Los Angeles
Parent, Family & Professional
Roadmap for Audiology Services
Comprehensive Guide
ACKNOWLEDGEMENTS
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This project was supported by the Health Resources and Services Administration under the Leadership Education in Neurodevelopmental Disabilities (LEND) Grant T78MC00008 of the Maternal and Child Health Bureau of the Health Resources and Services Administration (HRSA). This information or content are those of the authors and should not be construed as the official position or policy of HRSA or the U.S. government
This project was supported in part by the Health Resources and Services Administration (HRSA) under the Leadership Education in Neurodevelopmental Disabilities (LEND) Grant 5 T73MC11044 and by the Administration on Disabilities (AOD) under the University Center of Excellence in Developmental Disabilities (UCEDD) Grant 90DDUC0106 of the U.S. Department of Health and Human Services (HHS). This information or content and conclusion are those of the author and should not be construed as the official position or policy of, nor should HRSA, AOD, HHS or the U.S. Government infer any endorsements.
Purpose and Acknowledgements
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The goal of this project is to increase knowledge about early hearing healthcare. This resource can support families with deaf or hard of hearing children and the multidisciplinary team members who work with them. The guide provides a roadmap to support the achievement of earlier identification and intervention for children with hearing loss, with a potential of better outcomes for these individuals. Information of local pediatric audiology centers services/interventions and resources at a local and national level are also included.
After reviewing the document, please fill out this brief questionnaire: Questionnaire
This will allow authors to continue revising content, implement feedback,
and to ensure it is up-to-date and accessible.
A special thank you to all authors and those who have contributed to this project:
Jazmin Miramontes, B.A and Hannah Wilson, B.A
Alexis Deavenport-Saman, DrPH, Amanda Tyree, MA, CCC-SLP
Anna Linscott, B.A. and Samantha Rodriguez, B.A.
Kate “Bug” Allen, B.S. and Crystal Ortiz, B.S.
Kristina Rousso, Au.D.
If you have any questions or suggestions, please contact
Kristina Rousso, Au.D., kristina@hearwithyou.org
California Leadership Education in Neurodevelopmental Disabilities
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Located in the heart of Los Angeles, the California Leadership Education in Neurodevelopmental and Related Disabilities (CA- LEND) Training Program is one of the oldest LEND programs in the United States. Since 1966, LEND has been training leaders, educating community providers, conducting research, and promoting systems change for children with or at risk of Neurodevelopmental Disabilities (NDD) including those with Autism Spectrum Disorders.
Table of Contents
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Table of Contents
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Hearing Health
The Importance of Hearing Health
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Why is hearing health important for children?
Slight and mild hearing levels, temporary or permanent, can cause significant challenges for developing children, such as…
These children are ten times more likely to be academically unsuccessful, and are at increased risk for learning disabilities.
This group may miss out on social communication, may be viewed as “lazy” or daydreaming, and have difficulty in group settings.
Any level of reduced hearing can have a significant impact on a child’s life and well-being.
Identifying a hearing difference by six months of age, followed by appropriate intervention, leads to better language development outcomes.
Listening Fatigue
Attention Problems
Higher Stress Levels
Behavior and Social Problems
Lead K Family Services, 2026
A Note on Wording
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There are different uses of wording when describing a person’s ability to hear. According to The American Speech-Language-Hearing Association (ASHA)...
Deaf and Hard-of-Hearing
A collective group, inclusive of an entire spectrum of individual with different hearing levels and cultural identities.
Hearing Loss
Describes hearing thresholds outside of the range of typical hearing.
Other inclusive terms: reduced hearing, decreased hearing levels, hearing difference, and Deaf-gain
Deaf vs. deaf
“Deaf” refers to identify as part of a culture that uses signed languages and views Deafness not as a disability.
“deaf” refers to those who are audiologically deaf, but may or may not be part of Deaf Culture
For more information on these terms, please visit ASHA.org Hearing-Related Topics: Terminology Guidance
Hearing Loss: It takes a team!
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Checklist for Supporting Families of Children With Hearing Loss
Early Detection and Diagnosis:
Seeking Professional Support:
Educational and Support Resources:
Assistive Technologies:
Early intervention:
Communication Strategies:
Regular Monitoring:
Emotional Well-being:
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How We Hear
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How We Hear:
Familiar Sounds Audiogram
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An audiogram (as seen above), is a graph that shows the softest sounds a person can hear across different frequencies or pitches. The pictures show loudness and pitch of speech sounds and sounds in our environment. The shaded area is where most conversational speech sounds occur.
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�
Uchanski & Davidson, 2024
How to Interpret Your Audiogram
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The horizontal (x) axis of an audiogram displays frequencies (or pitches) ranging from very low pitches on the left to the very high pitches on the right.
�The vertical axis (y) axis displays loudness ranging from very quiet (-10 dB HL) at the top to very loud (110 dB HL) at the bottom.
Normal Hearing
Mild
Moderate
Moderate-Severe
Severe
Profound
Slight
Audiogram Key
Right AC O
Left AC X
X
Y
How to Interpret Your Audiogram
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Your audiologist may have written X’s and O’s on this graph. The X’s represent the softest level the LEFT ear hears and the O’s represent the softest level the RIGHT ear hears. Different centers may use other symbols (please refer to the key* on your audiogram).
The red line on the graph above represents the cut-off for normal hearing used for children (15 dB HL). If the X’s and O’s are plotted louder than the red line (towards the bottom of the graph), this represents a hearing loss. If they are plotted softer (towards the top of the graph), this indicates typical hearing.
Where on the graph the X’s and O’s are plotted demonstrates the “degree of the hearing loss”, or the level of hearing loss. The next section describes the different levels of hearing loss.
