Findings confirm improved speech perception performance in noise for listeners with hearing impairment when visual input is provided using a transparent surgical mask. Most importantly, the use of the transparent mask did not negatively affect speech perception performance in noise.

These findings suggest that the presence of a surgical mask did not negatively affect speech understanding. However, the presence of noise did have a deleterious effect on speech perception and warrants further attention in health-care environments.

Objective documentation of subjective impressions is essential for determining the efficacy of treatment outcomes in hearing aid fitting. The findings reported here more clearly define the relationship between objective and subjective outcome measures in an attempt to better define true hearing aid benefit.

Current considerations in pediatric speech perception assessment are highlighted in this article with a focus on specific test principles and variables that must be addressed when evaluating speech perception performance in children. Existing test materials are reviewed with an emphasis on the level of sensitivity and standardization that they have for accurate assessment of a child's speech perception performance. A test battery approach is advocated because speech perception is an abstract construct, and in order to provide a comprehensive assessment of a child's capabilities, information is needed from several sources of concrete data. The importance of ongoing speech perception assessment in children is also emphasized because a child's progress over time must be monitored to determine if improvements need to be made with amplification and intervention efforts. Results from pediatric speech perception assessments can provide practical information regarding the prognosis of speech, language, reading, and cognitive abilities of children as well as steps that need to be taken in the intervention process.

The purpose of this investigation was to determine whether current speech-language pathology and audiology graduates felt prepared and comfortable in conducting counseling activities upon initiation of their clinical fellowships. The study also examined how much training in counseling was offered at the graduate level. A 20-item questionnaire was mailed to 28 individuals who were completing their clinical fellowships. Analysis of returns indicated that a strong majority felt that it was within the speech-language pathologist's/audiologist's role to provide counseling services, but most did not feel comfortable or prepared to provide this service after graduation. Significant correlations were reported between (a) hours of counseling provided in a work week and comfort levels in providing counseling to clients and caregivers, (b) hours of counseling provided in respective work settings and comfort levels in providing counseling, (c) hours of coursework provided and preparedness to conduct counseling, and (d) comfort levels in providing counseling and preparedness to conduct counseling. Eighty percent of the respondents reported that no counseling courses were offered in their degree program. Suggestions for incorporating counseling into graduate training programs are discussed.