American Journal of Audiology current issue

In Appreciation [From the Editor]

Pratt, S. R. — 2011-12-07T13:51:07-08:00

Survey of Audiologic Service Provision to Older Adults With Cochlear Implants [Clinical Focus]

Rossi-Katz, J., Arehart, K. H. — 2011-12-07T13:51:07-08:00

Purpose

This study examined whether audiologists modify practice patterns in their provision of cochlear implant (CI) services to older adults and, if so, whether the nature of such modifications is consistent across clinical sites.

Method

An online survey was sent to audiologists at CI centers across the United States. Questions addressed demographics, candidacy, programming, outcomes assessment, rehabilitation, and professional development.

Results

Responses were obtained from 47 audiologists who provided CI services to older adults. The majority of these audiologists did not report modifying CI practice patterns on the basis of age. Counseling appeared to be an exception: Audiologists reported that both the content and delivery of information were modified for older adults. Specific to CI candidacy with older adults, under half of the respondents indicated that assessing an older adult's cognitive status was part of their clinical protocol.

Conclusion

The audiologists who responded to the survey acknowledged issues related to aging when providing CI services to older adults. Despite this acknowledgment, the results of the survey suggest a gap in how age-related issues are incorporated into CI service provision. Continued discussion as to how CI services can be optimized for older adults is needed.

Is Measured Hearing Aid Benefit Affected by Seeing Baseline Outcome Questionnaire Responses? [Research Article]

Silverman, S., Cates, M., Saunders, G. — 2011-12-07T13:51:07-08:00

Purpose

To determine whether hearing aid outcome measured by the Hearing Handicap Inventory (HHI) for the Elderly/Adults (Newman, Weinstein, Jacobson, & Hug, 1990; Ventry & Weinstein, 1982) is differentially affected by informed vs. blind administration of the postfitting questionnaire.

Method

Participants completed the HHI at their hearing aid evaluation and again at their hearing aid follow-up visit. At follow-up, half received a clean HHI form (blind administration), whereas the remainder responded on their original form (informed administration) and could thus base their follow-up responses on those they gave at the hearing aid evaluation.

Results

The data show that for the population examined here, informed administration of the follow-up HHI did not yield a different outcome to blind administration of the follow-up HHI. This was not influenced by past hearing aid use, age of the participant, or the duration of time between baseline questionnaire completion and follow-up completion.

Conclusion

These data suggest that completion of follow-up questionnaires in either informed or blind format will have little impact on HHI responses, most likely because of the many other factors that combined to influence hearing aid outcome.

Development of the Screening Test for Hearing Problems [Research Article]

Demorest, M. E., Wark, D. J., Erdman, S. A. — 2011-12-07T13:51:07-08:00

Purpose

The goal of this study was to develop a brief self-assessment instrument to screen for communication problems and psychosocial adjustment to hearing impairment as part of a rehabilitative needs assessment.

Method

A pseudorandom sample of 1,000 cases was drawn from a large, heterogeneous clinical database containing audiometric data and responses to the Communication Profile for the Hearing Impaired (CPHI; Erdman & Demorest, 1998a). Item response theory was used to derive item-characteristic curves, and item selection was based primarily on item discrimination. Internal consistency, factor structure, sensitivity, and specificity of 2 scales, Communication and Adjustment, were evaluated in a holdout sample of 319 cases from the same database.

Results

A 9-item Communication scale and an 11-item Adjustment scale both showed satisfactory internal consistency, and the 20-item test presented a clear 2-factor structure. Sensitivity and specificity functions and positive and negative predictive values indicated that the 2 scales could be used to identify the bottom 2 quartiles of the clinical population, as defined by factor scores on the CPHI.

Conclusion

The 2 scales of the Screening Test for Hearing Problems can be used to screen for communication and adjustment problems that warrant a comprehensive rehabilitative assessment.