Degrees and Types of Hearing Loss
Degree vs. Type of Hearing Loss
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Degree of Hearing Loss:
Type of Hearing Loss:
Degree of Hearing Loss
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Degree of Hearing Loss | Decibels (dB HL) | Communication Implications (EHDI Wyoming, 2025) |
Normal Hearing | -10-15 dB HL | Child has access to all sounds at soft levels; should be able to develop speech/spoken language spontaneously |
Slight | 16-25 dB HL | May have listening difficulties in noisy environments, miss short words (an, the), quiet consonant sounds (f, k, p, s, t), and grammatical word endings (-ed and -s) |
Mild | 26-40 dB HL | Minimal listening difficulties in quiet environments; however, may have difficulties in noisy environments. Difficulty hearing conversations, missing fragments of speech, up to half of classroom discussions, issues with learning early reading skills |
Moderate *Everyday speech and conversations occur at this range of loudness* | 40-55 dB HL | May have difficulties in quiet environments and will have difficulties in noisy environments. Will hear conversational speech at a raised volume in quiet. Without early intervention, will most-likely have delayed/disordered syntax, limited vocabulary, flat-voice quality |
Degree of Hearing Loss
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Degree of Hearing Loss | Decibels (dB HL) | Communication Implications |
Moderate-Severe *Everyday speech and conversations occur at this range of loudness* | 55-70 dB HL | Listening difficulties in both quiet and noisy environments. May miss all speech information without intervention - most likely delayed spoken language, syntax, reduced speech intelligibility, and flat voice quality |
Severe | 70-90 dB HL | Does not hear most conversational speech in quiet, extreme difficulty in noisy environments. May hear loud environmental sounds. Conversational speech is NOT audible Loud speech can even be difficult to hear/understand |
Profound | >/= 91 db HL | Extreme listening difficulties in both quiet and noisy environments. May hear extremely loud sounds. Child may perceive sounds as vibrations. |
It is important to note that different clinics might describe ranges in different ways - if you are unsure of what your child’s degree of hearing loss means, ask your audiologist to explain it in more detail.
Types of Hearing Loss
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Conductive Hearing Loss (CHL)
Hearing loss affecting the outer and/or middle ear is called a Conductive Hearing Loss, or CHL.
This type of hearing loss may be permanent or temporary. It may be able to be treated by medical intervention by a pediatrician or Ear Nose and Throat Physician, or ENT. If it can not be medically treated, a hearing aid may be appropriate.
Common causes of CHL are presented on the next page. Keep in mind that this list does not include all the causes of CHL and it is important to ask your audiologist or pediatrician clarifying questions.
Conductive Hearing Loss - Common Causes
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Pathology | Description | Visual |
Ear Infections, or “Otitis Media” | Inflammation and fluid in the middle ear - might lead to pressure/pain and possible draining fluid | |
Stenotic Ear Canal | Narrowing of the ear canal | |
Atresia | Absence or closure of the ear canal | |
Microtia | Underdeveloped external ear, or “small ear” | |
Anotia | Absence of the external ear | |
Types of Hearing Loss
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Sensorineural Hearing Loss (SNHL)
Hearing loss affecting the inner ear (cochlea) and/or the auditory nerve (CNVIII) is called Sensorineural Hearing loss, or SNHL.
This type of hearing loss is commonly permanent and is typically managed with hearing aids or cochlear implants.
Types of Hearing Loss
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Mixed Hearing Loss (MHL)
Hearing loss that has both conductive and sensorineural components is called a Mixed Hearing Loss, or MHL.
This type of hearing loss has a portion of likely permanent hearing loss and a portion that may need medical management.
Hearing aids and/or medical management may be appropriate for this type of hearing loss.
Types of Hearing Loss
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Single-Sided Deafness (SSD)
Sensorineural hearing loss that affects one ear, while the other ear is not affected, is called Single-Sided Deafness, or SSD.
SSD can be a common condition for children born with hearing loss. It is often caused by differences in internal anatomy, such as the inner ear being less formed or a small/missing nerve connecting the inner ear the brain.
SSD presents with unique challenges. It can affect the way a child determines where sounds are occurring, or it can affect how they learn language and speech (despite having one “good” ear).
It is important to still treat SSD as a hearing loss as it can still affect the language and speech development of a child.
Causes of Hearing Loss
Congenital (From Birth)
Causes of Hearing Loss
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Early Intervention Goals
1:3:6
Roadmap for Families
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1 MONTH:
HEARING SCREENING
3 MONTHS:
DIAGNOSIS OF HEARING LOSS
6 MONTHS:
INTERVENTION
MANAGEMENT AND EARLY INTERVENTION SERVICES
Roadmap for Families
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WHY FOLLOW 1:3:6 GUIDELINES?
Undetected reduced hearing can put children at risk for delays in speech and language development, academic achievement, and social and emotional development (Davis, Elfenbein & Bentler, 1986). These outcomes can be significantly improved by early diagnosis of hearing loss and timely intervention (Yoshinaga-Itano et al., 1988).
To address earlier intervention for children with a hearing difference, the Early Hearing Detection and Intervention (EHDI) system recommends that children should be screened by one month, diagnosed by three months, and start intervention by six months – known as the "1:3:6" guidelines.
This guide will break down each step from the newborn hearing screening to diagnosis and intervention for children with reduced hearing.
Step 1:
Newborn Hearing Screening
by 1 Month of Age
WHY: Newborn Hearing Screening
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WHY SCREEN INFANTS FOR HEARING LOSS?
Approximately 1-3 per 1,000 infants in the United States are born with a permanent hearing loss in one or both ears (CDC, 2019).
Prior to universal newborn hearing screenings, children were not often identified with hearing loss until speech/language concerns were apparent (18 months - 3 years of age).
The California Department of Healthcare Services (DHCS), Children’s Medical Services (CMS) has implemented a statewide Newborn Hearing Screening Program to navigate earlier identification of hearing loss leading to improved outcomes for speech and language learning.
WHO: Newborn Hearing Screening
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WHICH BABIES SHOULD BE SCREENED FOR HEARING LOSS?
EVERY BABY!
Newborn hearing screenings are universal across the United States with the goal of providing screenings to 100% of babies born. Hearing loss can be invisible for the first few years of life; however, hearing is crucial for spoken speech/language development, academic achievement, and social development (Davis, Elfenbein & Bentler, 1986). Newborn hearing screenings are the first step in ensuring children with hearing loss receive timely identification and intervention, leading to better outcomes. CDC data from 2022 shows 99.5% of California infants received a newborn hearing screening.
The goal is for 100% of newborns to receive a newborn hearing screening.
HOW: Newborn Hearing Screening
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HOW ARE INFANTS SCREENED FOR HEARING LOSS?
There are two types of technology used to screen infants’ hearing; Automatic Auditory Brainstem Response (aABR) and Otoacoustic Emissions (OAE).
The technology utilized depends on the birthing facility and possible risk factors associated with your infant.
Both screening tools identify infants that may have a hearing difference.
aABR Screening
OAE Screening
Picture Reference: Union Audiology Centre
My Baby Did Not Receive a Hearing Screening!
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WHAT IF MY BABY DIDN’T RECEIVE A SCREENING AT THE HOSPITAL?
If your baby did not receive a hearing screening at their birth facility, it’s recommended that your baby be scheduled for a “rescreening”, or outpatient appointment shortly after discharge.
WHAT IF MY BABY WAS BORN AT HOME OR WITH A MIDWIFE?
