluation and treatment of young children with pediatric feeding disorders. The discussion will include basic tenets of feeding responsively, how responsive parenting and feeding intersect, common issues that may get in the way of maintaining a responsive feeding approach, and how best to support families.

Recognizing Fetal Alcohol Spectrum Disorders (FASD) to Improve Outcomes
Presented by Dan Dubovsky, MSW, FASD Specialist
Video
Course: #8724Level: Intermediate1 Hour
This course will provide information on the importance of identifying individuals who may have a fetal alcohol spectrum disorder. It will examine how the brain damage from prenatal alcohol exposure affects one's behavior, and best approaches for working with individuals with FASD and their families.

Responsive Feeding: Together At The Table
Presented by Stephanie Cohen, MA, CCC-SLP, CLC, Karen Dilfer, MS, OTR/L
Video
Course: #1033750Level: Intermediate4 Hours

Master skills to implement in your practice immediately with continued SLP Master Class. This 4-hour master class focuses on responsive feeding in the context of child development, common feeding struggles, the parent-caregiver relationship, and working with the team.


The Role of Relationships in Early Development: The Connection Between Experiences and Language Capacity
Presented by Alison D. Peak, LCSW, IMH-E
Video
Course: #8727Level: Introductory1 Hour
This course will provide information on the connection between early experiences and early formation of language. Through this framework, the course will look at the impact of Adverse Childhood Experiences (ACEs) and serve-and-return interactions on the language gap that exists for many communities across the US.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.