February 26-28, 2017 • Atlanta, GA


  |  How Do You Set Listening Targets for Infants with Hearing Loss at Different Stages of Hearing Access

How Do You Set Listening Targets for Infants with Hearing Loss at Different Stages of Hearing Access

This presentation looks at the steps needed in order to set listening targets for children under the age of two who are deaf. The first step is to know the terminology and understand its meaning (e.g., listening target and hearing access). It is also crucial to understand the process of auditory skill development (i.e., detection, discrimination, identification, and comprehension of sounds and language). Once a foundation in knowledge is achieved, the professional should use an assessment that targets auditory skill development to establish a baseline. Discussion points will included: different assessments, including those most widely used assessments, and important factors that will impact the development of listening targets, including age of diagnosis/amplification/implantation, etiology, degree of hearing loss, audiological management, overall health of the child, comorbid factors, family involvement and status, and consistency of therapy. Finally different stages of hearing access to sound are discussed from no hearing devices, hearing aids, 1-3 months post-activation of a cochlear implant, and 4-6 months post-activation of a cochlear implant. Even before a child has amplification, team members can help the child to learn to sit and sustain their attention by engaging with the child and demonstrating joint attention. During this stage, the professional should help support parent/s or caregivers by providing education about hearing loss and teaching strategies to help their child learn to hear. At the stage of hearing aids, it is important to teach and assess how a child responds to sound and suprasegmental cues to determine if a child is appropriate for cochlear implants. Post-activation of a cochlear implant, it’s important to continue to develop a child’s awareness of sounds through detection, knowledge of LING sounds, suprasegmental cues and object-sound association through discrimination and identification, localization of sound, and responding to their name.

  • Acknowledge important terminology and factors that should be considered when developing listening targets for a child with hearing loss.
  • Learn about auditory skill development and assessments that can be used to determine a child’s baseline.
  • Review the role of the parent/s or caregiver, child, and the professional at each stage of the child’s auditory development through their current hearing access to sound (i.e., pre- and post- implantation) to set appropriate listening targets.


Handout is not Available

CART transcripts are NOT YET available, but will be posted shortly after the conference


Kaia Feggestad (), Illinois State University, kaiafeg@uic.edu;
Kaia Feggestad earned her bachelors of science in communicative disorders from University of Wisconsin-Madison and her masters shortly thereafter in speech-language pathology from University of Wisconsin-Whitewater. Kaia has worked in a variety of settings including a neonatal intensive care unit (NICU), early intervention, outpatient clinics, and in schools. She also has had experience working with bilingual Spanish families. Kaia does have her certification to work with children in the Illinois early intervention program. She completed a graduate certificate program in Listening and Spoken Language Development in hearing impaired Children with Illinois State University in 2017.


Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.