If your baby was born at home or with a midwife and did not receive a hearing screening, it is important to be scheduled for one shortly after birth.
If you are unsure where to go for a hearing screening contact your designated Hearing Coordination Center or visit EHDI Pals Hearing Facility Search
Northern Region
Northern California Hearing Coordination Center (NCHCC)
1183A Quarry Lane
Pleasanton, CA
Phone: (800) 645-3616, Press #3
Fax Number: (800) 866-1074
E-mail: hccnorthern@natus.com
Southern Region
Southern California Hearing Coordination Center (SCHCC)
1200 California St., Suit 108�Redlands, CA 92374�Phone: (909) 793-1291;
Toll Free: (877) 388-5301�Fax: (909) 498-7982�Email: southern.hcc@natus.com�
Hearing Coordination Centers
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All newborn hearing screening results will be reported to Hearing Coordination Center (HCC) based on geographic location, your pediatrician, and your insurance company. The HCC will track newborn hearing screening results to ensure infants receive timely audiologic care. If you have any questions about your newborn’s hearing screening or are unsure about the next steps, please reach out to your designated HCC for guidance.
Outpatient Hearing Screening
(or Rescreen)
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OUTPATIENT SCREENING (AKA RESCREENING)
An outpatient hearing screening is necessary when your infant does not pass or did not receive the newborn hearing screening at the hospital.
Your hospital should have provided you with information on the rescreen. Some hospitals will schedule an appointment for you while others require you to call and schedule.
If you are unsure where to go for the rescreen, contact your hospital. If you have difficulties contacting the hospital, visit EHDI PALS Hearing Facility Search for a voluntary list of sites that provide hearing screenings.
Importance of Outpatient Screenings
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It is important that you attend this outpatient hearing screening to determine if further hearing testing is needed!
THE RESCREEN SHOULD OCCUR BY THE TIME YOUR INFANT IS 1 MONTH OLD.
Remember: the earlier your child is diagnosed with a hearing difference, the earlier they can receive appropriate intervention/services leading to better outcomes.
For more information on why an outpatient screening is important, watch this video of families discussing the importance of follow up: Loss and Found Video
Screening Results
Screening Results
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After your baby receives the hearing test, results will either indicate a PASS or a REFER.
WHAT DOES A PASS MEAN?
A pass on the newborn hearing screening means that your baby likely hears within the typical hearing range. Although your baby passed, it is important to monitor speech and language development as hearing loss can develop at any time. Also, if your baby has certain risk factors, they may need to be monitored by audiology even if they passed the newborn hearing screening.
WHAT DOES A REFER MEAN?
A refer means that your baby did not pass the newborn hearing screening and needs further audiologic (hearing) testing. It is important to visit a pediatric audiologist to fully evaluate your infant’s hearing at this time. There are many reasons a baby will not pass a newborn hearing screening, however, do not assume hearing status will resolve over time. A timely diagnostic evaluation is needed to determine if your baby has hearing loss and to better understand hearing levels.
Screening Results: REFER
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If your baby did not pass, a referral should have been made for a diagnostic evaluation. If you are unsure where to go for this visit, contact the facility where the newborn hearing screening was performed or contact your designated HCC.
The diagnostic evaluation should be scheduled before your infant turns 3 months old.
1:3:6 Parent Checklist
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1:3:6 Parent Checklist Link can be found here: https://www.infanthearing.org/documents/ParentRoadmap.pdf
1:3:6 Parent Checklist
42
1:3:6 Parent Checklist Link can be found here: https://www.infanthearing.org/documents/ParentRoadmap.pdf
Milestones and Risk Factors
Developmental Milestones
44
Even if your baby passed the newborn hearing screening, monitoring developmental milestones is very important.
If there are any concerns that your child is not reaching typical developmental milestones, a referral to pediatric audiology is recommended.
Some resources that can be used to monitor progress are…
If you have any questions, ask your pediatrician!
If you have questions or concerns about development and are seeking assistance, reach out to Help Me Grow at (833) 903-3972 or visit their website at Help Me Grow LA
CDC’s Milestone Tracker
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Access developmental milestones conveniently on your phone by searching for “CDC’s Milestone Tracker” on your app store. The CDC has developed this app to assist parents and families in tracking milestones.
Developmental Milestones
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Check (✔) If Met | Age | Speech/Language Milestones | Hearing/Listening Milestones |
| 0-3 months | Coos, gurgles, cries, makes sounds like “oooo” and “aahh” | Quiets or smiles when you talk, turns head towards voices |
| 4-6 months | Vocalizes different vowel sounds, laughs, makes squealing noises | Responds to familiar voices, reacts to toys with sound |
| 7-9 months | Babbles different sounds (e.g., mamama, bababa) | Turns to name, recognizes names of familiar objects or people |
| 10-15 months | First words (typically has 1-3 words), gestures (pointing, waving)
Tries to copy sounds you make | Understands simple directions paired with gestures (e.g., “give me” while holding out your hand) |
| 16-18 months | Says words for common objects, people and some actions.
Uses long strings of babbling mixed with real words using speech-like inflection. | Looks around when asked “Where” questions, points to body parts |
| 18-24 months | Typically produces around 50 or more single words Begins to combine two words to create phrases (e.g., more banana) | Points to pictures in a book when asked such as “Where is the dog?” |
| 2-3 years | Longer sentences, basic grammar including plurals, -ing verbs, and some past tense verbs Pronunciation of words becomes more clear to familiar listeners | Understands simple questions, follows two-step commands
Answers questions such as “What do you do when you’re sleepy?” |
| 3-4 years | Says sentences with 4+ words
Correctly pronounces t, k, g, f, y and “-ing” in words | Follows more complex instructions
Identifies objects based on descriptions |
| 4-5 years | Complex sentences, Pronounces most consonants correctly and speech is understandable in conversation | Understands location word such as “behind”, “between” Answers questions about a story |
Information gathered from ASHA and CDC
Risk Factors
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Even if your baby passed their newborn hearing screening, a diagnostic audiologic evaluation may be necessary.
There are certain risk factors that are associated with an increased risk of developing hearing loss. These babies need to be closely monitored as hearing can change over time.
The following two pages list the agreed upon Risk Factors for Early Childhood Hearing Loss by the Joint Committee on Infant Hearing (2019).
If your baby has any of the following risk factors, ensure the proper referrals have been made to see a pediatric audiologist. If you are unsure how to seek out a referral, talk to your child’s pediatrician.