Ear Asymmetries and Asymmetric Directional Microphone Hearing Aid Fittings [Research Article]

Cord, M. T., Surr, R. K., Walden, B. E., Dittberner, A. B. — 2011-12-07T13:51:07-08:00

Purpose

To determine whether an asymmetry between ears for speech understanding in noise was related to performance with, or preference for, 1 of 2 asymmetric microphone fittings in which omnidirectional processing was provided to 1 ear and directional processing to the other.

Method

Twenty-eight adults with symmetric sensorineural hearing impairment were recruited from the clinic population. Sixteen individuals had symmetric hearing-in-noise ability between their right and left ears, and 12 participants had an asymmetry for speech understanding in noise between ears. A repeated measures design was used. Interactions between various microphone fittings and speech signal locations in noise were assessed in the laboratory. In addition, the listeners with asymmetry between ears for hearing in noise completed a field trial comparing the 2 fittings in everyday listening situations.

Results

Laboratory testing resulted in different patterns of performance for the 2 groups. Field trial results revealed that participants generally noticed little difference between the 2 fittings in everyday life and did not express a strong preference for 1 fitting over the other.

Conclusion

An asymmetry between ears for speech understanding in noise did not result in preference for 1 asymmetric fitting over the other in everyday listening situations.

Early Hearing Detection and Intervention: Diagnostic Hearing Assessment Practices [Research Article]

Munoz, K., Nelson, L., Goldgewicht, N., Odell, D. — 2011-12-07T13:51:07-08:00

Purpose

To gain an understanding of practice patterns for infant diagnostic hearing services at pediatric audiology facilities.

Method

The authors used a cross-sectional survey design. From August to November of 2009, surveys were mailed to 1,091 facilities in 28 states and the District of Columbia. One survey was completed per facility, and responses were anonymous.

Results

The return rate was 33% (356 surveys). The results revealed that the comprehensiveness of the test batteries used varied among facilities. Over half of the respondents, 146 (55%), reported using a limited test battery, 94 facilities reported using a comprehensive test battery but lacked at least 1 component recommended by the Joint Committee on Infant Hearing, and 25 facilities reported using a test battery that met Joint Committee on Infant Hearing recommendations. The wait time for an appointment varied between facilities (range = 3 days–5 months) and was affected by the test condition (i.e., natural sleep, sedation, or operating room).

Conclusions

The results suggest that it is difficult for stakeholders to identify pediatric audiology facilities that serve infants less than 6 months of age and that there is variability among facilities in test batteries and wait times for an appointment. Implications exist for diagnostic accuracy and timeliness of diagnosis.

Impact of Co-Occurring Birth Defects on the Timing of Newborn Hearing Screening and Diagnosis [Research Article]

2011-12-07T13:51:07-08:00

Purpose

Early detection of hearing loss in all newborns and timely intervention are critical to children's cognitive, verbal, behavioral, and social development. The initiation of appropriate early intervention services before 6 months of age can prevent or reduce negative developmental consequences. The purpose of this study was to assess, using large, population-based registries, the effect of co-occurring birth defects (CBDs) on the timing and overall rate of hearing screening and diagnosis.

Method

The authors linked statewide data from newborn hearing screenings, a birth defects registry, and birth certificates to assess the timeliness of newborn hearing screening and diagnosis of hearing loss (HL) for infants with and without CBDs in 485 children with confirmed HL.

Results

Nearly one third (31.5%) of children with HL had 1 or more CBDs. The presence of CBDs prolonged the time of the initial infant hearing screening, which contributed to further delays in the subsequent diagnosis of HL.

Conclusions

Better coordination of HL assessment into treatment plans for children with CBDs may enable earlier diagnosis of HL and provide opportunities for intervention that will affect long-term developmental outcomes for these children.

