Understanding Your Child’s Hearing: Dr. Cable’s Guide to Pediatric Hearing Loss

Hearing is a fundamental sense that plays a pivotal role in a child’s overall development. It is the primary pathway through which infants and children learn to process sounds, understand language, develop speech, and engage socially and emotionally with the world around them. Pediatric hearing loss refers to a reduced ability to hear sounds compared to individuals with normal hearing. Its prevalence is significant: data indicate that approximately four in every 1,000 children are born with some degree of hearing loss. Furthermore, by the age of 12, it is estimated that about 20 percent of children experience some form of hearing impairment. This latter statistic suggests that while congenital (present at birth) hearing loss is a major concern, acquired (developing after birth) and progressive forms of hearing loss also contribute substantially to the overall burden in childhood. The critical importance of early detection and intervention for any type of hearing loss cannot be overstated, as timely support can profoundly influence a child’s developmental trajectory. An ENT specialist often plays a key role in the diagnosis and medical or surgical management of certain types of hearing loss, frequently working as part of a multidisciplinary team that includes audiologists, speech-language pathologists, and other specialists.

A particularly striking piece of information is that over 90% of children born with significant hearing loss are born to parents who both have normal hearing. This has profound implications. It means that most families will not have a prior history or expectation of hearing loss, making universal newborn hearing screening programs absolutely essential for early identification. Without such screening, hearing loss might go undetected until developmental delays in speech or language become apparent, by which time a critical window for intervention may have narrowed.

Types of Hearing Loss in Children: Understanding the Difference

Hearing loss in children is not a monolithic condition; it can be classified based on the part of the auditory system that is affected. Understanding these distinctions is crucial as they influence the causes, prognosis, and treatment approaches.

A. Conductive Hearing Loss:

• Definition: This type of hearing loss occurs when there is a problem with the outer ear or middle ear that blocks or impedes the mechanical transmission of sound waves to the inner ear. Conductive hearing loss is the most common type of hearing impairment in infants and young children and is often temporary and treatable.
• Causes: The most frequent cause of conductive hearing loss in children is otitis media with effusion (OME) where fluid accumulates in the middle ear space behind the eardrum, dampening its vibrations. Other causes include:

• Cerumen (earwax) impaction blocking the ear canal.
• Foreign objects lodged in the ear canal.
• Perforation (hole) in the eardrum.
• Abnormalities or malformations of the outer ear (pinna) or ear canal (e.g., atresia, stenosis).
• Problems with the ossicles (the tiny bones of the middle ear – malleus, incus, stapes), such as discontinuity or fixation.
• Benign (non-cancerous) tumors or growths that block the ear canal or middle ear.⁵³
  
  The typically reversible nature of conductive hearing loss, especially when due to OME, underscores the importance of effectively managing conditions like ear infections to prevent temporary hearing deficits that could impact a child’s early development.

B. Sensorineural Hearing Loss (SNHL):

• Definition: SNHL results from damage to the delicate structures of the inner ear (cochlea), specifically the sensory hair cells within it, or to the auditory (hearing) nerve that transmits electrical signals from the cochlea to the brain.⁵³ This type of hearing loss is usually permanent.
• Causes: SNHL can be congenital (present at birth) or acquired (developing later).
• Congenital SNHL Causes:

• Genetic Factors: These are the most common cause of congenital SNHL, accounting for more than half of all cases. Hearing loss can be inherited in an autosomal recessive pattern (where both parents carry a gene for hearing loss but may hear normally themselves), an autosomal dominant pattern (where one parent carries a dominant gene for hearing loss), or as part of various genetic syndromes (e.g., Usher syndrome, Waardenburg syndrome, Pendred syndrome, Down syndrome). The fact that genetic factors are so prevalent means that families might consider genetic counseling to understand recurrence risks and any associated conditions, especially if a syndromic cause is suspected.
• Prenatal Infections: Certain infections contracted by the mother during pregnancy can pass to the fetus and damage the developing auditory system. These include toxoplasmosis, rubella (German measles), cytomegalovirus (CMV), herpes, and syphilis.
• Prematurity and Low Birth Weight: Infants born very prematurely or with very low birth weight are at increased risk.
• Maternal Health Conditions: Conditions like maternal diabetes can increase risk.
• Ototoxic Medications During Pregnancy: Exposure to certain medications taken by the mother that can damage the hearing system of the fetus.
• Birth Complications: Issues such as lack of oxygen (hypoxia) during birth.
• Acquired SNHL Causes:

