scholarly journals Parent Report of Amplification Use in Children with Mild Bilateral or Unilateral Hearing Loss

2019 ◽  
Vol 30 (02) ◽  
pp. 093-102 ◽  
Author(s):  
Elizabeth M. Fitzpatrick ◽  
Isabelle Gaboury ◽  
Andrée Durieux-Smith ◽  
Doug Coyle ◽  
JoAnne Whittingham ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Maternal Education ◽  
Parent Report ◽  
Unilateral Hearing Loss ◽  
Mild Degree ◽  
Hearing Aid Use ◽  
Newborn Hearing ◽  
Parent Questionnaires ◽  
Children With Hearing Loss ◽  
Enrollment Data

AbstractAmplification is considered to be one of the most important interventions for children with hearing loss. However, achieving consistent use of hearing technology in young children is an important problem, particularly when hearing loss is of mild degree. Little information is available about amplification use specifically for children with mild bilateral or unilateral hearing loss when such losses are targeted and identified early because of the availability of newborn hearing screening.We examined amplification use in a contemporary cohort of early-identified children with mild bilateral and unilateral hearing loss.As part of the Mild and Unilateral Hearing Loss in Children Study, we collected parent reports on their child’s use of amplification during the preschool years.A total of 69 children (38 unilateral and 31 bilateral mild) enrolled in the study from 2010 to 2015. Children entered the study at various ages between 12 and 36 mo of age and were followed up to age 48 mo. The median age of the children at enrollment was 16.5 mo (interquartile range [IQR] = 9.5, 26.8). Hearing loss was confirmed in these children at a median age of 3.6 mo (IQR = 2.4, 5.7).Baseline characteristics related to the child and family were collected through an intake form at study enrollment. Data on amplification fitting and use were collected via parent questionnaires at each assessment interval. Information from parent questionnaires was summarized descriptively and amplification use was grouped into categories. Through logistic regression, we examined the relationship between amplification use and laterality of hearing loss, sex, and maternal education.Amplification was recommended for 59 (85.5%) children at a median age of 6.5 mo (IQR = 3.6, 21.2) and children were fitted at a median age of 10.9 mo (IQR = 6.0, 22.1). Based on parent report, hearing aid use was consistent for 39 (66.1%) of 59 children who had amplification recommended. Parent questionnaires showed very little change in use for most of the children over the study period. More children with bilateral hearing loss used their amplification consistently than those with unilateral hearing loss. After adjusting for maternal education and sex of the child, the odds for consistent use in children with mild bilateral loss was almost seven times higher (odds ratio = 6.75; 95% confidence interval = 1.84, 24.8) than for those with unilateral loss.Although 85.5% of children with mild bilateral or unilateral hearing loss received amplification recommendations, only two-thirds achieved consistent use by age 3–4 yr based on parent report. Children with mild bilateral loss were more likely to use amplification during the preschool years than those with unilateral loss.

Hearing Technology Use and Management in School-Age Children: Reports from Data Logs, Parents, and Teachers

2017 ◽  
Vol 28 (10) ◽  
pp. 883-892 ◽  
Author(s):  
Samantha J. Gustafson ◽  
Todd A. Ricketts ◽  
Anne Marie Tharpe
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Parent Report ◽  
School Age Children ◽  
School Age ◽  
Data Logging ◽  
Hearing Aid Use ◽  
System Use ◽  
Children With Hearing Loss

Background: Consistency of hearing aid and remote microphone system use declines as school-age children with hearing loss age. One indicator of hearing aid use time is data logging, another is parent report. Recent data suggest that parents overestimate their children’s hearing aid use time relative to data logging. The potential reasons for this disparity remain unclear. Because school-age children spend the majority of their day away from their parents and with their teachers, reports from teachers might serve as a valuable and additional tool for estimating hearing aid use time and management. Purpose: This study expands previous research on factors influencing hearing aid use time in school-age children using data logging records. Discrepancies between data logging records and parent reports were explored using custom surveys designed for parents and teachers. Responses from parents and teachers were used to examine hearing aid use, remote microphone system use, and hearing aid management in school-age children. Study Sample: Thirteen children with mild-to-moderate hearing loss between the ages of 7 and 10 yr and their parents participated in this study. Teachers of ten of these children also participated. Data Collection and Analysis: Parents and teachers of children completed written surveys about each child’s hearing aid use, remote microphone system use, and hearing aid management skills. Data logs were read from hearing aids using manufacturer’s software. Multiple linear regression analysis and an intraclass correlation coefficient were used to examine factors influencing hearing aid use time and parent agreement with data logs. Parent report of hearing aid use time was compared across various activities and school and nonschool days. Survey responses from parents and teachers were compared to explore areas requiring potential improvement in audiological counseling. Results: Average daily hearing aid use time was ˜6 hr per day as recorded with data logging technology. Children exhibiting greater degrees of hearing loss and those with poorer vocabulary were more likely to use hearing aids consistently than children with less hearing loss and better vocabulary. Parents overestimated hearing aid use by ˜1 hr per day relative to data logging records. Parent-reported use of hearing aids varied across activities but not across school and nonschool days. Overall, parents and teachers showed excellent agreement on hearing aid and remote microphone system use during school instruction but poor agreement when asked about the child’s ability to manage their hearing devices independently. Conclusions: Parental reports of hearing aid use in young school-age children are largely consistent with data logging records and with teacher reports of hearing aid use in the classroom. Audiologists might find teacher reports helpful in learning more about children’s hearing aid management and remote microphone system use during their time at school. This supplementary information can serve as an additional counseling tool to facilitate discussion about remote microphone system use and hearing aid management in school-age children with hearing loss.