Effects of Transient Noise Reduction Algorithms on Speech Intelligibility and Ratings of Hearing Aid Users [Research Article]

DiGiovanni, J. J., Davlin, E. A., Nagaraj, N. K. — 2011-12-07T13:51:07-08:00

Purpose

The goal of this study was to assess the functional utility of transient noise reduction (TNR) algorithms available in hearing aids via speech intelligibility and user preferences.

Method

Two pairs of hearing aids, 1 pair each from Siemens and Unitron, were programmed for 17 hearing impaired individuals after a hearing evaluation. Intelligibility was measured for each participant for sentences presented in quiet, with 2 types of transient noise, multitalker babble, and in a combination of each type of transient noise and multitalker babble. Each condition was tested with TNR activated and TNR deactivated in a counterbalanced, single-blinded format. Subjective ratings of overall speech understanding, comfort, and sound quality were obtained for each condition.

Results

A significant improvement in speech intelligibility was measured with the TNR activated when speech was presented in multitalker babble, in the presence of chair clang transient noises, and when combining these noises. Activation of the TNR algorithm did not result in significant improvements for any of the subjective ratings.

Conclusions

While improvements were limited to certain conditions, specifically those with the chair clang transient and/or multitalker babble, TNR appears to offer an incremental step in improving the listening experience for hearing aid users.

Gabapentin for Tinnitus: A Systematic Review [Review]

Aazh, H., El Refaie, A., Humphriss, R. — 2011-12-07T13:51:07-08:00

Purpose

The main aim of this study was to assess the effect of gabapentin on tinnitus via a systematic review.

Method

An electronic search of literature as well as a hand search were conducted. Only double-blind randomized controlled trials (RCTs) that met all of the inclusion criteria were included in this review. The Cochrane Collaboration tool for risk of bias assessment was used to investigate the validity of the included studies. Meta-analysis was not appropriate due to inadequate details in reporting the data in the included studies. Hence, qualitative synthesis and interpretation of the data were carried out.

Results

Two studies that met the inclusion criteria were included in the review. Fourteen studies were excluded. There were substantive within-study clinical heterogeneities with regard to the baseline tinnitus handicap scores, duration of tinnitus, and severity of hearing loss in the included double-blind RCTs.

Conclusion

The authors of both studies reported that gabapentin was not superior to placebo in their primary outcomes. However, following the assessment of risk of bias and within-study clinical heterogeneities, this review concludes that there is insufficient evidence regarding the effect of gabapentin on tinnitus.

Audiologic Management of Auditory Neuropathy Spectrum Disorder in Children: A Systematic Review of the Literature [Review]

Roush, P., Frymark, T., Venediktov, R., Wang, B. — 2011-12-07T13:51:07-08:00

Purpose

This review summarizes current evidence related to the audiologic management of children with auditory neuropathy spectrum disorder (ANSD).

Method

A systematic search of the literature was conducted in 25 electronic databases (e.g., PubMed, CINAHL, and ERIC) using key words such as auditory neuropathy, auditory neuropathy spectrum disorder, auditory neuropathy/dyssynchrony, and hearing loss. Eighteen studies met the inclusion criteria by addressing 1 or more of 8 clinical questions. Studies were evaluated for methodological quality, and data regarding participant, intervention, and outcome variables are reported.

Results

Fifteen of the 18 studies addressed the use of cochlear implantation, and 4 addressed conventional acoustic amplification. All participants demonstrated improved auditory performance; however, all 18 studies were considered exploratory, and many had methodological limitations.

Conclusion

The clinical evidence related to intervention for ANSD is at a very preliminary stage. Additional research is needed to address the efficacy of acoustic amplification and cochlear implantation in children with ANSD and the impact of this disorder on developmental outcomes.

Cortical High-Gamma Responses in Auditory Processing [Tutorial]

Cervenka, M. C., Nagle, S., Boatman-Reich, D. — 2011-12-07T13:51:07-08:00

Purpose

This tutorial provides an introduction to cortical auditory spectral responses, focusing on event-related activity in the high-gamma frequencies (60–150 Hz), their recent emergence in neuroscience research, and potential clinical applications.