Risk Factors
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RISK FACTOR | RECOMMENDED DIAGNOSTIC FOLLOW-UP |
Family history of early, progressive or delayed onset permanent childhood hearing loss | by 9 months of age |
Neonatal intensive care of more than 5 days | by 9 months of age |
Hyperbilirubinemia with exchange transfusion | by 9 months of age |
Aminoglycoside administration of more than 5 days | by 9 months of age |
Asphyxia or Hypoxic Ischemic Encephalopathy | by 9 months of age |
Extracorporeal membrane oxygenation (ECMO) | No more than 3 months following ECMO and at least every 12 months until child is school-age |
In utero infections (herpes, rubella, syphilis, and toxoplasmosis) | by 9 months of age |
In utero infection with cytomegalovirus (CMV) | No more than 3 months and at least every 12 months until age 3 |
Mother and infant with Zika | aABR screening by 1 month and diagnostic evaluation (ABR by 4-6 months OR VRA by 9 months) |
Joint Committee on Infant Hearing, 2019
Risk Factors
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RISK FACTOR | RECOMMENDED DIAGNOSTIC FOLLOW-UP |
Craniofacial malformations (microtia/atresia, ear dysplasia, oral facial clefting, white forelock, microphthalmia Congenital microcephaly, hydrocephalus (congenital or acquired) Temporal bone abnormalities | By 9 months of age |
The over 400 syndromes associated with hearing loss. (e.g., Alport, Charcot Marie Tooth, Pendred, Goldenhar etc.) For more information visit hereditaryhearingloss.org | By 9 months of age |
Bacterial or viral infections associated with hearing loss (herpes, varicella, meningitis, encephalitis). | No later than 3 months following infection and every 12 months until child is school-age |
Significant head trauma Chemotherapy | No later than 3 months following occurrence and continued monitoring per findings |
Caregiver concern regarding hearing, speech, language, developmental delay or developmental regression | Immediate referral and monitoring per findings or continued concerns. |
Joint Committee on Infant Hearing, 2019
Risk Factor:
CMV - Cytomegalovirus
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WHAT IS CMV?
Cytomegalovirus is a common viral infection. About 30% of individuals have contracted the virus by age 5 and 50-70% by age 40 with the majority showing no symptoms at all.
HOW COMMON IS cCMV?
It is estimated that about 1 in 200 babies will be affected by cCMV, making this the most common congenital virus worldwide. The majority of babies with cCMV will not show any symptoms of the virus at birth and about 75% will never have concerns.
cCMV AND HEARING LOSS.
cCMV is the most common non-genetic cause of congenital hearing loss.
Ongoing monitoring for hearing loss is needed for these children
TIMELY cCMV SCREENINGS.
Unfortunately, many parents are unaware if their babies have CMV at birth. If your baby is less than 21 days old, ask your birth facility for a cCMV screening if your infant has not already received one.
Timely screening / diagnosis of cCMV leads to improved care and outcomes for children.
Step 2:
Diagnosis of Hearing Loss
by 3 months of age
Diagnosis Overview
52
Southern California
Pediatric Audiology Facilities
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CLINIC NAME | CONTACT/ADDRESS |
Burbank Audiology Center | 22211 W Magnolia Blvd. Suite 100 Burbank, CA 91506 Phone: 818-859-7730 |
Casa Colina Audiology Center | 255 East Bonita Ave., Building 1D Pomona, Ca 91767 Phone: 1-909-596-7733 x3535 Fax: 1-909-450-0345 |
Children’s Hospital Los Angeles | 4650 Sunset Blvd. Los Angeles, CA 90027 Phone: 323-361-4593 Referral Fax: 323-361-8988 |
Hear Center | 301 E Del Mar Blvd. Pasadena, CA 91101 Phone: 626-734-6555 Fax: 626-796-2320 |
House Children’s Hearing Center | 1127 Wilshire Blvd, Suite 1620 Los Angeles, CA 90017 Phone: 213-423-7200 |
John Tracy Center |
Southern California
Pediatric Audiology Facilities
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CLINIC NAME | CONTACT/ADDRESS |
Pacific Neuroscience Institute | 11645 Wilshire Blvd #600 Los Angeles, CA 90025 Phone: 310-582-7640 |
Rady Children’s Hospital- San Diego | Link to Locations and Phone Numbers: https://www.rchsd.org/programs-services/audiology-hearing/locations/ |
Restorative Care and Community Services (Previously, Providence Speech and Hearing) | Orange/Irvine: Phone: (714) 636-4490 Santa Ana: Phone: (949) 628- 0752 Orange/Mission Viejo: Phone: (714) 882-5941 |
UCLA Health | Links to Locations and Phone Numbers: https://www.uclahealth.org/locations/search?s=audiology Phone: 310-825-5721 |
USC Caruso Family Center (CFC) for Childhood Communication | 1640 Marengo St., Suite 100 Los Angeles, CA 90033 Phone: 855-222-3093 |
Diagnostic Evaluation by a
Pediatric Audiologist
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If your baby did not pass the newborn hearing screening or has risk factors for childhood hearing loss, a diagnostic evaluation should be conducted before your baby turns 3 months old. (Review the risk factors on pages 43 and 44 to determine if your baby should have a diagnostic test). It is important that this test be performed by a pediatric audiologist.
The diagnostic evaluation will determine if your child has hearing loss and if they do, what type and degree of hearing loss your child has.
There are different types of tests that allow an audiologist to evaluate different parts of the ear.
Tests that evaluate the health of the ear:
Tests of hearing levels at different frequencies:
*The Auditory Brainstem Response is an accurate measure of hearing for infants; however, behavioral testing (VRA, CPA and conventional audiometry) is considered the gold standard. Even if your child has normal hearing results on a diagnostic ABR, behavioral testing as they grow older is recommended to verify hearing sensitivity.
Pediatric audiologists are essential to diagnose and treat childhood hearing loss. They have specialized training and equipment that is specifically tailored to the needs of young children who are developing speech and language. .
Ear Health Tests
Tympanometry
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TYMPANOMETRY
Tympanometry is a quick objective measurement that assess how well the eardrum moves. This test does not measure hearing, but rather assesses how well sound can move through the ear. An audiologist will be able to tell if your baby has fluid in their ears with this test.
Otoacoustic Emissions (OAEs)
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OTOACOUSTIC EMISSIONS
Otoacoustic emissions (OAEs) are a quick objective test that evaluates the health of the hearing organ (the cochlea). A healthy cochlea produces a quiet output of sound (or an echo) in response to receiving a sound. The OAE test measures this echo response. If responses are measured, this typically means hearing is normal/near-normal; however, a mild hearing loss cannot be ruled out using this type of test.