Monitoring Progress for Children with Hearing Loss

2014 ◽  
Vol 24 (2) ◽  
pp. 74-81
Author(s):  
Monica Weston ◽  
Karen F. Muñoz ◽  
Kristina Blaiser
Keyword(s):  
Hearing Loss ◽  
Hearing Aid ◽  
Full Time ◽  
Data Logging ◽  
Standardized Measures ◽  
Word Structure ◽  
Hearing Aid Use ◽  
Outcomes For Children ◽  
Language Measures ◽  
Children With Hearing Loss

Purpose This study investigated average hours of daily hearing aid use and speech-language outcomes for children age 3 to 6 years of age with hearing loss. Method Objective measures of hearing aid use were collected via data logging. Speech and language measures included standardized measures GFTA-2, CELF Preschool-2 and additional item analyses for the word structure subtest CELF Preschool-2 and the GFTA-2. Results Hearing aid use was full time for 33% of the children (n=3; M=8.84 hours; Range: 2.9–12.1) at the beginning of the study, and for 78% at the end of the study (n=7; M=9.89 hours; Range 2.6–13.2). All participants demonstrated an improvement in articulation and language standard scores and percentiles however continued to demonstrate areas of weakness in sounds high-frequency in nature. Conclusions Through early identification and fitting, children gain access to speech sounds. Both standardized measures and individual language analysis should be used to identify and support children with hearing loss in language and subsequent literacy development.

The Effects of Parent Training on Vocabulary Scores of Young Children With Hearing Loss

2018 ◽  
Vol 27 (2) ◽  
pp. 765-777 ◽  
Author(s):  
Emily Lund
Keyword(s):  
Hearing Loss ◽  
Parent Training ◽  
Child Outcomes ◽  
Parent Report ◽  
Short Term ◽  
Usual Model ◽  
Vocabulary Growth ◽  
Children With Hearing Loss ◽  
Business As Usual

Purpose The purpose of this study is to evaluate the effects of short-term parent training on maternal use of language stimulation strategies and vocabulary scores in children with hearing loss. Method Six mother–child dyads participated in the multiple-baseline study. During baseline and maintenance, children engaged in a business-as-usual model of clinician-only therapy. During intervention, mothers and children participated in parent training focused on transparent labeling and linguistic mapping strategies. Parent strategy use was measured via weekly play-based probe assessments. Child vocabulary growth was measured via parent report. Results A relation between parent training and use of transparent labeling was established for all mothers, and a relation between parent training and use of linguistic mapping was established for 3 of 6 mothers. Child vocabulary growth rate increased from baseline to intervention in 4 of 6 children. Conclusions Short-term parent training can change parent behavior. However, parents may not maintain these skills without support. Further research is needed to characterize the extent to which short-term training can make long-term changes in parent and child outcomes.

scholarly journals Family-Level Executive Functioning and At-Risk Pediatric Hearing Loss Outcomes

2020 ◽  
pp. 1-12
Author(s):  
Andrew Blank ◽  
Rachael Frush Holt ◽  
David B. Pisoni ◽  
William G. Kronenberger
Keyword(s):  
Hearing Loss ◽  
Executive Functioning ◽  
Language Comprehension ◽  
Parent Report ◽  
Normal Hearing ◽  
Family Characteristics ◽  
Family Organization ◽  
Family Level ◽  
Behavior Rating Inventory ◽  
Children With Hearing Loss