Method

Auditory high-gamma responses are described and compared with traditional cortical evoked responses, including the auditory evoked N1 response. Methods for acquiring and analyzing spectral responses, including time-frequency analyses, are discussed and contrasted with more familiar time-domain averaging approaches. Four cases are presented illustrating high-gamma response patterns associated with normal and impaired auditory processing.

Conclusions

Cortical auditory high-gamma responses may provide a useful clinical measure of auditory processing.

Including Service Learning in the Undergraduate Communication Sciences and Disorders Curriculum: Benefits, Challenges, and Strategies for Success [Using Service Learning to Enhance Undergraduate and Graduate Education in Audiology and Aural Rehabilitation]

Peters, K. A. — 2011-12-07T13:51:07-08:00

Purpose

To describe some of the benefits of service learning (SL), considerations in course development and construction, and implementation and outcomes of an SL course in the undergraduate communication sciences and disorders (CSD) program at a small, public university in northwest Washington.

Method

A review of the literature on SL and a description of the author's experience in course development are provided on the basis of a computerized database search, library search, and discussions with the Western Washington University Center for Service Learning.

Conclusions

Teaching an SL course can present challenges to both faculty and students; nonetheless, incorporating SL into the undergraduate CSD curriculum is an excellent way of enriching the academic experience and improving critical-thinking skills of young students. SL provides hands-on opportunities for students to apply what they are learning in their CSD classes to real-world contexts, gain a better understanding of course content through engagement in real situations, and integrate information from a variety of courses in and outside of their major.

Communication Connections: Service Learning and American Sign Language [Using Service Learning to Enhance Undergraduate and Graduate Education in Audiology and Aural Rehabilitation]

Reading, S., Padgett, R. J. — 2011-12-07T13:51:07-08:00

Purpose

This article describes a connection between service learning and American Sign Language (ASL) instruction. The Deaf community served as communication partners for university students, enabling them to use language skills in a natural setting.

Method

The rationale and implementation of pairing ASL with service learning are presented. A review of one study provides information about student perceptions of service learning, and a second study presents evidence about the development of ASL skills through a service learning experience.

Results

Service learning proved to be a valuable teaching method for ASL instruction, facilitating an increase in cultural awareness and ASL skills. Students' anecdotal evidence about service learning experiences indicated that they gained insights beyond just the improvement in language skills.

Conclusions

The connection between service learning and ASL instruction is advantageous because students gained cultural understanding as well as language skills. This course design could be used at other institutions where a Deaf community is accessible.

Addressing Qualified Personnel Shortages for Children Who Are Deaf or Hard of Hearing With an Interdisciplinary Service Learning Program [Using Service Learning to Enhance Undergraduate and Graduate Education in Audiology and Aural Rehabilitation]

Pakulski, L. A. — 2011-12-07T13:51:07-08:00

Purpose

To describe the student training benefits for speech-language pathology graduate students involved in an interdisciplinary, community-based intervention program at a Midwestern university for families of preschool children who were deaf or hard of hearing (DHH) and auditory-based spoken language users.

Method

The Auditory and Language Enriched Program was developed to provide graduate students with a clinically relevant service learning opportunity that also met some unique community needs of families in the community. Specifically, students learned to provide families with imaginative ways to expose their children who were DHH to language and literacy and nurture their natural curiosity and zest for learning.

Results

Statistically significant improvement was noted between pre- and postintervention questionnaires of knowledge and skill related to intervention for this population by a single group of students.

Conclusions

An interdisciplinary service learning approach to intervention might provide opportunities for university graduate programs to address the immediate and long-term needs of families who have chosen a spoken language outcome for their young children who are DHH while simultaneously providing invaluable experience with low-incidence populations for their preservice graduate students.