• Exposure to Loud Noise: Prolonged or intense noise exposure can damage the sensitive hair cells in the cochlea (noise-induced hearing loss).
• Head Trauma: Significant head injuries can damage the inner ear structures or auditory nerve.
• Infections: Certain postnatal infections, such as meningitis (infection of the brain and spinal cord linings), measles, or mumps, can lead to SNHL.
• Ototoxic Medications: Some medications, including certain antibiotics (e.g., aminoglycosides) and chemotherapy drugs, can be toxic to the inner ear and cause hearing loss.
• Prolonged Mechanical Ventilation: Being on a ventilator for an extended period has been associated with an increased risk.
  
  The permanent nature of most SNHL shifts the focus of management from “cure” to habilitation and support, aiming to provide the child with the best possible access to sound through amplification (like hearing aids or cochlear implants) and specialized therapies.

C. Mixed Hearing Loss:

• Definition: This type involves a combination of both conductive and sensorineural hearing loss. There are problems in both the outer/middle ear and the inner ear/auditory nerve pathway.
• Causes: Mixed hearing loss can occur if a child with pre-existing SNHL also develops a conductive component (e.g., an ear infection). It can also result from conditions or trauma that affect multiple parts of the ear simultaneously (e.g., some genetic syndromes, severe head injuries, or certain types of chronic ear disease).

Recognizing Hearing Loss in Your Child: Signs and Symptoms by Age

Early identification of hearing loss is paramount, and parents are often the first to notice subtle signs that something may not be right with their child’s hearing or auditory development. Symptoms can vary depending on the age of the child and the degree and type of hearing loss.

Signs in Infants (0-12 months):

• Lack of Startle Reflex: Does not startle or jump in response to sudden, loud noises.
• Failure to Turn to Sound: Does not turn their head or eyes towards the source of a sound (e.g., a voice or a rattle) by 3 to 4 months of age.
• Unresponsiveness to Voices: Does not seem to respond to their name being called or to familiar voices, especially if not looking at the speaker.
• Changes in Babbling:

• May stop babbling altogether.
• Babbling may not progress from simple cooing and gurgling to more complex, speech-like sounds (e.g., “ma-ma,” “da-da,” “ba-ba”) by around one year of age. The cessation or lack of progression in babbling is a critical early warning sign, as this pre-linguistic skill relies heavily on auditory feedback; infants babble based on what they hear from others and themselves.
• Selective Hearing: Appears to hear some sounds (e.g., very loud sounds) but not others (e.g., softer speech sounds).

Signs in Toddlers and Older Children:

As children grow, the signs of hearing loss often become more related to speech, language, learning, and social interaction:

