Towards Integrated Practices in Early Detection of and Intervention for Deaf and Hard of Hearing Children

Abstract

It is well documented that undetected hearing loss can have a profound effect on a child’s holistic development, including communicative, language and cognitive development. It is crucial therefore that deaf and hard of hearing infants are detected as early as possible so that appropriate intervention services and support can be initiated. To assist parents in enabling their child’s optimal growth and development, HI HOPES—the first South African home-based early intervention project—was launched in August 2006, offering families weekly home-based support that is both child-centred and family-directed. A critical overview of the pilot implementation of HI HOPES is presented, from inception to implementation, focusing on its innovative services and practices, and issues that influence the intervention process including a reflection on the challenges and areas for development.

Early Childhood Development Is Not Enough: In Defense of Children with Developmental Delays and Disabilities and Their Right to Family-Centered Early Childhood Intervention (In the Global South)

“…The field of Early Childhood Intervention, particularly in sensory disabilities, such as vision and hearing loss, emerged as a leader in innovative, family-centered approaches to practice. One noteworthy example is the SKI-HI early intervention program for families with deaf and hard-of-hearing children (birth to three) launched in 1971 [51][52][53]. The underlying philosophy and key features of the SKI-HI early family-centered intervention model, often regarded as a benchmark for best practices, include the following:…”

“…The continuous and consistent home-visits focused on holistic development of deaf and hard-of-hearing children within the comfort of daily life and routines, as well as prioritizing the importance of individualized support. Over the extensive period of HI HOPES support, the model included the fundamental principle of quality assurance and accountability through the mentoring of early interventionists and the consistent monitoring of the child's developmental progress [43,[51][52][53]62].…”

Early Detection and Intervention in Audiology

“…The SKI HI Language Development Scale is a norm-referenced assessment performed shortly after enrolment into the programme. Language development is monitored and assessed every four months, with the Bayley Scales of Infant and Toddler Development being conducted every six months (Störbeck & Calvert-Evers, 2008). Home interventionists from a variety of vocational backgrounds, including teachers, audiologists, speech therapists and deaf mentors conduct regular home visits, and are suitably matched to the families in terms of culture.…”

“…There is also no bias toward the type of amplification device -hearing aids, cochlear implants, bone-anchored devices -fitted for the hearing-impaired child . Since the HI HOPES programme only caters for children up to three years of age, there is a need for integration and transition to a preschool or other educational setting (Störbeck & Calvert-Evers, 2008). While home-based intervention may be beneficial in terms of providing cost-effective access to families in LAMI countries, this type of service delivery model is highly reliant on follow-through by families.…”

Early Intervention Practices for Children With Hearing Loss

“…It is used to make the listening and learning easier by ensuring that the target stands out acoustically. Koch (1999); Storbeck and Calvert-Evers (2008) Note. VAS = voice-action synchrony.…”