Background and Aim: Tinnitus can affect daily life. The evaluation of the affected aspects of life quality is highly dependent on the sub­jects’perception. Self-report questionnaires have been used to identify these affected aspects. In the present study, the relationship between the Persian versions of tinnitus functional index (TFI-P) and tinnitus handicap inventory (THI-P) was investigated. Methods: This is a comparative cross-sectional study conducted on 28 hearing-impaired and 27 normal hearing subjects with tinnitus in aged 18−60 years selected according to the inclusion criteria. Both groups completed the TFI-P and THI-P. Results: There was a significant and relatively strong relationship between the total scores of THI-P and TFI-P (r = 0.65) and also between the emotional subscale of TFI-P and the cata­strophic subscale of THI-P (r = 0.73). More­over, there was a moderate relationship between age factor and total score of TFI-P (r = −0.32), and between the cognitive subscale of TFI-P and age (r = 0.40). However, no significant difference was found between hearing-impaired and normal hearing subjects in terms of the  total score and subscale scores of TFI-P. Fur­thermore, we found a significant difference bet­ween female and male subjects in terms of the relaxation subscale of TFI-P, and between dura­tion of tinnitus and the quality of life subscale (r = 0.33). Conclusion: The scores of the THI-P and TFI-P questionnaires are related to each other and they can be used for measuring the negative effects of tinnitus. Keywords: Tinnitus; tinnitus functional index; tinnitus handicap inventory

Background and Aim: Teachers’ evaluation of aural/oral performance of children (TEACH) scale is one of the scales used for assessing hearing-impaired children’s behaviors in real-life environments, regardless of the degree of hearing loss. The aim of the present study was development, determining validity and reliabi­lity of the Persian TEACH (P-TEACH) in normal-hearing and hearing-impaired children. Methods: The TEACH scale was translated and cross-culturally adapted. After verifying the face validity of the scale, P-TEACH was performed on 40 normal-hearing and 42 hearing-impaired and its’ results were compared with the Persian parents' evaluation of aural/oral performance of children (P-PEACH). The test-retest reli­ability of P-TEACH was evaluated after two weeks on 10 subjects who were selected rando­mly. Results: Content validity index for item 3 was 0.8 and for others were 1. P-TEACH scores showed a significant difference between two groups (p < 0.001). There was a strong corre­lation between P-TEACH and P-PEACH scores (r = 0.59 to 0.87; p < 0.05). Cronbach's α for P-TEACH was 0.75 -0.98 for both groups. There was a significant correlation between children’s age and total score of P-TEACH in normal-hearing and hearing-impaired chil­dren (r = 0.40 and 0.41 respectively; p ≤ 0.001). There was a significant correlation between test and retest of P-TEACH (r = 0.87 to 0.97; < 0.001). Conclusion: P-TEACH is a well-adapted valid and reliable tool for functional evaluation of the auditory performance of hearing-impaired children. The study showed that the P-TEACH has a strong agreement with the P-PEACH. Keywords: Evaluation of aural/oral performance of children; hearing impairment; parents' evaluation of aural/oral performance of children; reliability; teachers; validity

Attitudes and aptitudes play an important role in the acceptance of hearing aids. We can objectively and subjectively examine the attitude of individuals toward hearing loss and hearing aids, using Attitudes towards Loss of Hearing Questionnaire (ALHQ). The aim of this study was to examine the effect of demographic factors on the responses of individuals to ALHQ and to compare the scores of the questionnaire between hearing aid users and hearing aid non-users. Materials and Methods: This study was performed on 100 hearing-impaired participants. They were divided into hearing aid users and non-users groups. After hearing assessments, the participants were asked to complete the questionnaire; then, the responses of the two groups were compared and the effects of demographic factors on the responses were examined. Results: The questionnaire scores in the hearing aid non-users were higher than the hearing aid users. The results showed a reverse correlation between the history of hearing aid usage and the scores of the questionnaire. There was also a reverse correlation between the mean score of pure tone thresholds in the left ear with the scores of the questionnaire in the hearing aid users. Furthermore, there was a significant correlation between the type of hearing aid and the scores of the questionnaire. Conclusion: Hearing aid non-users have a more negative attitude toward hearing aids and are more likely to deny their hearing loss compared to hearing aid users.

Introduction Pitch mismatch is one of the most important problems of users of bimodal cochlear implants, which affects their life satisfaction. Children with acquired hearing loss cannot explain their pitch mismatch problems, as they have had no auditory experience. This study tries to diagnose pitch mismatch in these children through the sound-induced flash illusion test. Materials and methods In this study, 20 children with a bimodal cochlear implant and 20 children with normal hearing, within the age range of 8 to 13 years old, were examined using the sound-induced flash illusion test. In this test, participants received one flash with one to four beep sounds, and they were asked to indicate the number of perceived flashes. Results The results revealed that in the bimodal implantation group, when the flash was provided with one beep, at certain frequencies, children expressed that they saw two flashes. However, the results were not the same in children with normal hearing. Conclusion The results indicated that at frequencies where the auditory information of the hearing aids and those of the cochlear implants overlap, pitch mismatch develops, which can significantly affect the auditory performance of bimodal users.