• Delayed Speech and Language Development: This is one of the most significant indicators. The child may have limited vocabulary, use shorter sentences than peers, or have difficulty understanding or using grammar correctly.
• Unclear or Abnormal Speech: Speech may be difficult to understand, with mispronunciations or unusual voice quality.
• Frequent Requests for Repetition: Often asks “What?” or “Huh?” or needs things to be repeated.
• High Volume for Media: Insists on listening to the television, radio, or music at an unusually high volume.
• Difficulty Hearing in Noise: Struggles to understand speech or follow conversations in noisy environments, such as a classroom, playground, or family gathering.
• Inattentiveness or Inappropriate Responses: May appear to be not paying attention, “daydreaming,” or may give responses that are off-topic or inappropriate for the conversation, often because they have misheard or not heard what was said. It’s important to recognize that many of these behaviors, such as inattentiveness or apparent learning difficulties, can sometimes be misattributed to other conditions like Attention-Deficit/Hyperactivity Disorder (ADHD) or purely behavioral issues. If such behaviors are present, especially alongside any concerns about speech or auditory responsiveness, a hearing evaluation should be considered.
• Learning Difficulties or Academic Struggles: May fall behind in school, have trouble with reading or phonics, or find it hard to follow classroom instructions.
• Social and Emotional Impact: May seem socially withdrawn, become easily frustrated during communication attempts, or have difficulty interacting with peers.
• Fatigue: May seem unusually tired or exhausted at the end of a school day, partly due to the increased effort and concentration required to listen and understand speech with a hearing loss.
• Reliance on Visual Cues: May depend more heavily on lip-reading or watching facial expressions to understand speech.

The Path to Diagnosis: How Dr. Cable and Audiologists Evaluate Hearing

A systematic approach is used to diagnose hearing loss in children, starting from universal screening programs and progressing to comprehensive evaluations if concerns are identified.

Newborn Hearing Screening (NHS):

• Critical Importance: Universal Newborn Hearing Screening (UNHS) programs are designed to identify infants with hearing loss as early as possible, ideally before they leave the hospital after birth, or by one month of age at the latest. Early detection through NHS is crucial because it allows for timely intervention, which can significantly improve a child’s speech, language, and overall developmental outcomes.
• Screening Methods: Two primary non-invasive screening tests are commonly used:

• Otoacoustic Emissions (OAE): This test involves placing a small, soft probe into the baby’s ear canal. The probe emits soft clicking sounds or tones and then measures the “echo” (otoacoustic emission) produced by the healthy outer hair cells of the cochlea (inner ear) in response to these sounds. If the cochlea is functioning normally, an echo will be detected. An absent or significantly reduced OAE may indicate a hearing loss.
• Automated Auditory Brainstem Response (A-ABR): This test measures the response of the auditory nerve and brainstem to sounds. Small sensors (electrodes) are placed on the baby’s scalp, and soft clicking sounds or tones are delivered through tiny earphones. The A-ABR equipment records the electrical activity from the hearing pathway in response to these sounds. An abnormal A-ABR may suggest a hearing loss, including auditory neuropathy spectrum disorder.
• Interpreting Screening Results (“Pass” vs. “Refer”): If a baby “passes” the newborn hearing screening, it means their hearing is likely normal at the time of the test. If a baby “refers” (does not pass) the screening in one or both ears, it does not automatically mean the baby has permanent hearing loss. Several factors can cause a “refer” result, such as fluid or debris in the ear canal from birth, middle ear fluid, or even excessive movement or noise during the test. However, a “refer” result is a critical indicator that further diagnostic audiological testing is essential and urgent. This follow-up testing should be completed as soon as possible, ideally by three months of age, to confirm whether a hearing loss is present, and if so, to determine its type and degree.

Comprehensive Audiological Evaluation:

If a child refers on their newborn hearing screen, or if there are concerns about hearing at any age, a comprehensive audiological evaluation by a qualified audiologist is necessary. This evaluation uses a battery of tests tailored to the child’s age and developmental level to definitively diagnose hearing loss.

• Behavioral Audiometry: For infants and young children who cannot provide subjective responses like older children or adults, specialized behavioral tests are used:

• Visual Reinforcement Audiometry (VRA): Typically used for infants from about 6 months to 2.5 years of age. The child is conditioned to turn their head towards a sound source (e.g., a speech sound or tone presented through speakers or earphones), and their correct head-turn response is reinforced with an engaging visual reward (e.g., a lighted toy).
• Conditioned Play Audiometry (CPA): Used for children from about 2.5 to 5 years of age. The child is taught to perform a simple play task (e.g., putting a block in a bucket, placing a peg in a board) each time they hear a sound presented through earphones or speakers.

