Hearing Assistance Technology: Collaborating with Teens to Get It Right

Abstract

The benefits of hearing assistance technology (HAT) to enhance speech and other desired auditory inputs for listeners with compromised auditory and listening skills are known. However, the best designed and fitted technology is only as effective as its utilization. Benefit is realized when the HAT device is used as prescribed, is used consistently, is working properly, and achieves the desired listening goals for the individual. Therefore, proper selection and management of HAT is critical to achieving the desired outcomes associated with HAT use. Even when benefit is demonstrated, and the HAT is well managed, there are other reasons why users opt not to use the devices. For teens, social identity and the desire to be like their peers complicate the use of HAT. Audiologists should do their part by collaborating with the HAT candidate to assure appropriate selection, fitting, counseling, and orientation and training procedures have occurred.

Keywords

Hearing assistance technology - classroom audio distribution system

• References

• 1 Anderson K, Goldstein H, Colodzin L, Iglehart F. Benefit of S/N enhancing devices to speech perception of children listening in a typical classroom with hearing aids or a cochlear implant. J Educ Audiol 2005; 12: 14-28
• 2 Hawkins DB. Comparisons of speech recognition in noise by mildly-to-moderately hearing-impaired children using hearing aids and FM systems. J Speech Hear Disord 1984; 49 (4) 409-418
• 3 Iglehart F. Speech perception by students with cochlear implants using sound-field systems in classrooms. Am J Audiol 2004; 13 (1) 62-72
• 4 Lauer S. Wireless solutions—the state of the art and future of FM technology for the hearing impaired consumer. In: Fabry D, DeConde Johnson C. eds Paper presented at: ACCESS: Achieving Clear Communication Employing Sound Solutions 2003, Proceedings of the First International Conference. Staefa, Switzerland: Phonak AG; 2004: 31-37
• 5 Schafer E, Thibodeau L. Speech recognition performance of children using cochlear implants and FM systems. J Educ Audiol 2003; 11: 15-26
• 6 Stelmachowicz P. Pediatric amplification: past, present, and future. In: Seewald R, Bamford J, , eds. A Sound Foundation through Early Amplification 2004, Proceedings of the Third International Conference. Staefa, Switzerlands: Phonak AG; 2005: 27-40
• 7 Zwolan T. Cochlear implants. In:. Katz J, Medwetsky L, Burkhard R, , and Hood L. eds Handbook of Clinical Audiology. Baltimore, MD: Lippincott Williams & Wilkins; 2009: 912-933
• 8 American Academy of Audiology Clinical Practice Guidelines. Remote microphone hearing assistance technologies for children and youth from birth to 21 years. 2008. Available at: http://www.audiology.org/resources/documentlibrary/documents/hatguideline.pdf . Accessed February 24, 2014
• 9 Franks JL. Why do students with hearing impairment resist wearing FM amplification? Masters Theses and Doctoral Dissertations. 2008: Paper 205. Available at http://commons.emich.edu/theses/205 . Accessed February 13, 2014
• 10 La Fratta Z, Gabbard S, Thomson V, Johnson CD. Evaluating student outcomes and assessing the curriculum. Poster presented at: The National EHDI Conference; April 14–16. 2013; Glendale, AZ
• 11 Squires M, Spangler C, Johnson CD, English K. Bullying is a health and safety issue: how audiologists can help. Audiology Today 2013; 25 (5) 18-26
• 12 Johnson CD. Keeping Molehills from Becoming Mountains: Understanding and Supporting Teen Students with Hearing Loss. Somerset, NJ: Oticon Pediatrics; 2006
• 13 English K. Educating and counseling children and teens. In. Madell J, Flexer C. eds. Pediatric Audiology: Birth through Adolescence. New York, NY: Thieme; 2008: 278-282
• 14 Johnson CD. Making a case for classroom listening assessment. Seminars in Hearing 2010; 31: 177-187
• 15 Guide to Access Planning by Phonak . Available at: www.phonakonline.com/MyGap/GapMain.html . Accessed February 15, 2014