Champions: Children with complex needs and hearing loss – measuring outcomes

from the National Library for Medicines (NLM)

For further information contact:

Frances McMenemy

Tel: 01635 573820

e-mail: training@maryhare.org.uk
Where: Newbury
When: 23 Jan 2008 10:00 – 16:30

Classroom Acoustics

from the National Library for Medicines (NLM)

This course is aimed at Teachers of the Deaf and Educational Audiologists. You will explore practical ideas to apply in the field. Building bulletin 93 – What the regulations mean. Practical measures that Teachers of the Deaf and Educational Audiologists can make to assess teaching/learning areas for the auditory needs of a deaf child and recommendations that can be made. A review of key terms and measurements and new ways of making real-time measurements in the classroom.

For further information contact:

Frances McMenemy

Tel: 01635 573820

e-mail: training@maryhare.org.uk

• Where: Newbury
• When: 15 Feb 2008 10:00 – 16:00

Cochlear Implants and Pre-school Children

from the National Library for Medicines (NLM)

For further information contact:

The Ear Foundation
Marjorie Sherman House
83 Sherwin Road
Lenton
NOTTINGHAM
NG7 2FB
UK Telephone
0115 942 1985
Fax
0115 924 9054
email
inf@earfoundtion.org.uk

• Where:Nottingham
• When:06 Feb 2008 10:00 – 16:00

Developing Deaf Children’s Writing Skills

from the National Library for Medicines (NLM)

For further information contact:

Frances McMenemy

Tel: 01635 573820

e-mail: training@maryhare.org.uk

• Where: Newbury
• When: 19 Mar 2008 10:00 – 16:30

Establishing and Running an Effective Children’s Hearing Services Working Group

from the National Library for Medicines (NLM)

• Course Fee: £95
• Where:Manchester
• When:27 Feb 2008 10:00 – 16:30

The aim of the local Children’s Hearing Services Working Groups (CHSWG), are to ensure that all services designed to support deaf children and their families work in a co-ordinated way. Each group includes representatives from Health, Education, Social Services, the local voluntary sector and parents of deaf children.

This one day course will explore how this can be best achieved for all participants and representatives within a local context:

• What is a CHSWG? (scope and remit, aims and objectives; terms of reference, reporting and accountability)
• Setting up and developing a functional CHSWG
• Leadership and management
• Involving parents as equal partners
• Examples of effective CHSWGs
• CHSWGs as a vehicle for facilitating multi-agency development and family friendly practice.

For further information contact:

Ailsa Johnson

NHSP Training and Consultancy Administrator

MRC Hearing & Communication Group

School of Psychological Sciences

University of Manchester

Ellen Wilkinson Building, Block A Level 3

Oxford Road

Manchester

M13 9PL

Every Deaf Child Matters: Meeting the Challenges of Hearing Impairment in the Early Years

from the National Library for Medicines (NLM)

• Where: Manchester
• When: 22 Apr 2008 10:00 – 16:30

For further information contact:

Ailsa Johnson

NHSP Training and Consultancy Administrator

MRC Hearing & Communication Group

School of Psychological Sciences

University of Manchester

Ellen Wilkinson Building, Block A Level 3

Oxford Road

Manchester

M13 9PL

Phonetics for the Terrified – describing deaf children’s speech (Day 2)

from the National Library for Medicines (NLM)

Day 2 of 2-day course, but participants may attend one or both days

For further information contact:

Frances McMenemy

Tel: 01635 573820

e-mail: training@maryhare.org.uk

Where: Newbury
When: 07 Mar 2008 10:00 – 16:30

Phonetics for the Terrified, describing deaf children’s speech (Day 1)

from the National Library for Medicines (NLM)

For further information contact:

Frances McMenemy

Tel: 01635 573820

e-mail: training@maryhare.org.uk
Where: Newbury
When: 18 Jan 2008 10:00 – 16:30

Supporting Deaf Children’s Thinking Skills

from the National Library for Medicines (NLM)

For further information contact:

Frances McMenemy

Tel: 01635 573820

e-mail: training@maryhare.org.uk

Where: Newbury
When: 06 May 2008 10:00 – 16:00

Tracheoesophageal Puncture & Prosthesis for Post-Laryngectomy Voice Restoration Course

from the National Library for Medicines (NLM)

Where: Carmel, USA
When: 19 Jan 2008 10:00 – 20 Jan 2008 16:00

For further information contact:

Tel: +1 317 926 1056

Fax: +1 317 579 0476

Using the Early Support Monitoring Protocol to Enhance Audiological Practice

from the National Library for Medicines (NLM)

• Where: Birmingham
• When: 14 Jan 2008 10:00 – 16:00
• Course Fee: £95

Early Support is the central government mechanism for achieving better co-ordinated, family-focused services for young disabled children and their families across England.

The Early Support Monitoring Protocol is now in widespread use by families of deaf babies and children and their Teachers of the deaf.

This one day training course is aimed at all those involved in paediatric audiological assessment and monitoring (0 – 5 years).

The course aims to enhance and inform practice in the use of the Early Support Monitoring Protocol. Particular reference will be made to listening, attending and vocalisation and how the Monitoring Protocol can inform the child’s audiological management plan.

The day will cover:

An overview of the 4 developmental areas in the Early Support Monitoring Protocol.
How the Monitoring Protocol information on listening, attending and vocalisation can inform paediatric hearing aid fitting.
A practical session on how to use the Monitoring Protocol to support your audiological practice.