• Pure-Tone Audiometry: For older children (typically 5 years and above) and adults who can cooperate reliably. The child wears earphones and is asked to respond (e.g., by raising a hand or pressing a button) when they hear soft tones presented at different frequencies (pitches) and intensities (loudness levels). This determines the softest sounds a child can hear at each frequency, creating an audiogram (a graph of their hearing thresholds).
• Speech Audiometry: These tests assess how well a child can detect and understand speech sounds. This may involve speech detection thresholds (the softest level at which speech can just be heard) and speech recognition scores (how accurately they can repeat words presented at a comfortable listening level).
• Objective Tests (can be used at any age, often in conjunction with behavioral tests):

• Diagnostic Otoacoustic Emissions (OAEs): Similar to screening OAEs but more detailed, providing information about outer hair cell function in the cochlea.
• Diagnostic Auditory Brainstem Response (ABR) / Auditory Evoked Potentials (AEPs): Similar to screening A-ABR but provides more detailed information about the integrity of the auditory pathway from the cochlea to the brainstem. This test can estimate hearing thresholds even in infants or children who cannot cooperate with behavioral tests. It is often performed while the child is asleep or sedated.
• Tympanometry and Acoustic Reflexes: Tympanometry (as described in the Ear Infections section) assesses middle ear function by measuring eardrum mobility and middle ear pressure. Acoustic reflexes measure the contraction of a tiny muscle in the middle ear in response to loud sounds, providing further information about the middle ear, cochlea, and auditory nerve pathways. These tests are crucial for identifying conductive hearing loss components.

Medical Evaluation by an ENT Specialist:

If a hearing loss is confirmed by audiological testing, a referral to a pediatric ENT specialist, such as Dr. Cable, is often recommended. The ENT physician will:

• Review the audiological findings.
• Take a detailed medical and family history.
• Perform a thorough physical examination, including otoscopy to inspect the ear canals and eardrums.
• Determine if there is a medical or surgical cause for the hearing loss (especially for conductive losses, such as chronic otitis media, eardrum perforations, or congenital ear anomalies).
• Order further investigations if needed, such as imaging studies (CT or MRI of the temporal bones/brain) to look for structural abnormalities of the ear or auditory pathway, or genetic testing if a hereditary cause is suspected.
• Discuss management options, which may include medical treatment (e.g., for ear infections), surgical interventions (e.g., ear tubes, repair of eardrum perforation, cochlear implantation), and/or referral for hearing aids and habilitative services.

This comprehensive diagnostic pathway, involving both audiological and medical expertise, is essential for accurately characterizing a child’s hearing loss and developing an effective, individualized management plan.

Management and Treatment Options for Pediatric Hearing Loss

The management of pediatric hearing loss is multifaceted and aims to provide the child with the best possible access to sound, facilitate speech and language development, and support their educational and social integration. Treatment options depend on the type, degree, and cause of the hearing loss, as well as the child’s age and individual needs.

A. Addressing Conductive Hearing Loss:

Many forms of conductive hearing loss are temporary and can be treated medically or surgically:

• Otitis Media with Effusion (OME): If persistent middle ear fluid is causing conductive hearing loss, management may range from watchful waiting to the insertion of tympanostomy tubes (ear tubes) to ventilate the middle ear and allow fluid to drain, thereby improving hearing. 
• Earwax (Cerumen) Removal: Impacted earwax can be safely removed by a healthcare professional.
• Foreign Body Removal: Objects lodged in the ear canal will be removed by an ENT specialist.
• Medical Treatment for Ear Infections: Acute otitis media causing conductive hearing loss may be treated with antibiotics if bacterial.
• Surgical Correction: Some congenital malformations of the outer or middle ear, or problems with the ossicles (hearing bones), may be amenable to surgical reconstruction to improve sound conduction. Perforated eardrums can also often be surgically repaired (tympanoplasty).

