TY - JOUR
T1 - Impact of Auditory–Oral Education on Device Use in Children With Hearing Loss
AU - Sanchez, Chrisanda
AU - Coto, Jennifer
AU - Berrios, Daniela
AU - Cejas, Ivette
N1 - Funding Information:
Disclosure: Chrisanda Sanchez is partially funded by the Debbie School through a grant obtained from the Florida Department of Health. Ivette Cejas is on the Board of Directors for AG Bell. Daniela Berrios is currently employed at the Debbie School. The other authors have declared that no other competing financial or nonfinancial interests existed at the time of publication.
Publisher Copyright:
© 2021 American Speech-Language-Hearing Association.
PY - 2022/1
Y1 - 2022/1
N2 - Purpose: This study examined changes in datalogging for children attending an auditory–oral educational program with integrated audiology services versus children attending a mainstream or nonspecialized program. Method: Eighty children participated in this study, half of which were enrolled in an auditory–oral educational program versus the nonspecialized or mainstream setting. Datalogging for cochlear implant and hearing aid users was obtained via retrospective medical and educational chart review from 2016 to 2019. Results: Results demonstrated that at post-enrollment, children attending the auditory–oral educational program significantly increased device wear time (as measured by average hours/day) when compared to the control group. Children using hearing aids enrolled in the specialized educational program obtained the largest improvement in overall wear time, averaging an increase of 5 hr/day of device use from pre-to post-enrollment. Conclusions: This is the first study to document the association of specialized educational programs on device use. Clinical and educational programs should collaborate to provide integrated services to lessen family burden and increase a child’s device use and retention.
AB - Purpose: This study examined changes in datalogging for children attending an auditory–oral educational program with integrated audiology services versus children attending a mainstream or nonspecialized program. Method: Eighty children participated in this study, half of which were enrolled in an auditory–oral educational program versus the nonspecialized or mainstream setting. Datalogging for cochlear implant and hearing aid users was obtained via retrospective medical and educational chart review from 2016 to 2019. Results: Results demonstrated that at post-enrollment, children attending the auditory–oral educational program significantly increased device wear time (as measured by average hours/day) when compared to the control group. Children using hearing aids enrolled in the specialized educational program obtained the largest improvement in overall wear time, averaging an increase of 5 hr/day of device use from pre-to post-enrollment. Conclusions: This is the first study to document the association of specialized educational programs on device use. Clinical and educational programs should collaborate to provide integrated services to lessen family burden and increase a child’s device use and retention.
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U2 - 10.1044/2021_LSHSS-21-00063
DO - 10.1044/2021_LSHSS-21-00063
M3 - Article
C2 - 34958624
AN - SCOPUS:85123387781
VL - 53
SP - 222
EP - 230
JO - Language, Speech, and Hearing Services in Schools
JF - Language, Speech, and Hearing Services in Schools
SN - 0161-1461
IS - 1
ER -