scholarly journals Effects of Grade and School Services on Children's Responsibility for Hearing Aid Care

2019 ◽  
Vol 28 (3) ◽  
pp. 673-685 ◽  
Author(s):  
Kelsey E. Klein ◽  
Meredith Spratford ◽  
Alexandra Redfern ◽  
Elizabeth A. Walker
Keyword(s):  
Hearing Aids ◽  
Hard Of Hearing ◽  
Maternal Education ◽  
Hearing Aid ◽  
Individualized Education Program ◽  
School Age Children ◽  
School Age ◽  
Self Advocacy ◽  
School Services ◽  
504 Plan

Purpose We investigated trends in hearing aid maintenance and assumption of responsibility for hearing aids in school-age children who are hard of hearing. Specifically, we examined the extent to which families own necessary hearing aid maintenance equipment, whether and by whom hearing aid maintenance tasks are being completed, and the effects of grade and receipt of an Individualized Education Program (IEP) or 504 plan on a child's assumption of responsibility for hearing aid care. Method Participants included 167 children who are hard of hearing in 1st to 4th grade. Caregivers reported whether the families owned various types of hearing aid maintenance equipment (listening tube, battery tester, and dri-aid kit) and who normally completes various hearing aid maintenance tasks. Information about children's audiological characteristics was also collected. Results Thirty-two percent of families reported not owning at least 1 piece of hearing aid maintenance equipment. Using a battery tester and performing a listening check were the maintenance tasks completed the least frequently, with 49% and 28% of caregivers reporting that these tasks are not completed regularly, respectively. Children's responsibility for hearing aid maintenance increased with grade. After controlling for maternal education and degree of hearing loss, children with an IEP or 504 plan took more responsibility for hearing aid maintenance tasks than children without these services. Conclusion Important hearing aid maintenance tasks, such as listening checks, are not completed regularly for many children, even when families own the necessary equipment. Ensuring that children who are hard of hearing have an IEP or 504 plan throughout elementary school may support self-advocacy and encourage children to take responsibility for their hearing aids, which may lead to more consistent hearing aid functioning.

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.

Speech and Language of Children Using Hearing Aids With Adaptive Directional and Noise Reduction Features

2010 ◽  
Vol 11 (4) ◽  
pp. 126-132
Author(s):  
Jane Auriemmo ◽  
Patti Stenger
Keyword(s):  
Noise Reduction ◽  
Hearing Aids ◽  
Expressive Language ◽  
Hearing Aid ◽  
School Age Children ◽  
School Age ◽  
Language Outcomes ◽  
Speech And Language ◽  
Speech Language Pathologist

Abstract This paper reviews longitudinal speech-language outcomes of a group of school age children using hearing aid noise reduction and adaptive directional features. These results, obtained through collaboration between school audiologist and speech-language pathologist, reveal that receptive and expressive language scores are stable or improved over a three-year period of use.

scholarly journals Factors Influencing Hearing Aid Use in the Classroom: A Pilot Study

2015 ◽  
Vol 24 (4) ◽  
pp. 563-568 ◽  
Author(s):  
Samantha J. Gustafson ◽  
Hilary Davis ◽  
Benjamin W. Y. Hornsby ◽  
Fred H. Bess
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Hearing Aids ◽  
Hearing Aid ◽  
School Age Children ◽  
School Age ◽  
Factors Influencing ◽  
Hearing Aid Use ◽  
Increased Risk ◽  
Children With Hearing Loss

PurposeThis pilot study examined factors influencing classroom hearing aid use in school-age children with hearing loss.MethodThe research team visited classrooms of 38 children with mild-to-moderate hearing loss (Grades 1–7) on 2 typical school days, twice per day, to document hearing aid use. In addition, parents reported the number of hours their children used hearing aids at school.ResultsNearly 24% of children were observed not wearing their hearing aids in the classroom on either observation day. Both grade level and degree of hearing loss appeared to affect hearing aid use. Children in Grades 5–7 and those with milder hearing losses were less likely to wear hearing aids. Overall, parents accurately reported classroom hearing aid use; however, those with children in Grades 5–7 were less accurate than those with children in earlier grades.ConclusionsThese preliminary results suggest that children with milder hearing loss and those in Grades 5–7 are at increased risk for reduced hearing aid use in the classroom. Also, parents of school-age children in these later grades are less accurate reporters of classroom hearing aid use compared to parents of children in earlier grades.