B. Management of Sensorineural Hearing Loss (SNHL) and Mixed Hearing Loss:

Since SNHL is typically permanent, management focuses on amplification and habilitation:

• Hearing Aids: These are the most common intervention for children with SNHL of varying degrees (mild to profound). Hearing aids are small electronic devices that amplify sound, making it more audible to the child.
• Types for Children:

• Hearing Aids: These are the most commonly recommended type for infants and young children. The main components are housed in a casing that sits behind the ear, connected by a tube to a custom-fitted earmold that sits in the child’s ear canal. Hearing aids are robust and can provide significant amplification for various degrees of hearing loss.  
• Bone Conduction Hearing Aids / Bone-Anchored Hearing Systems (BAHS): These are used for children with conductive hearing loss who cannot wear traditional air-conduction hearing aids (e.g., due to ear canal abnormalities, chronic ear infections with discharge) or for those with single-sided deafness. The device transmits sound vibrations through the bones of the skull directly to the cochlea, bypassing the outer and middle ear. It can be worn on a soft headband for infants or surgically implanted (usually in older children).

• Benefits: Properly fitted and consistently worn hearing aids can provide children with access to a wider range of sounds, improve their ability to hear and understand speech, support the development of spoken language, and enhance their ability to participate in educational and social settings. Even for mild hearing loss, amplification can be crucial for optimal language development.
• Cochlear Implants (CIs):

• Indications: Cochlear implants are surgically implanted electronic devices that can provide a sense of sound to children with severe to profound bilateral (both ears) SNHL who receive little or no benefit from appropriately fitted hearing aids. They may also be considered for some cases of unilateral profound SNHL (single-sided deafness). Children as young as 9-12 months may be candidates.
• How They Work: Unlike hearing aids which amplify sound, cochlear implants bypass the damaged hair cells in the cochlea and directly stimulate the auditory nerve fibers using electrical impulses. These impulses are then sent to the brain, which interprets them as sound.
• Outcomes and Importance of Early Implantation: Early implantation (ideally before 18-24 months, but the younger the better within candidacy guidelines) is associated with better speech and language outcomes, as it allows the child to access sound during critical periods of brain development for auditory processing and language acquisition. With intensive auditory-verbal therapy and consistent implant use, many children with CIs can develop spoken language skills comparable to their hearing peers and attend mainstream schools.
• Rehabilitation: Success with a cochlear implant requires a significant commitment to post-operative audiological programming (mapping the device) and intensive auditory rehabilitation and speech-language therapy to help the child learn to interpret the new sound signals and develop listening and spoken language skills.
• Assistive Listening Devices (ALDs) / Hearing Assistive Technology (HAT):
  These devices can be used in conjunction with hearing aids or cochlear implants, or sometimes on their own, to improve listening in specific situations, especially in noisy environments or at a distance. Examples include:

• Remote Microphone Systems (formerly FM/DM systems): A speaker (e.g., teacher, parent) wears a microphone transmitter, and the sound is sent directly to the child’s hearing aid, cochlear implant, or a dedicated receiver. This significantly improves the signal-to-noise ratio, making it easier for the child to hear the primary speaker.
• Other ALDs include personal amplifiers, amplified telephones, and alerting devices.

C. Management of Unilateral Hearing Loss (UHL) / Single-Sided Deafness (SSD):

Children with UHL, even with one normal-hearing ear, can experience difficulties with sound localization, understanding speech in noise, and may be at risk for academic or social challenges. Management options include::

• Preferential Seating: Strategic seating in the classroom to optimize access to the teacher’s voice with the better ear.
• Hearing Aids: A conventional hearing aid may be used on the ear with hearing loss if there is usable residual hearing.
• CROS (Contralateral Routing of Signal) Hearing Aid: A microphone on the poorer ear transmits sound to a receiver on the normal-hearing ear. This doesn’t restore binaural hearing but allows awareness of sounds from the side of the poorer ear.
• Bone-Anchored Hearing System (BAHS): Can be used to transmit sound from the poorer side to the cochlea of the better-hearing ear via bone conduction.
• Cochlear Implant: In some cases of profound SSD, a cochlear implant in the deaf ear is an option, with research showing potential benefits for speech perception and sound localization.
• Remote Microphone Systems: Can be very beneficial in classroom settings.
• Speech and Language Therapy: May be needed if UHL impacts communication development.
  
