Auditory Assessment of the Difficult-to-Test

Fulton, Robert T.; Lloyd, Lyle L.

doi:10.1097/00007611-197701000-00036

Cited by 6 publications

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“…The diversity of test methods and the infrequent use of PTA in hearing screening of people with ID is most likely due to the assumption that the population, from an audiological point of view, is "difficult to test", and particularly with PTA (Fulton & Lloyd, 1975;Wilson & Haire, 1990;Harris & Dean, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…These problems will be even more accentuated if additional disabilities occur. However, if the hearing problems are minimized, the capability for communication expands, reducing the negative psychological and social consequences and improving the quality of life (Fulton & Lloyd, 1975; van Schrojenstein Lantman-de Valk et al, 1994;Evenhuis et al, 2001). Therefore, access to hearing investigations including standardized, universal, recurrent hearing screening must be offered people with intellectual disability.…”

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Audiometric screening of a population with intellectual disability

Andersson

Arlinger

Magnusson

et al. 2012

International Journal of Audiology

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KEY WORDSintellectual disability, screening audiometry, psycho-acoustic method Design: PTA was performed at six frequencies at the screening level 20 dB HL. Referral criteria were threshold levels ≥25 dB HL at two or more frequencies for one ear or both.Study sample: 1478 participants in ages 7-91 were included.Results: 1470 (99.5%) people cooperated in screening of which 1325 (90%) could be tested on both ears at all six frequencies. A majority, 987 (66.8%), performed ordinary PTA, 234 (15.8%) conditioned play audiometry, and 249 (16.9%) behavioural observation audiometry. 669 (45%) passed and 809 (55%) failed according to referral criteria. Of those failing, 441 (54.5%) accepted referral to clinical evaluation. Conclusions:PTA with slight modifications is applicable for screening of a population with mild to profound intellectual disability. The most challenging and time-consuming activity is to introduce the test procedure in a way that reduces anxiety and establishes trust. AUDIOMETRIC SCREENING OF A POPULATION WITH INTELLECTUAL DISABILITYAn intellectual disability (ID) is frequently associated with communication difficulties, and an ID in combination with a temporary or permanent hearing impairment (HI) involves considerable communicative impediments for the affected individual. These problems will be even more accentuated if additional disabilities occur. However, if the hearing problems are minimized, the capability for communication expands, reducing the negative psychological and social consequences and improving the quality of life (Fulton & Lloyd, 1975; van Schrojenstein Lantman-de Valk et al., 1994;Evenhuis et al., 2001). Therefore, access to hearing investigations including standardized, universal, recurrent hearing screening must be offered people with intellectual disability. Screening methodsGeneral criteria for an effective screening method are to simply, rapidly, non-invasively and cheaply separate the participants into two groups -pass and fail -according to a stipulated screening level (Wilson & Jungner, 1968;Davis et al., 1997). The most common hearing screening methods fulfil these criteria. Recording of otoacoustic emissions (OAE) and automated auditory brainstem responses (ABR) are successfully used for neonatal hearing screening (White et al., 1994), while pure tone audiometry (PTA) is usually preferred for hearing screening of older children and adults, e.g. for hearing tests on school-children and on noise-exposed populations (American Speech-Language-Hearing Association, 1997; Rabinowitz et al., 2011).Screening by PTA provides frequency specific results as the best basis for assessing the need for further interventions, while a limitation of the neonatal screening methods is the lack of 5 frequency specific information regarding estimated hearing thresholds, since broad-band clicks is the normal type of stimulation. Hearing investigations -Previous researchA literature survey of hearing investigations for screening and/or diagnostic purposes among older children and adults with ID ...

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Audiometric screening of a population with intellectual disability

Andersson

Arlinger

Magnusson

et al. 2012

International Journal of Audiology

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“…Pulsed tones often are recommended for use when evaluating pure-tone thresholds in patients with tinnitus (Douek & Reid, 1968;Fulton & Lloyd, 1975;Green, 1972;Yantis, 1994). Investigations, however, have revealed that hearing thresholds generally are the same whether tones are presented in the pulsed or continuous mode (J.…”

Section: Evaluate Auditory Functionmentioning

confidence: 99%

The Role of Audiologic Evaluation in Progressive Audiologic Tinnitus Management

Henry

Zaugg

Myers

et al. 2008

Trends in Amplification

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Progressive Audiologic Tinnitus Management (PATM) is based on the premise that tinnitus is managed most efficiently using a hierarchy of clinical services that address different levels of need. PATM includes five levels of management: (a) triage; (b) audiologic evaluation; (c) group education; (d) tinnitus evaluation; and (e) individualized management. This article provides an overview of PATM and focuses on the procedures that make up the Level 2 Audiologic Evaluation. The evaluation is conducted to assess the potential need for medical, audiologic (hearing loss, tinnitus, hyperacusis), and/or mental health services. The Tinnitus Handicap Inventory, Hearing Handicap Inventory, and Tinnitus and Hearing Survey are used to differentiate effects of tinnitus and hearing loss. If indicated, patients are interviewed with the Tinnitus-Impact Screening Interview. Patients requiring amplification receive hearing aids. Often, management of hearing loss at Level 2 addresses any problems that were attributed to the tinnitus, which obviates further tinnitus-specific intervention.

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“…However, the development of assessment procedures for difficult-totest persons has relied heavily upon operant shaping procedures and tangible reinforcers to establish reliable operant responses to sound (cf., Fulton & Lloyd, 1969;Fulton, 1975). Initial reports of the use of stimulus transfer strategies in facilitating assessment of in dividuals with suspected hearing loss have been largely anecdotal in nature (Goetz, Baldwin, Gee, & Sailor, 1982).…”

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confidence: 99%

Crossmodal Transfer of Stimulus Control: Preparing Students with Severe Multiple Disabilities for Audiological Assessment

Goetz¹,

Gee

Sailor

1983

Journal of the Association for Persons with Severe Handicaps

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Article Descriptors audiological assessment; severely disabled; transfer of stimulus control; stimulus fading; time delay; auditory skills; classroom instruction Crossmodal transfer of stimulus control procedures was used to establish reliable responding to an auditory cue in three severely multiply handicapped students who had previously failed to demonstrate reliable responses to stimuli presented in the auditory mode. As a result, all three students were able to participate in formal audiometric evaluations of their hearing status. Procedures were designed to be replicable in a typical classroom setting serving severely handi capped students. Results are discussed in terms of their utility in facilitating audiological testing for untestable persons and in terms of implications for teaching students functional use of the auditory sensory channel.

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Auditory Assessment of the Difficult-to-Test

Cited by 6 publications

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Audiometric screening of a population with intellectual disability

Audiometric screening of a population with intellectual disability

The Role of Audiologic Evaluation in Progressive Audiologic Tinnitus Management

Crossmodal Transfer of Stimulus Control: Preparing Students with Severe Multiple Disabilities for Audiological Assessment

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