ASHA Learning Pass

Published research indicates that outcomes in children with hearing loss are generally lower than their hearing counterparts. Given the cascading effects auditory deprivation and language delays may cause in children, providing differential diagnoses can present a challenge. This course identifies commonly occurring comorbid presentations in children with hearing loss and describes the process of making differential diagnoses.

This course is a recorded session from the 2022 ASHA Convention Virtual Library (session 2105V).

Learning Outcomes
You will be able to:

• Identify the challenges of making differential diagnoses in children with hearing loss
• Describe the process of considering multiple factors when making a differential diagnosis and the common characteristics and course of development presented in children with hearing loss
• Identify resources and opportunities for multidisciplinary collaboration to improve clarity in the diagnostic process

Related Courses

See more sessions from the 2022 ASHA Convention.

Presenter Information

Elizabeth Adams Costa, PhD (presenting author) received her bachelor's degree from the University of Virginia in Psychology and her PhD in Clinical Psychology from Gallaudet University. Elizabeth completed her clinical predoctoral fellowship at Children's National Medical Center and went on to the River School for her postdoctoral fellowship. Elizabeth is licensed to practice psychology in the District of Columbia. Elizabeth specializes in child development and family-based interventions.

Financial Disclosures:

• None

Nonfinancial Disclosures:

• None

Dr. Dorothy White (non-presenting author) is a clinical psychologist at The River School. She has expertise in working with children who have hearing loss, specifically in cognitive assessment that is sensitive to the needs of cochlear implant and hearing aid users. Dr. White is a researcher whose program of study has centered on behavioral genetic research in temperament and personality development. Her research has been presented internationally and published, most recently in The Routledge Handbook of Adoption.

Financial Disclosures:

• Full-time employee of The River School

Nonfinancial Disclosures:

• None

Meredith Ouellette, MS, CCC-SLP (non-presenting author) holds a Master of Science in Speech-Language Pathology from Gallaudet University. She's the Assistant Head at The River School. She has certification/training in cochlear implant rehabilitation; PROMPT Oral Motor Training; and evaluation and treatment of children with Apraxia of Speech. Meredith served as site supervisor for the Childhood Development after Cochlear Implantation (CDaCI) NIH grant. Meredith has served as an adjunct faculty member at Gallaudet University and The George Washington University.

Financial Disclosures:

• Employed by The River School

Nonfinancial Disclosures:

• None

Nancy Mellon (non-presenting author) heads The River School, an inclusive program for children with cochlear implants in Washington, DC. She is Executive Director, of The Potomac River Clinic, a hearing and speech clinic in Washington. She is the former Clinic Coordinator of The Listening Center at Johns Hopkins, Past President of the Association of Independent Schools of Greater Washington, and was the public member of ASHA’s Government Relations and Public Policy Board for 6 years.

Financial Disclosures:

• Employee and Head of The River School
• Employee of Potomac River Clinic

Nonfinancial Disclosures:

• Trustee of The River School
• Trustee of Potomac River Clinic

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by the end date below.

Program History and CE Information

Content origination date: November 2022
End date: February 27, 2029.

This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area).