Purpose Using a new measure of family-level executive functioning (EF; the Family Characteristics Scale [FCS]), we investigated associations between family-level EF, spoken language, and neurocognitive skills in children with hearing loss (HL), compared to children with normal hearing. Method Parents of children with HL ( n = 61) or children with normal hearing ( n = 65) completed the FCS-Parent, and clinicians evaluated families using the FCS-Examiner. Children completed an age-appropriate version of the Concepts and Following Directions subtest of the Clinical Evaluation of Language Fundamentals and the Peabody Picture Vocabulary Test–Fourth Edition. Child EF was assessed via the parent report Behavior Rating Inventory of Executive Function. Results Two higher order components were derived from FCS subscales: Family Inhibition and Family Organization. For both samples, Family Inhibition was positively associated with child inhibition, child shifting, and child language comprehension skills. Family Organization was differentially associated with child inhibition, working memory, and planning/organization skills across the samples. Additionally, Family Inhibition was associated with child planning and organization skills for children with HL. Conclusions Results support the FCS as a measure of family-level EF. Family-level inhibition related to better child inhibition, flexibility/shifting, and language comprehension across both samples and to better planning and organization skills in children with HL. As children with HL experienced greater difficulties in EF, families demonstrated greater organization, possibly as a compensatory measure. Results suggest that inhibition and organization at a family level may be important targets for the development of novel interventions to promote EF and language outcomes for children with HL.

Oval window perilymph fistula in child with recurrent meningitis and unilateral hearing loss

2020 ◽  
Vol 13 (7) ◽  
pp. e234744
Author(s):  
Miane Min Yan Ng ◽  
Felice D'Arco ◽  
Raouf Chorbachi ◽  
Robert Nash
Keyword(s):  
Hearing Loss ◽  
Oval Window ◽  
Fat Grafting ◽  
Csf Leak ◽  
Unilateral Hearing Loss ◽  
Upper Respiratory Tract ◽  
Recurrent Meningitis ◽  
Newborn Hearing ◽  
Blind Sac Closure ◽  
The Right

A 2-year-old boy presented to Ears, Nose and Throat (ENT) surgeons with unilateral hearing loss. Following a prodrome of upper respiratory tract infection (URTI), he developed two episodes of pneumococcal meningitis in quick succession. This case demonstrates an unusual cause of perilymph fistula diagnosed on imaging and confirmed surgically. He had failed the Newborn Hearing Screening Programme and was therefore referred to audiology, who confirmed profound sensorineural hearing loss in the right ear. MRI showed incomplete partitioning (type 1) of the right cochlea, suggesting cerebrospinal fluid (CSF) leak from the region of the stapes. Exploratory tympanotomy confirmed this, and proceeded to CSF leak repair, obliteration of the Eustachian tube, subtotal petrosectomy, abdominal fat grafting and blind sac closure. Although middle ear effusions are common; particularly in children with recent URTI, the possibility of otogenic CSF leak needs to be considered, especially in cases of recurrent meningitis.

Hearing loss due to mannosidosis and otitis media with effusion. A case report and review of audiological assessments in children with otitis media with effusion

2003 ◽  
Vol 117 (4) ◽  
pp. 307-309 ◽  
Author(s):  
A. U. Ahmmed ◽  
S. M. O’Halloran ◽  
N. J. Roland ◽  
M. Starkey ◽  
J. E. Wraith
Keyword(s):  
Hearing Loss ◽  
Otitis Media ◽  
Otitis Media With Effusion ◽  
Relevant Literature ◽  
Before And After ◽  
Newborn Hearing ◽  
Age Appropriate ◽  
Glue Ear ◽  
Hearing Assessment ◽  
Children With Hearing Loss

A case of a child with mannosidosis and bilateral otitis media with effusion (OME) is reported here along with some discussion of relevant literature to emphasize the need for age appropriate audiometricc assessment before and after insertion of grommets for glue ear (OME).There is a need for multidisciplinary teamwork in the management of children with hearing loss. If OME is treated surgically, age-appropriate hearing assessment is required before and after insertion of grommets. The need for audiological assessments will be relevant even if children had passed the newborn hearing screening test.

Auditory Verbal Therapy: A Family-Centered Listening and Spoken Language Intervention for Children With Hearing Loss and Their Families

2017 ◽  
Vol 2 (9) ◽  
pp. 54-65
Author(s):  
Elizabeth A. Rosenzweig
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Language Intervention ◽  
Universal Newborn Hearing Screening ◽  
Language Outcome ◽  
Newborn Hearing ◽  
Children With Hearing Loss ◽  
Auditory Verbal Therapy ◽  
Family Centered

There are many ways for children with hearing loss to learn to communicate. Advances in universal newborn hearing screening and hearing technology have enabled many families to elect a listening and spoken language outcome for their children, regardless of degree of hearing loss. Auditory Verbal Therapy is a family-centered approach to developing listening and spoken language for children who are deaf or hard of hearing. Professionals certified in Auditory Verbal Therapy (AVT) provide services under a guiding set of 10 principles, enumerated in this article with their attendant research bases and practical/clinical implications.

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