For further information contact:

Ailsa Johnson

NHSP Training and Consultancy Administrator
MRC Hearing & Communication Group
School of Psychological Sciences
University of Manchester
Ellen Wilkinson Building, Block A Level 3
Oxford Road
Manchester
M13 9PL

or email it to ailsa.johnson@manchester.ac.uk

Functional Outcome after Language Mapping for Glioma Resection

from the New England Journal of Medicine

Background Language sites in the cortex of the brain vary among patients. Language mapping while the patient is awake is an intraoperative technique designed to minimize language deficits associated with brain-tumor resection.

Methods To study language function after brain-tumor resection with language mapping, we examined 250 consecutive patients with gliomas. Positive language sites (i.e., language regions in the cortex of the brain, 1 cm by 1 cm, which were temporarily inactivated by means of a bipolar electrode) were identified and categorized into cortical language maps. The tumors were resected up to 1 cm from the cortical areas where intraoperative stimulation produced a disturbance in language. Our resection strategy did not require identification of the stimulation-induced language sites within the field of exposure.

Results A total of 145 of the 250 patients (58.0%) had at least one site with an intraoperative stimulation-induced speech arrest, 82 patients had anomia, and 23 patients had alexia. Overall, 3094 of 3281 cortical sites (94.3%) were not associated with stimulation-induced language deficits. A total of 159 patients (63.6%) had intact speech preoperatively. One week after surgery, baseline language function remained in 194 patients (77.6%), it worsened in 21 patients (8.4%), and 35 patients (14.0%) had new speech deficits. However, 6 months after surgery, only 4 of 243 surviving patients (1.6%) had a persistent language deficit. Cortical maps generated with intraoperative language data also showed surprising variability in language localization within the dominant hemisphere.

Conclusions Craniotomies tailored to limit cortical exposure, even without localization of positive language sites, permit most gliomas to be aggressively resected without language deficits. The composite language maps generated in our study suggest that our current models of human language organization insufficiently account for observed language function.

Mirroring the voice from Garcia to the present day: Some insights into singing voice registers

from Logopedics Phoniatrics Vocology

Abstract
Starting from Garcia’s definition, the historical evolution of the notion of vocal registers from then until now is considered. Even though much research has been carried out on vocal registers since then, the notion of registers is still confused in the singing voice community, and defined in many different ways. While some authors consider a vocal register as a totally laryngeal event, others define it in terms of overall voice quality similarities. This confusion is reflected in the multiplicity of labellings, and it lies in the difficulty of identifying and specifying the mechanisms distinguished by these terms. The concept of laryngeal mechanism is then introduced, on the basis of laryngeal transition phenomena detected by means of electroglottography. It helps to specify at least the laryngeal nature of a given singing voice register. On this basis, the main physiological, acoustic, and perceptual characteristics of the most common singing voice registers are surveyed.

A Qualitative Examination of Current Guidelines for Evidence-Based Practice in Child Language Intervention

from Language, Speech, and Hearing Services in Schools

Purpose: The present investigation examines the time, effort, and resources that evidence-based practice (EBP) requires, and looks at what types of results are obtained. Method: Principles of EBP as outlined by the American Speech-Language-Hearing Association were applied to 3 treatment case studies. Results: The cases took between 3 and 7 hr to complete and yielded different amounts and types of results. Individual article searches yielded better results than did searches of systematic reviews. Most evidence found was from small-group and individual case studies. Conclusion: EBP is a necessary part of effective and ethical treatment. The resources needed, time involved, and availability of relevant information make current guidelines for EBP challenging for most full-time practitioners. Specific recommendations to address these concerns are offered. [ABSTRACT FROM AUTHOR]

Absenteeism Rates in Students Receiving Services for CDs, LDs, and EDs: A Macroscopic View of the Consequences of Disability

from Language, Speech, and Hearing Services in Schools

Purpose: Elevated levels of absenteeism have been reported for students receiving special education services, especially students with learning disabilities (LDs) and emotional disturbances (EDs). In contrast, little is known about absenteeism rates associated with students with communication disorders (CDs). Method: Archival records of student attendance for the 1997-2001 academic years from a mid-sized urban school district in the Intermountain West were used to examine absenteeism rates in students receiving services for CDs, LDs, and EDs. Two cohort samples were generated (K-4th grade and 5th-9th grade). Results: Students with CDs displayed absenteeism rates that were comparable to those of students receiving general education. Purpose: Elevated levels of absenteeism have been reported for students receiving special education services, especially students with learning disabilities (LDs) and emotional disturbances (EDs). In contrast, little is known about absenteeism rates associated with students with communication disorders (CDs). Method: Archival records of student attendance for the 1997-2001 academic years from a mid-sized urban school district in the Intermountain West were used to examine absenteeism rates in students receiving services for CDs, LDs, and EDs. Two cohort samples were generated (K-4th grade and 5th-9th grade). Results: Students with CDs displayed absenteeism rates that were comparable to those of students receiving general education. Significant group and group x grade effects were found. Students in the LD and ED groups displayed elevated levels of absenteeism, especially at Grade 9. Conclusion: The outcomes of this study support the characterization of the socioemotional concomitants associated with CDs as being typologically different and exerting a weaker influence on student’s health levels than those associated with either LDs or EDs. [ABSTRACT FROM AUTHOR]