Acoustic Reflex Thresholds (ARTs)
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Acoustic Reflex Thresholds
A healthy ear has a small reflex response when exposed to loud sound. The audiologist can measure this reflex to determine if the pathway is working correctly. It is not a test of hearing, but rather an evaluation of the middle ear reflex and part of the auditory pathway to the brain. This measurement helps us better understand behavioral hearing responses as these threshold levels are associated with certain degrees and types of hearing loss.
Tests to Determine
Hearing Levels
Auditory Brainstem Response (ABR)
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AUDITORY BRAINSTEM RESPONSE (ABR)
An auditory brainstem response (ABR) is an accurate and reliable measure of hearing for infants. The audiologist will place stickers (or electrodes) on your infant and measure the brain’s response to sound at different frequencies or pitches. This test allows audiologists to determine if there is a hearing loss and what type/degree. For infants less than 6 months of age, this test is typically performed under natural sleep. For children older than 6 months, the test may be performed under sedation.
Visual Reinforcement Audiometry (VRA)
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VISUAL REINFORCEMENT AUDIOMETRY (VRA)
Visual reinforcement audiometry (VRA) is a type of behavioral test where your child is trained to turn to toys that light up in the room when they hear a sound. This type of testing is typically performed for children aged 6 months - about 3 years. Your child may wear headphones/ earphones for this test and will sit on your lap. A test assistant may be present in the room with you to assist with the test.
Conditioned Play Audiometry (CPA)
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CONDITIONED PLAY AUDIOMETRY (CPA)
Conditioned Play Audiometry (CPA) is a type of behavioral test where your child is trained to play a game, put a toy in a bucket, etc., in response to sound. This type of testing is typically performed for children aged 3 years-5 years. Your child will be asked to wear headphones / earphones during this type of testing and it is performed when a child can follow simple directions. A test assistant may be present in the room to help your child play the game.
Picture Reference: Pine Tree Society
Conventional Audiometry
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CONVENTIONAL AUDIOMETRY
Conventional audiometry is when your child raises their hand or presses a button in response to sound. This type of testing is typically performed for children aged 5 years and older. Your child will be asked to wear headphones / earphones for this test.
How to Prepare for a Childhood Hearing Test
Childhood Hearing Test Examples
66
Videos Demonstrating Childhood Hearing Tests
https://www.access-audiology.com/pediatric-audiology
ABR Tips
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TIPS FOR A SUCCESSFUL ABR
An ABR test is performed when an infant is sleeping. It can take anywhere from 45 minutes to 2 hours, therefore ensuring your infant sleeps well for this amount of time is important. There are certain recommendations that an audiologist will make to ensure for a successful ABR. Bringing a friend or partner along for the evaluation is helpful to ensure these tips are followed!
1. Sleep deprivation
If safe and possible, it is recommended to arrive to the ABR appointment with a sleepy, but awake infant. Keeping your baby up later the night before, waking them up earlier the morning of, and ensuring they do not sleep on the way to the appointment ensures a sound sleep during testing.
2. Hunger
If safe and possible, it is recommended to try to withhold feeds so that the baby arrives to the appointment hungry. Once prepared for the test, the baby can eat to fall and stay asleep for the testing.
3. Comfort
Dress your baby in comfortable clothing and bring a familiar blanket so they are comfortable during the test. If your infant sleeps better in your arms, you may be asked to hold your baby for the duration of the test. Your comfort is equally important! Make sure you wear comfortable clothing and bring any other things that you think may help during the test.
What if my child will not cooperate for hearing testing?
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There are many reasons why a child may not be able to complete a full hearing test (age, developmental status, alertness, etc.,)
However, there are certain things you can do at home to help promote a successful hearing test.
Diagnosis
“Your Child Has Hearing Loss”
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Discovering that your child has reduced hearing can bring up a wide range of emotions. You may feel shocked, confused, or sad. Or, you may feel relieved or even excited! Following a new diagnosis, your feelings may change and it may even feel like you are on a roller coaster. Take time for yourself to feel these feelings and know there is not one way to react to the news that your child has reduced hearing.
A majority of children with reduced hearing are born into families with hearing parents. Therefore, it is common to not know much about hearing loss. Ask questions! Your audiologist is there to help and support you through this new diagnosis. When questions come up, ask!
Your audiologist will have recommendations for you following the diagnosis of hearing loss. It may be a lot to keep track of! Keep this guide close and use it to help navigate appointments and to keep track of questions.
Embrace the available support services, including educational planning, counseling, and community resources. Recognize that your active involvement is important in shaping your child’s path forward. This journey is unique for each family, and the professionals involved are ready to provide not only expertise but also empathy and encouragement as you navigate the road ahead.
Parent Stories - Quotes from Families with Deaf/HH Children
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I was wondering how I was going to take him out into the world with the (hearing) aids on… Looking back now, I can’t believe I was worried about these things…
There is no right or wrong answer. As parents of children with hearing loss, we need to all support each other in the decisions we make for our children.
The young woman asked me why I was learning Sign Language and I explained that our daughter was Deaf, she said Oh! In an excited voice… it was refreshing to see the look on this girl’s face.
We were introduced to a whole new world, where Deafness was not a disability but an identity.
Like all kids he does know how to use his hearing difference to his advantage. “I didn’t hear you tell me to clean my room.” He is an inspiration to me.
We were shocked by the diagnosis… I was surprised by how anxious I was… it was an emotional time but after the surgery we all felt relieved…
For him, these tools are part of his life… we may learn other tools, such as sign language for the times he doesn’t have his cochlear, but for now, we have our hands full.
There’s something very special about you. You’re Deaf and that’s a beautiful thing.
Stories accessed at Parents of Deaf Children.org (Copyright 2024)
Questions for your Audiologist and Team
Questions to Ask Your Audiologist
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Questions to Ask Your Audiologist
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As you navigate this new diagnosis of hearing loss, jot down questions of your own and bring to your next audiology visit.
CHILD Questionnaire
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Phonak’s Children’s Home Inventory for Listening Difficulties or “CHILD” Questionnaire
Can give great examples of hearing and listening behaviors to observe at home
To access an English version of the Questionnaire, visit the following website:
Step 3:
Intervention by
6 Months of Age
Intervention Overview
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Next Steps: Treatment/Management Options
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The treatment and management options for children with hearing loss depends on the type and severity of the hearing loss. The goal of treatment/management is to provide early access to language.
Medical Intervention (surgery, medication, etc)
Following a diagnosis of hearing loss, a referral to an Ear Nose and Throat (ENT) Specialist. They will evaluate your child’s ears medically to determine if surgery or medication is recommended for the hearing loss. They will also provide medical clearance for hearing devices (hearing aids, cochlear implants).
