SPECIAL HEARING AID ISSUES FOR CHILDREN

16.1 SENSORY EXPERIENCE, SENSORY DEPRIVATION AND CANDIDACY FOR HEARING AIDS

16.2 ASSESSMENT OF HEARING LOSS

16.2.1 Frequency-specific and ear-specific assessment
16.2.2 Small ears and calibration issues
16.2.3 Auditory processing disorders
16.2.4 Miscellaneous issues in assessment

16.3 HEARING AID AND EARMOLD STYLES

16.3.1 Hearing aid style
16.3.2 Earmolds

16.4 PRESCRIBING AMPLIFICATION FOR CHILDREN

16.4.1 Speech identification ability and amplification requirements
16.4.2 Threshold-based versus loudness-based procedures
16.4.3 Allowing for small ear canals
16.4.4 Signal processing features
16.4.5 Assistive listening devices

16.5 VERIFYING REAL-EAR PERFORMANCE

16.6 EVALUATING AIDED PERFORMANCE

16.6.1 Speech tests
16.6.2 Paired-comparison tests
16.6.3 Evaluation of discomfort
16.6.4 Subjective report measures
16.6.5 Articulation index
16.6.6 Evoked cortical responses
16.6.7 Speech production and language acquisition

16.7 HELPING PARENTS

16.8 HEARING HABILITATION GOALS

16.8.1 Goals and strategies for infants
16.8.2 Goals and strategies for toddlers
16.8.3 Goals and strategies for pre-schoolers
16.8.4 Goals and strategies for primary school children

16.9 TEENAGERS AND COSMETIC CONCERNS

16.10 SAFETY ISSUES

16.11 CONCLUDING COMMENTS