Children Audiology

The student must have knowledge of child development, classical and operant conditioning techniques, anatomy-physiology and pathology of the audio-vestibular system, as well as basic knowledge of audiological assessment.

Theoretical-practical lectures using audiovisual means, with great interaction between student and teacher, allow the understanding of the syllabus. Theoretical-practical classes allow students to assimilate the etiology of deafness in children, as well as the different behavioral techniques used to assess hearing in children of different age groups in an integrated way and with an overall view, that is, that they know not only the application of isolated techniques, but also the joint application of so-called normal children and in special cases, namely children with multiple disabilities (congenital and/or acquired). Classes are face-to-face and distance classes can be taught up to a limit of 25%.

The application of the studied contents in clinical practice is carried out through practical classes taught in the Audiology laboratory, which will allow the student to have direct contact with real clinical cases, enabling the practice of children’s hearing assessment techniques in previously studied.

Students will be monitored throughout the semester with any questions asked, whenever requested and as a complement to their training.

Each student is also given teaching aids for all the material taught with the recommended bibliographical references for the discipline, at the beginning of the semester.

–  Classify hypoacousis depending on the type and degree of hearing loss;

 – Classify the hearing loss (type, degree and installation age);

– Classify the etiology of deafness in children

– Define sensorineural deafness minor fluctuating and progressive;

– Relate the different conditioning techniques;

– Outlining the different techniques of hearing assessment in children;

– Apply the techniques of hearing assessment in children according to age.

1 – Classification of hypoacusis (2 hours)

1.1 – Depending on the type and degree of hearing loss

1.2 – Depending on the age of onset

2 – Techniques of conditioning (6 hours)

3 – Techniques of audiologic evaluation in infants and children (12 hours)

3.1 – Tests with complex sounds

3.2 – Tests with pure sounds

3.2.1 – Reflex Guests Guidance (ROC)

3.2.2 – Peep – Show

3.2.3 – Block – Test

3.2.4 – Evidence of tonal discrimination

3.3 – Vocal audiometry

3.3.1 – Tests of vocal perception

3.3.2 – vocal sound identification tests

3.3.3 – vocal comprehension tests

4 – Etiology of deafness in children (12 hours)

4.1 – Hereditary Deafness

4.2 – Acquired Deafness

4.3 – sensorineural deafness minor

4.4 – sensorineural deafness and progressive

4.5 – Auditory neuropathy

5 – interactive query model of deafness (3 hours)

6 – Analysis and discussion of clinical cases – group work (6 hours)

7 – Clarification of doubts (2hours)

8 – Evaluation (2 hours)

Matrix practice: students will be divided into 6 groups, totaling 180h

NAO

Essential:

– Bess, F H.; Gravel, J S. (2006). Foundations of pediatric audiology : identification and assessment. San Diego, CA : Plural Publishing, ISBN 978-1-59756-108-2

– Madell, J R.; Flexer, C; Alexiades, G (2008). Pediatric audiology : diagnosis, technology, and management. New York;  Stuttgart : Thieme, ISBN 978-1-60406-001-0

– Madell, J R.; Flexer, C (2011).  Pediatric Audiology Casebook. New York. Thieme, ISBN 978-1-60406-384-4

-Martini, A.; Read, A.; Stephen, D. (1996). Genetics and hearing impairment. London : Whurr Publishers. ISBN 978-1-897635-29-X

– Northern, J; Downs M. (2014). Hearing in Children, 6th edition, Plural Publishing inc, San Diego USA, ISBN 9781597563925

– Orlando M S.; Prieve B A. (1998). Models for universal newborn hearing screening programs. In: Spivak LG. Universal newborn hearing screening. New York Thieme Medical Publishers; Inc.

-Samantha, A.; Lieu, M D.; Judith E C. et al (2017) Pediatric Sensorineural Hearing Loss: Clinical Diagnosis and Management. ‎ Plural Pub Inc; 1ª edição. ISBN-13 978-1635500110

– Seewald, R.; Tharpe, A M. ed. lit. (2011).  Comprehensive handbook of pediatric audiology [1st ed.], San Diego; Oxford; Brisbane: Plural Publishing, ISBN 978-1-59756-245-4

– Yoshinaga-Itano, C; Sedey, A; Coulter, D & Mehl, A. (1998). Language of Early and Later – identified children with hearing loss, Pediatrics, Vol. 102, Nov: 1161-1171.

Recommended:

– Bluestone, C D.; Healy, G D.; Simons, J P. (2014). Pediatric Otolaryngology – People’s Medical Publishing House – USA, Ltd.; 5th edition. ISBN-10: 1607950189

– Coutinho, M. (2003). Surdez infantil: etiologia e seguimento, Estudos Vida e Saúde, Vol. 30, Nº 7, Jul.: 1541-1560, ISBN: 0103-0876

– Lalwani A, Gundfast K M. (1998). Pediatric Otology and Neurotology, Philadelphia Lippincott-Raven Publishers

– Newton, V. (2009). Paediatric Audiological Medicine. Second Edition. Wiley-Black Well, UK, ISBN 978-0-470-31987-1

– Rehm, H. L.,Williamson, R. E., Kenna, M. A., Korf, B. R.(2003). Understanding the genetics of deafness. A guide for patients and families. Harvard Medical School, Center for Hereditary Deafness. Cambridge, USA

– Roberts, A. (2000). Hearing Problems: Why are Children Deaf? Current Paediatrics 10, Harcourt Publishers Ltd: 206-211.

– Sininger Y S, Doyle K J, Moore J K. (1999). The case for early identification of hearing loss in children. Pediatr Clin N A. Volume 46, Issue 1, 1 February 1999, Pages 1-14. DOI: 10.1016/s0031-3955(05)70077-8

– Yoshinaga-Itano, C . (2008). Outcomes of children with mild bilateral hearing loss and unilateral hearing loss. Seminars in Hearing. – 196-211. – ISSN 0734-0451. – vol. 29 nº 2 (May 2008)