Hearing Aids
Hearing aids are an option for many permanent or long-standing hearing losses. There are two main types of hearing aids: traditional hearing aids and bone conduction hearing aids. The following two pages explain the differences of these devices.
Cochlear Implants
Cochlear implants are for hearing loss in the range of moderate to profound or when hearing aids are not providing adequate access to speech sounds for speech understanding. A trial with a hearing aid is necessary before implantation.
Assistive Listening Devices (ALDs)
Assistive listening devices cover a wide range of technology that helps improve access to auditory information. Some can be used with hearing aids and some can be used on their own. A few examples include remote microphone systems, induction loops, and personal amplifiers.
Communication Strategies
Access to language is critical. Each family can choose which language or combination of languages is best for their unique needs and goals. Some options include spoken language, sign language, signed exact language, or cued speech.
Support Team
Other Professionals On Your Medical Team
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Professional | Roles and Responsibilities |
Audiologists | Conduct hearing assessments, provide hearing devices, fittings, and offer rehabilitation services. |
Otolaryngologists (ENT) Specialist | Specialize in treating ear, nose, and throat disorders; manage conditions affecting hearing. For children, a visit to the ENT is needed following a hearing loss evaluation. |
Pediatricians | Specialists in the branch of medicine focusing on the health, development, and well-being of infants, children, and adolescents. |
Speech-Language Pathologists (SLPs) | Assist with speech and language development; collaborate with audiologists, multidisciplinary teams, and family for therapy. |
Social Worker | Provides community resource information, help gain access to community and state funded services, provides emotional support. Addresses social and environmental factors affecting overall health. |
Auditory-Verbal Therapist (AVT) | Specializes in auditory skill development. Supports individuals with hearing loss in acquiring language and communication skills. |
Occupational Therapist (OT) | Focuses on building skills for daily living, play, school participation, and independence by addressing motor, sensory, self-care, and social-emotional development. |
Physical Therapist (PT) | Targets gross motor skills and physical development. Aids mobility, strength, and coordination. |
Other Professionals On Your Medical Team
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Professional | Roles and Responsibilities |
Developmental - Behavioral Pediatrician | Specializes in the developmental aspects of pediatrics. Assesses and manages developmental challenges in children. |
Pediatric Neurologists | Specializes in diagnosing and treating neurological disorders in infants, children, and adolescents. |
Genetic Counselors | Provides information and support to individuals and families about genetic conditions, inheritance patterns, and the potential risks associated with genetic disorders. |
Opthamologists | Specializes in the diagnosis, treatment, and prevention of eye diseases and disorders. There are certain genetic conditions that affect both hearing and vision. |
Cardiologist | Specializes in the study, diagnosis, and treatment of disorders related to the cardiovascular system, which includes the heart and blood vessels. |
Early Interventionists | Group of professionals who provide early intervention services - in the home or in a school based setting. |
Cochlear Implant Teams | Comprising surgeons, audiologists, and rehabilitation specialists; evaluation and management of cochlear implant cases. |
Next steps: ENT Evaluation
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Following a diagnosis of hearing loss, a referral must be made to an Ear, Nose and Throat (ENT) provider.
Device Types
How a Hearing Aid Works
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A hearing aid works by amplifying sounds to make them audible for individuals with hearing loss.
Hearing aid options for your child should be discussed with your managing audiologist
Earmold (6)
Tubing (5)
Earhook (4)
Microphone (1) and speaker (3)
How a Bone Conduction Hearing Aid Works
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A bone conduction hearing aid works by sending environmental sounds to the hearing organ through vibrations. This type of device may be appropriate for individuals with conductive or mixed hearing losses, or those with single-sided deafness (SSD). When children are young, it can be used with a headband. As a child grows older, it can be surgically implanted. Surgical bone conduction devices can be connected through an abutment (as seen above) or through a magnet surgically implanted under the skin.
Bone Conduction Hearing Aid
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How a Cochlear Implant Works
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Courtesy of Cochlear Americas
A cochlear implant is made up of equipment worn on the outside of the ear and equipment surgically placed inside the ear. During surgery, a cut is made behind the ear and the internal pieces (receiver and electrode array) are secured under the skin and hair. The electrode array is placed into the cochlea, stimulating the hearing nerve when turned on.
1. External hardware (includes microphone, speech processor, coil/cable and battery)
2. Internal receiver
3. Electrode array
4. Hearing nerve
Cochlear Implant
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Hearing Device Funding
Community Resources:
Hearing Aid Funding
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California Children's Services (CCS)
CCS is an income-based Medi-Cal program for children under 21 years of age with certain health conditions, including hearing loss. If eligible, CCS is a supplementary insurance plan that will cover the cost of hearing aids (including bone conduction devices and cochlear implants), supplies, and audiology services. If your audiologist or pediatrician believes your child has a CCS eligible condition, you will be referred to apply for CCS.
DO I QUALIFY?
Your child may qualify if they meet the following:
For more information, contact your local CCS office: https://www.dhcs.ca.gov/services/ccs/Pages/CountyOffices.aspx
English Application: English - CCS Application Link
Spanish Application: Spanish - CCS Application Link
Community Resources:
Hearing Aid Funding
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Hearing Aid Coverage for Children Program (HACCP)
The HACCP program offers hearing aid coverage and supplemental coverage for California residents ages 0-20.
WHAT IS COVERED?
WHO IS ELIGIBLE?
HOW DO I APPLY?
For more information about the application process, see: HACCP Application
Of note, HACCP does not cover cochlear implants; however, many private insurance plans do.
Community Resources:
Hearing Aid Funding
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This is a not-for-profit 501(c)(3) California-based organization helping children and adults who need financial assistance obtain hearing aids.
Newport Beach, CA
Email: hearaidfoundation@gmail.com
Phone: (949) 436-8218
Website: https://hearaidfoundation.org/
United Healthcare Children’s Foundation
This is a foundation which provides medical grants to children for a variety of services, including hearing aids.