The Promise of Service Learning in a Pediatric Audiology Course on Clinical Training With the Pediatric Population [Using Service Learning to Enhance Undergraduate and Graduate Education in Audiology and Aural Rehabilitation]

Kaf, W. A., Strong, E. C. — 2011-12-07T13:51:07-08:00

Purpose

This study investigated the effectiveness of service learning (SL) and its impact on students' clinical competency, interest in pediatric audiology as a career, and levels of community engagement, as well as its impact on the community.

Method

Forty-eight students enrolled in an SL pediatric audiology course providing hearing and middle ear testing to 292 children, ages 6 months to 5 years. Another 10 non-SL students served as a control group. SL surveys were administered to students before and after the SL experience and post hoc to the non-SL group to assess their perceived readiness for evaluating children and their interest in pediatric audiology. Parents and community partner staff members completed another survey to provide feedback about their experience with the SL activity.

Results

The students' ratings were higher post-SL than pre-SL, and their learning gain was positively ranked post-SL compared with the non-SL group. Also, 71% of the SL students expressed positive interest in pediatric audiology post-SL compared with 37% of the non-SL group. Responses from community partners were also positive.

Conclusions

Embedding SL into a pediatric audiology course increased student interest in pediatric audiology as a career and enhanced readiness to evaluate young children.

Service Learning in Auditory Rehabilitation Courses: The University of Texas at Dallas [Using Service Learning to Enhance Undergraduate and Graduate Education in Audiology and Aural Rehabilitation]

Cokely, C. G., Thibodeau, L. M. — 2011-12-07T13:51:07-08:00

Purpose

The aim of this work was to review service learning (SL) principles and its implementation into the auditory rehabilitation (AR) curriculum at the University of Texas at Dallas and to evaluate the courses to determine whether potential benefits of SL are worth the substantial time commitment and course restructuring.

Method

Via retrospective review, student outcomes for 25 students from 3 cohorts who completed the adult AR course prior to implementation of SL curriculum (pre-SL) were compared with those of 28 students from 3 SL cohorts. Data included final examination grades, ratings for overall course content, amount learned, clarity of responsibility, workload, relevance, and course comments. Student journals from the SL group and mentor surveys also were reviewed.

Results

The majority of student outcomes were comparable for pre-SL and SL cohorts. Clarity of responsibility and workload were rated lower for SL courses than for pre-SL classes, with medium and small to medium effect sizes, respectively. Mentors rated the projects and process of high value and benefit, and several projects remain in use beyond the end of the course.

Conclusion

Continued use of an SL approach is supported, but additional guidance for students is needed for reflection and project analysis.

Effect of Interdisciplinary Service Learning Experience for Audiology and Speech-Language Pathology Students Working With Adults With Dementia [Using Service Learning to Enhance Undergraduate and Graduate Education in Audiology and Aural Rehabilitation]

Kaf, W. A., Barboa, L. S., Fisher, B. J., Snavely, L. A. — 2011-12-07T13:51:07-08:00

Purpose

An interdisciplinary service learning (SL) experience with audiology and speech-language pathology students was designed to examine changes in students' attitudes toward adults with dementia following an SL experience in which they socialized with nursing home residents who had dementia.

Method

Nineteen audiology and 24 speech-language pathology students completed an SL course, and 14 audiology and 18 speech-language pathology students did not participate in the SL course. The students interacted with 24 nursing home residents with dementia; specifically, the audiology students conducted 2 hearing evaluations with the residents, and the speech-language pathology students socialized with the residents during 15 visits. The students' attitudes toward older adults with dementia were assessed using Kogan's Attitudes Toward Old People Scale (Kogan, 1961) and qualitative analysis of their journal entries. The results were compared across groups over time.

Results

The SL groups showed more positive attitudes than the non-SL students, and their later journal entries were more positive than earlier entries.

Conclusions

This SL experience provided clinical opportunities for audiology and speech-language pathology students to work with adults with dementia. Direct contact with the residents resulted in more positive attitudes toward older adults in residential facilities.