A test protocol for assessing the hearing status of students with special needs

Chen, Hsiao-Chuan; Wang, Nan-Mai; Chiu, Wen-Chen; Liu, Shu-Yu; Chang, Yi‐ping; Lin, Po-Han; Chung, Ki Sup

doi:10.1016/j.ijporl.2014.07.018

Cited by 8 publications

(9 citation statements)

References 42 publications

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“…It was a well‐tolerated procedure that was often used prior to audiometric screening and tympanometry to yield more accurate screening results. It was also particularly helpful in regions with high prevalence of cerumen impaction 31,36,50 . However, there was little guidance on who should be performing otoscopic screening 51 .…”

Section: Discussionmentioning

confidence: 99%

“…Tympanometry was recommended as another highly useful test owing to the importance of evaluating middle ear pathology such as otitis media 18,22,29,60,61 . There was some variability regarding the decision to include it as a first‐line screening test or to reserve it as a second‐line test after initial referred screening by pure tone screening or OAE testing 14,29,50,61 . A few authors recommended either immediately referring abnormal tympanometry results for medical follow‐up or repeating screening at least 1 month later to check for resolution 14,34,61 …”

Section: Discussionmentioning

confidence: 99%

“…18,22,29,60,61 There was some variability regarding the decision to include it as a first-line screening test or to reserve it as a second-line test after initial referred screening by pure tone screening or OAE testing. 14,29,50,61 A few authors recommended either immediately referring abnormal tympanometry results for medical follow-up or repeating screening at least 1 month later to check for resolution. 14,34,61 OAEs were recommended to be a part of the routine school hearing screening battery in a smaller proportion of studies and guidelines.…”

Section: Screening Testsmentioning

confidence: 99%

“…It was also particularly helpful in regions with high prevalence of cerumen impaction. 31,36,50 However, there was little guidance on who should be performing otoscopic screening. 51 Most studies employed trained students, specialized nurses, audiologists, or physicians as screeners, limiting the generalizability of the recommendation in low-resource settings.…”

Section: Screening Testsmentioning

confidence: 99%

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How the World’s Children Hear: A Narrative Review of School Hearing Screening Programs Globally

et al. 2020

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Objective School hearing screening may mitigate the effects of childhood hearing loss through early identification and intervention. This study provides an overview of existing school hearing screening programs around the world, identifies gaps in the literature, and develops priorities for future research. Data Sources A structured search of the PubMed, Embase, and Cochrane Library databases. Review Methods A total of 65 articles were included according to predefined inclusion criteria. Parameters of interest included age groups screened, audiometric protocols, referral criteria, use of adjunct screening tests, rescreening procedures, hearing loss prevalence, screening test sensitivity and specificity, and loss to follow-up. Conclusions School hearing screening is mandated in few regions worldwide, and there is little accountability regarding whether testing is performed. Screening protocols differ in terms of screening tests included and thresholds used. The most common protocols included a mix of pure tone screening (0.5, 1, 2, and 4 kHz), otoscopy, and tympanometry. Estimates of region-specific disease prevalence were methodologically inaccurate, and rescreening was poorly addressed. Loss to follow-up was also a ubiquitous concern. Implications for Practice There is an urgent need for standardized school hearing screening protocol guidelines globally, which will facilitate more accurate studies of hearing loss prevalence and determination of screening test sensitivity and specificity. In turn, these steps will increase the robustness with which we can study the effects of screening and treatment interventions, and they will support the development of guidelines on the screening, diagnostic, and rehabilitation services needed to reduce the impact of childhood hearing loss.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Screening Testsmentioning

confidence: 99%

Section: Screening Testsmentioning

confidence: 99%

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How the World’s Children Hear: A Narrative Review of School Hearing Screening Programs Globally

et al. 2020

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“…However, use of OAEs as a screening tool in the fi eld with a school aged population of children that have developmental disabilities can be encumbered with challenges, including presence of room noise, maintaining probe in the ear canal for the duration of screening, presence of middle-ear pathology, and ' noise ' generated by the child. These factors have resulted in reduced effi cacy and effectiveness of the use of OAE screening in school-aged students with special needs with high referral rates and reduced accuracy of results noted (Chen et al, 2014). The 20-minute screening time is certainly shorter than the time necessary to complete a comprehensive assessment, which may take from 40 minutes to more than 2 hours to complete (Karzon & Cho Lieu, 2006).…”

Section: Discussionmentioning

confidence: 99%

Utility of the Vivosonic Integrity™ auditory brainstem response system as a hearing screening device for difficult-to-test children

Wiegers

Bielefeld

Whitelaw

2014

International Journal of Audiology

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A Hearing Screening Pilot Study With Students With Significant Cognitive Disabilities

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Roush

Erickson

et al. 2020

LSHSS

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Purpose Many children with severe intellectual and developmental disabilities are at a higher risk for hearing loss than their peers who are typically developing. Unfortunately, they do not consistently participate in routine school-based hearing screenings. The current study investigated the feasibility of increasing their participation using an otoacoustic emissions protocol and documented results relative to student educational profiles. Method A total of 43 students with significant cognitive disabilities enrolled at a public school exclusively serving this population participated in the study. All but 9, who were excluded because of known hearing loss, were screened by a licensed audiologist assisted by audiology doctoral students. The protocol included otoscopy, tympanometry, distortion product otoacoustic emissions (DPOAEs), and teacher surveys. Results DPOAE screening was attempted on 33 students without previously diagnosed hearing loss and successfully completed for 26 (78.8%). Two students (4.6%) with absent otoacoustic emissions and normal tympanograms were referred for further assessment due to concerns about possible sensorineural hearing loss in one or both ears, and 10 (23.3%) had abnormal tympanograms in one or both ears. Conclusions Considering the high risk of sensorineural hearing loss for children with significant disabilities, it is important for them to be included in school hearing screenings. The results of this study demonstrate the feasibility of using DPOAEs for school-based hearing screenings with this population with an interprofessional team of licensed audiologists, educators, and speech-language pathologists. The results further suggest that students with significant disabilities and hearing loss may be unidentified and underserved. Given the complex needs of this population, an interprofessional practice model for hearing screenings and intervention services is recommended.

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A test protocol for assessing the hearing status of students with special needs

Cited by 8 publications

References 42 publications

How the World’s Children Hear: A Narrative Review of School Hearing Screening Programs Globally

How the World’s Children Hear: A Narrative Review of School Hearing Screening Programs Globally

Utility of the Vivosonic Integrity™ auditory brainstem response system as a hearing screening device for difficult-to-test children

A Hearing Screening Pilot Study With Students With Significant Cognitive Disabilities

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