Attn: MN017-W400
9700 Healthcare Lane
Minnetonka, MN 55343
Phone: 1 855-MY-UHCCF / 1 (855-698-4223)
Email: uhccfcustomerservice@uhc.com
Website: https://www.uhccf.org/
Communication Options
Communication Modalities
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Modality | Description | Resources |
Listening and Spoken Language (LSL) Therapy | Focuses on developing listening skills for spoken language comprehension; involves early intervention and parent participation. | Los Angeles Unified (LAUSD) 333 South Beaudry Avenue Los Angeles, CA 90017 Email: tdk0434@lausd.net Website: https://sped.lausd.org/apps/pages/deafeducation Alexander Graham Bell Association for the Deaf & Hard of Hearing�3417 Volta Place, NW, Washington, DC 20007�(202) 337-5220 — (Voice)�(202) 337-5221 — (TTY) Website: www.agbell.org Hearing First |
American Sign Language (ASL) | Visual-gestural language using hand movements and facial expressions; effective for profound hearing loss and can be utilized as a supplement or language for any degree of hearing loss. | ASL at Home PO Box 601147 Sacramento, CA 95860-1147 Phone: 916-245-0327 (text/voice) Website: https://www.aslathome.org/ Los Angeles Unified (LAUSD) Marlton School 4000 Santo Tomas Dr Los Angeles, CA 90008 Phone: (323) 296-7680 Website: https://marltonschool.lausd.org/ California State University, Northridge Deaf Project 18111 Nordhoff Street Northridge, CA 91330-8265 Phone/Voice Phone: (818) 677-4007 Email: deafproject@csun.edu Website: https://www.csun.edu/node/245911 |
Communication Modalities
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Modality | Description | Resources |
American Sign Language (ASL) cont. | Visual-gestural language using hand movements and facial expressions; effective for profound hearing loss and can be utilized as a supplement or language for any degree of hearing loss. | American Society for Deaf Children (ASDC) 3820 Hartzdale Drive, Camp Hill, PA 17011�Email: info@deafchildren.org�Phone (Voice Hotline, Toll-free): (800) 942-2732�Phone (Voice): 1-866-895-4206�Phone (Voice): (717) 703-0073 Website: www.deafchildren.org GLAD 2222 Laverna Ave Los Angeles CA 90041 Phone (Voice): 323-892-2225 Phone (Voice/TTY): 323-478-8000 Website: https://gladinc.org/ |
Signing Exact English (S.E.E) | A manual communication modality that utilizes literal English. | The S.E.E. (Signing Exact English) Center for the Advancement of Deaf Children P.O. Box 1181, Los Alamitos, CA 90720�(562) 430-1467 — (Voice, TTY) Website: https://handsandvoices.org/comcon/articles/see.htm Email: seecenter@seecenter.org |
Total Communication | Combination of methods (speech, sign language, visual aids); adaptable to individual needs and strengths. | |
Bimodal/Bilingual Approach | Combines visual language (e.g., ASL) with spoken language; promotes proficiency in both modalities. | Los Angeles Unified (LAUSD) Marlton School 4000 Santo Tomas Dr Los Angeles, CA 90008 Phone: (323) 296-7680 Website: https://marltonschool.lausd.org/ |
Cued Speech
| Hand cues alongside speech to clarify language; enhances lip-reading and speech perception. | National Cued Speech Association P.O. Box 2733 Fairfax, VA 22031-2733 Phone: 800-459-3529 Email: info@cuedspeech.org Website: https://cuedspeech.org/ |
Tactile Communication | Involves touch and tactile cues for communication; beneficial for those with additional sensory impairments. |
Early Intervention
Next Steps:
Early Intervention and IFSP
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Hearing loss can impact speech and language development, learning, social skills, and listening skills. It is important for children with hearing loss to be enrolled in Early Intervention services that offer support for deaf and hard of hearing children. To enroll, a child’s overall development will be evaluated. If the child qualifies, the support and services are written into a legal document called the IFSP - Individualized Family Service Plan. This plan focuses on the child’s development and family needs. It also ensures services are provided.
Learn more about an IFSP here: https://successforkidswithhearingloss.com/writing-ifsp-child/
Early Intervention will
Next Steps: Early Intervention
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California Early Start (ES) Program
Early Start is California’s early intervention program for. It is designed for infants and toddlers at risk of or experiencing developmental delays and their families. This program provides the services that are determined in the IFSP.
Learn More and Contact:
https://www.dds.ca.gov/services/early-start/
Phone: 800-515-BABY (2229)
Email: earlystart@dds.ca.gov
CA-EHDI LEAD-K Family Services
Following a diagnosis of hearing loss, your audiologist will refer you to LEAD-K. This program is part of Early Start and is specifically designed to support children with hearing loss.
This program functions as the current California Early Hearing Detection and Intervention (EHDI) Program. The program connects families to their local school district, early intervention visits, parent mentors, Deaf coaches and other supports outlined in the Individualized Family Support Plan (IFSP). They will also work with the Department of Education, Department of Developmental Services, and the Department of Social Services to ensure your family is receiving all necessary support.
Learn More and Contact:
https://www.leadkfamilyservices.org/
Phone: (916) 367-0511
Early Start Referral Form: https://www.leadkfamilyservices.org/early-start-referral-form/
Next Steps: Early Intervention
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Regional Center
Infants and toddlers ages 0-36 months who have a developmental delay or are at risk, may be eligible to receive services through the Regional Center. Qualifying diagnoses may be eligible for services beyond 36 months. Regional centers provide diagnosis and assessment of eligibility, and helps plan, access, coordinate and monitor services and supports.
There are 21 community-based regional centers. Their contact information can be found here: https://www.dds.ca.gov/rc/listings/. For more information, contact your pediatrician.
Next Steps: > 3 years Services
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Los Angeles Unified (LAUSD)
LAUSD provides services for eligible students ages 3-22 years with a documented hearing loss that negatively impacts communication skills and/or access to their curriculum. Services are provided through the Deaf and Hard of Hearing Itinerant Program of Special Day Program. A focus of DHH services is the development of language skills, listening skills, and self-advocacy skills with emphasis on use of residual hearing and hearing assistive technology.
LAUSD provides 3 day programs to meet the needs of students:
LAUSD audiology provides evaluation (including Central Auditory Processing Disorder) and consultative services for students, teachers families, and other staff.
Contact Information:
333 South Beaudry Avenue
Los Angeles, CA 90017
Email: tdk0434@lausd.net
Website: Deaf and Hard of Hearing Program LAUSD
Community Resources
Community Resources
Support Groups
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No Limits For Deaf Children and Families
A non-profit organization based in the United States that focuses on providing theater arts programs and educational opportunities for deaf and hard-of-hearing children with the goal of developing communication skills, expanding vocabulary and grammar, and understanding character development.
Culver City Headquarters
9801 Washington Blvd. 2nd Floor
Phone: 310-280-0878
Website: No Limits for Deaf Children and Families
Email: dreambig@nolimitsfordeafchildren.org
John Tracy Center
A non-profit organization dedicated to providing early intervention and education services for young children with hearing loss. The clinic’s mission is to offer support to families of children with hearing loss, emphasizing early diagnosis, parent education, and intervention services to facilitate the development of spoken language.