Special aids to hearing

1977 ◽  
Vol 15 (4) ◽  
pp. 13-14
Keyword(s):  
Hearing Aids ◽  
Hard Of Hearing ◽  
Hearing Aid ◽  
Testing Service ◽  
General Guidance

We have recently discussed the use of hearing aids.1 For many hard-of-hearing people the help given by a hearing aid is not enough, and some are not helped by an aid. The Royal National Institute for the Deaf (RNID) booklet ‘Special Aids to Hearing’ describes devices other than hearing aids, all tested by them; it gives manufacturers’ addresses and usually prices. It also gives information on a free hearing-aid testing service in London and in Glasgow available by appointment and by post. This booklet complements the advice in the DHSS booklet ‘General Guidance to Hearing-aid Users’ which is available to patients from their local NHS hearing-aid centre.

scholarly journals Predictors of Receipt of School Services in a National Sample of Youth With ADHD

2018 ◽  
Vol 23 (11) ◽  
pp. 1303-1319 ◽  
Author(s):  
George J. DuPaul ◽  
Andrea Chronis-Tuscano ◽  
Melissa L. Danielson ◽  
Susanna N. Visser
Keyword(s):  
Behavior Management ◽  
Classroom Behavior ◽  
Individualized Education Program ◽  
National Sample ◽  
Social Impairment ◽  
Educational Support ◽  
School Services ◽  
Students With Adhd ◽  
504 Plan ◽  
Reported Data

Objective: The objective of the study is to describe the extent to which students with ADHD received school-based intervention services and identify demographic, diagnostic, and impairment-related variables that are associated with service receipt in a large, nationally drawn sample. Method: Parent-reported data were obtained for 2,495 children with ADHD aged 4 to 17 years from the National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA). Results: The majority (69.3%) of students with ADHD currently receive one or more school services. Educational support (62.3%) was nearly twice as prevalent as classroom behavior management (32.0%). More than 3 times as many students with ADHD had an individualized education program (IEP; 42.9%) as a Section 504 plan (13.6%). Conclusion: At least one in five students with ADHD do not receive school services despite experiencing significant academic and social impairment, a gap that is particularly evident for adolescents and youth from non–English-speaking and/or lower income families.

scholarly journals Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

2019 ◽  
Vol 9 (2) ◽  
pp. 153 ◽  
Author(s):  
Frush Holt
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Age Children ◽  
Future Research ◽  
Language And Literacy ◽  
Language Outcomes ◽  
Related Factors ◽  
Literacy Outcomes

Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.

scholarly journals An Evidence-Based Systematic Review of Amplitude Compression in Hearing Aids for School-Age Children With Hearing Loss

2012 ◽  
Vol 21 (2) ◽  
pp. 269-294 ◽  
Author(s):  
Ryan W. McCreery ◽  
Rebecca A. Venediktov ◽  
Jaumeiko J. Coleman ◽  
Hillary M. Leech
Keyword(s):  
Systematic Review ◽  
Hearing Loss ◽  
Hearing Aids ◽  
School Age Children ◽  
Evidence Based ◽  
School Age ◽  
Amplitude Compression ◽  
Children With Hearing Loss

scholarly journals Association between family structure, maternal education level, and maternal employment with sedentary lifestyle in primary school-age children

2013 ◽  
Vol 89 (2) ◽  
pp. 145-150
Author(s):  
Francisco Vázquez-Nava ◽  
Norberto Treviño-Garcia-Manzo ◽  
Carlos F. Vázquez-Rodríguez ◽  
Eliza M. Vázquez-Rodríguez
Keyword(s):  
Primary School ◽  
Family Structure ◽  
Maternal Employment ◽  
Maternal Education ◽  
Sedentary Lifestyle ◽  
Education Level ◽  
School Age Children ◽  
School Age ◽  
Primary School Age
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