  Caution should be exercised regarding the decision not to amplify or provide support for pediatric UHL, as these children can face unique listening challenges.

D. Habilitation and Support Services:

Regardless of the technology used, comprehensive habilitation services are vital for children with hearing loss. These include:

• Auditory-Verbal Therapy (AVT) or Auditory-Oral Therapy: Focuses on developing listening skills and spoken language through the use of amplified hearing.
• Speech-Language Pathology: To address articulation, language structure, vocabulary, and pragmatic language skills.
• Family Support and Education: Empowering parents and caregivers with strategies to create a language-rich environment and advocate for their child.
• Educational Support: Collaboration with schools to ensure appropriate classroom accommodations, support services, and an Individualized Education Program (IEP) or 504 plan if needed.

The overarching goal is to intervene early and provide consistent, appropriate support to enable children with hearing loss to reach their full potential in communication, learning, and life.

The Importance of Early Detection and Intervention

The first few years of life are a critical period for auditory brain development and the acquisition of speech and language skills. Undetected or untreated hearing loss during this sensitive window can lead to significant and potentially irreversible delays in these areas, as well as impact cognitive development, academic achievement, and social-emotional well-being.

• Language Acquisition: Children learn language primarily by hearing it spoken around them. If they cannot hear clearly, their vocabulary, grammar, and understanding of language will be compromised.
• Speech Development: Clear auditory input is necessary for children to learn how to produce speech sounds correctly.
• Educational Readiness: Strong language skills are foundational for literacy and success in school.
• Social-Emotional Growth: Communication difficulties can lead to frustration, isolation, and challenges in forming social relationships.

Research consistently shows that children with hearing loss who are identified early (e.g., through newborn hearing screening) and receive appropriate intervention services (e.g., amplification and therapy) by six months of age tend to have significantly better language, cognitive, and social outcomes compared to those identified later. This underscores the “1-3-6” rule often cited in early hearing detection and intervention (EHDI) programs: screen by 1 month, diagnose by 3 months, and enroll in early intervention by 6 months of age.

Partnering with Dr. Cable for Your Child’s Hearing Health

Hearing loss in a child can be a concern for any parent. Dr. Cable is dedicated to the comprehensive evaluation and management of pediatric hearing loss, working closely with expert pediatric audiologists and other specialists to provide a coordinated, family-centered approach to care. From identifying the cause of hearing loss to discussing the latest medical, surgical, and technological interventions, the goal is to ensure that every child has the opportunity to achieve their best possible hearing and communication abilities.

If your child has failed a hearing screening, if you have any concerns about their hearing at any age, or if there are worries about their speech, language, or developmental progress, a thorough evaluation is warranted.

Schedule an appointment with Dr. Cable and our audiology team to address any concerns about your child’s hearing.

Further Reading:

1. American Speech-Language-Hearing Association (ASHA) – Hearing Loss in Children
2. HealthyChildren.org (from AAP) – Hearing Loss in Children
3. BabyHearing.org (from Boys Town National Research Hospital) – Information for parents
4. National Institute on Deafness and Other Communication Disorders (NIDCD) – Hearing Loss in Children

Related Pediatric & Hearing Care

• Pediatric ENT Care overview
• Ear Infections in Children (common cause of temporary hearing loss)
• Comprehensive Hearing Tests
• Hearing Aids & Assistive Devices
• Visit our Frisco office or McKinney office