Los Angeles
2160 West Adams Blvd.
Los Angeles, CA 90018
Long Beach
740 E Wardlow Rd.
Long Beach, CA 90807
San Gabriel
207 S. Santa Anita St, #300
San Gabriel, CA 91776
Phone: 1-213-748-5481
Email: web@jtc.org
Website: John Tracy Center
Community Resources
Support Groups
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California Hands and Voices
A parent-driven, non-profit organization providing families with the resources, networks, and information to improve communication access and educational outcomes for their children. California Hands & Voices is dedicated to supporting families with children who are Deaf or Hard of Hearing in a respectful and non-judgmental manner regarding language opportunities, communication tools or educational approaches.
15274 Andorra Way
San Diego CA 92129
Email: info@CaHandsandVoices.org
Website: CA Hands and Voices
Professionals, refer a family here: Refer a Family
Deaf Access Program
This program was established to ensure that public programs in the state are accessible and adapted to meet the needs of the deaf and hard of hearing children, adults and families,enabling them to achieve economic independence and fully participate in mainstream society.
Voice: (916) 653-8320 (Voice)
Videophone: (916) 330-3242 (Videophone)
Email: Deaf.Access@dss.ca.gov
Website: Deaf Access Program
Greater Los Angeles on Deafness Inc. (GLAD)
A non-profit organization based in Los Angeles, California, that provides a range of services and advocacy for deaf and hard of hearing community.
2222 Laverna Ave
Los Angeles CA 90041
Video Phone: 323-892-2225
Voice/TTY: 323-478-8000
Website: GLAD
Community Resources
Support Groups
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California State University, Northridge (CSUN) Deaf Project
CSUN’s Deaf Education And Families (DEAF) Project provides services and educational opportunities for families with Deaf or Hard of Hearing (DHH) children. Examples of services include:
18111 Nordhoff Street
Northridge, CA 91330-8265
Phone/Video Phone: (818) 677-4007
Email: deafproject@csun.edu
Website: CSUN Deaf Project
California School for the Deaf, Riverside
California School for the Deaf is a school that provides community, services, and education for children ages 3-12 years old who are Deaf/Hard of Hearing.
3044 Horace Street
Riverside, CA 92506
Email: info@csdr-cde.ca.gov
Website: California School for the Deaf - Riverside
Marlton School
Marlton School is a K-12 public school for Deaf/Hard of Hearing students in Los Angeles, California. It offers a bilingual program in ASL and English.
4000 Santo Tomas Dr
Los Angeles, CA 90008
Phone: (323) 296-7680
Website: Marlton School - LAUSD
Community Resources
Support Groups
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Hear With You Foundation
Mission: to wholeheartedly support individuals with hearing loss and their families.
Dedicated to bringing a wide range of resources, community events, education, and treatment opportunities to the community,, making it easier to access support. Focused on creating a strong sense of community for the hard-of-hearing population, where everyone feels understood and empowered.
Email: info@hearwithyou.org
Website: Hear With You
Instagram: @hearwithyoufoundation
Community Resources
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Following knowledgeable advocates and professionals on social media can be very helpful. Below are social media accounts to follow!
Instagram: @Listenwithlindsay
Instagram: @Audlatinx
Instagram: @mama.hu.hears
Instagram: @hearinghealthfoundation
Instagram: @MyBattleCall
Instagram: @hearwithyoufoundation
Instagram: @carusofamilycenterusc
Instagram: @hearingfirst
Instagram: @nolimitsspeaks
National and Professional Resources
National Resources
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National Center for Hearing Assessment & Management (NCHAM)�Utah State University�2615 Old Main Hill
Logan, UT 84322�E-mail: mail@infanthearing.org�Phone: (435) 797-3584
Website: NCHAM
Boys Town National Research Hospital (Baby Hearing)
555 N 30th St., Omaha, NE 68131
Phone (Voice): (402) 452-5000�Phone (Voice, Toll-free, 24hr): (800) 448-3000�Phone (TTY, Toll-free, 24hr): (800) 448-1833�Website: Baby Hearing
Alexander Graham Bell Association for the Deaf & Hard of Hearing�3417 Volta Place, NW, Washington, DC 20007�Email: info@agbell.org Phone (Voice): (202) 337-5220�Phone (TTY): (202) 337-5221
Website: A.G.Bell
American Society for Deaf Children (ASDC)
3820 Hartzdale Drive, Camp Hill, PA 17011�Email: info@deafchildren.org�Phone (Voice Hotline, Toll-free): (800) 942-2732�Phone (Voice): 1-866-895-4206�Phone (Voice): (717) 703-0073
Website: ASDC
Professional Organizations
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American Academy of Audiology (AAA)
11480 Commerce Park Drive, Suite 220
Reston, VA 20191�Phone (Voice, Toll-free): (800) AAA-2336�Phone (Voice): (703) 790-8466 �Fax: (703) 790-8631
Website: AAA
American Academy of Otolaryngology — Head and Neck Surgery
1650 Diagonal Road
Alexandria, VA 22314�Email: info@entnet.org�Phone: (703) 836-4444
Website:AAO-HNS
American Academy of Pediatrics (AAP)�National Headquarters:
345 Park Blvd
Itasca, IL 60143�Phone: (800) 433-9016
Washington DC Office:
601 13th Street, NW Suite 400
North Washington, DC 20005
Phone: (202) 347-8600
Website: AAP
American Speech-Language-Hearing Association (ASHA)�2200 Research Blvd
Rockville, MD 20850�Email: actioncenter@asha.org�Phone: (800) 638-8255
Website: ASHA
Disclaimer:
This is a non-exhaustive list; there are many other resources nationally and locally that could be considered professional resources that are not included in this list.
Availability and web links for these resources are subject to change.
ACKNOWLEDGEMENTS
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This project was supported by the Health Resources and Services Administration under the Leadership Education in Neurodevelopmental Disabilities (LEND) Grant T78MC00008 of the Maternal and Child Health Bureau of the Health Resources and Services Administration (HRSA). This information or content are those of the authors and should not be construed as the official position or policy of HRSA or the U.S. government
This project was supported in part by the Health Resources and Services Administration (HRSA) under the Leadership Education in Neurodevelopmental Disabilities (LEND) Grant 5 T73MC11044 and by the Administration on Disabilities (AOD) under the University Center of Excellence in Developmental Disabilities (UCEDD) Grant 90DDUC0106 of the U.S. Department of Health and Human Services (HHS). This information or content and conclusion are those of the author and should not be construed as the official position or policy of, nor should HRSA, AOD, HHS or the U.S. Government infer any endorsements.