A Randomized Controlled Trial to Evaluate the Benefits of a Multimedia Educational Program for First-Time Hearing Aid Users

Objectives: The aims of this study were to (1) develop a series of short interactive videos (or reusable learning objects [RLOs]) covering a broad range of practical and psychosocial issues relevant to the auditory rehabilitation for first-time hearing aid users; (2) establish the accessibility, take-up, acceptability and adherence of the RLOs; and (3) assess the benefits and cost-effectiveness of the RLOs. Design: The study was a single-center, prospective, randomized controlled trial with two arms. The intervention group (RLO+, n = 103) received the RLOs plus standard clinical service including hearing aid(s) and counseling, and the waitlist control group (RLO−, n = 100) received standard clinical service only. The effectiveness of the RLOs was assessed 6-weeks posthearing aid fitting. Seven RLOs (total duration 1 hr) were developed using a participatory, community of practice approach involving hearing aid users and audiologists. RLOs included video clips, illustrations, animations, photos, sounds and testimonials, and all were subtitled. RLOs were delivered through DVD for TV (50.6%) and PC (15.2%), or via the internet (32.9%). Results: RLO take-up was 78%. Adherence overall was at least 67%, and 97% in those who attended the 6-week follow-up. Half the participants watched the RLOs two or more times, suggesting self-management of their hearing loss, hearing aids, and communication. The RLOs were rated as highly useful and the majority of participants agreed the RLOs were enjoyable, improved their confidence and were preferable to written information. Postfitting, there was no significant between-group difference in the primary outcome measure, overall hearing aid use. However, there was significantly greater hearing aid use in the RLO+ group for suboptimal users. Furthermore, the RLO+ group had significantly better knowledge of practical and psychosocial issues, and significantly better practical hearing aid skills than the RLO− group. Conclusions: The RLOs were shown to be beneficial to first-time hearing aid users across a range of quantitative and qualitative measures. This study provides evidence to suggest that the RLOs may provide valuable learning and educational support for first-time hearing aid users and could be used to supplement clinical rehabilitation practice.

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Factors Predicting Postoperative Unilateral and Bilateral Speech Recognition in Adult Cochlear Implant Recipients with Acoustic Hearing

Objectives: The first objective was to examine factors that could be predictive of postoperative unilateral (cochlear implant alone) speech recognition ability in a group of subjects with greater degrees of preoperative acoustic hearing than has been previously examined. Second, the study aimed to identify factors predictive of speech recognition in the best-aided, bilateral listening condition. Design: Participants were 65 postlinguistically hearing-impaired adults with preoperative phoneme in quiet scores of greater than or equal to 46% in one or both ears. Preoperative demographic and audiometric factors were assessed as predictors of 12-month postoperative unilateral and bilateral monosyllabic word scores in quiet and of bilateral speech reception threshold (SRT) in babble. Results: The predictive regression model accounted for 34.1% of the variance in unilateral word recognition scores in quiet. Factors that predicted better scores included: a shorter duration of severe to profound hearing loss in the implanted ear; and poorer pure-tone-averaged thresholds in the contralateral ear. Predictive regression models of postimplantation bilateral function accounted for 36.0% of the variance for word scores in quiet, and 30.9% of the variance for SRT in noise. A shorter duration of severe to profound hearing loss in the implanted ear, a lower age at the time of implantation, and better contralateral hearing thresholds were associated with higher bilateral word recognition in quiet and SRT in noise. Conclusions: In this group of cochlear implant recipients with preoperative acoustic hearing, a shorter duration of severe to profound hearing loss in the implanted ear was shown to be predictive of better unilateral and bilateral outcomes. However, further research is warranted to better understand the impact of that factor in a larger number of subjects with long-term hearing impairment of greater than 30 years. Better contralateral hearing was associated with poorer unilateral word scores with the implanted ear alone, but better absolute bilateral speech recognition. As a result, it is clear that different models would need to be developed to predict unilateral and bilateral postimplantation scores.

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Within- and Across-Subject Variability of Repeated Measurements of Medial Olivocochlear-Induced Changes in Transient-Evoked Otoacoustic Emissions

Objectives: Measurement of changes in transient-evoked otoacoustic emissions (TEOAEs) caused by activation of the medial olivocochlear reflex (MOCR) may have clinical applications, but the clinical utility is dependent in part on the amount of variability across repeated measurements. The purpose of this study was to investigate the within- and across-subject variability of these measurements in a research setting as a step toward determining the potential clinical feasibility of TEOAE-based MOCR measurements. Design: In 24 normal-hearing young adults, TEOAEs were elicited with 35 dB SL clicks and the MOCR was activated by 35 dB SL broadband noise presented contralaterally. Across a 5-week span, changes in both TEOAE amplitude and phase evoked by MOCR activation (MOC shifts) were measured at four sessions, each consisting of four independent measurements. Efforts were undertaken to reduce the effect of potential confounds, including slow drifts in TEOAE amplitude across time, activation of the middle-ear muscle reflex, and changes in subjects’ attentional states. MOC shifts were analyzed in seven 1/6-octave bands from 1 to 2 kHz. The variability of MOC shifts was analyzed at the frequency band yielding the largest and most stable MOC shift at the first session. Within-subject variability was quantified by the size of the standard deviations across all 16 measurements. Across-subject variability was quantified as the range of MOC shift values across subjects and was also described qualitatively through visual analyses of the data. Results: A large majority of MOC shifts in subjects were statistically significant. Most subjects showed stable MOC shifts across time, as evidenced by small standard deviations and by visual clustering of their data. However, some subjects showed within- and across-session variability that could not be explained by changes in hearing status, middle ear status, or attentional state. Simulations indicated that four baseline measurements were sufficient to predict the expected variability of subsequent measurements. However, the measured variability of subsequent MOC shifts in subjects was often larger than expected (based on the variability present at baseline), indicating the presence of additional variability at subsequent sessions. Conclusions: Results indicated that a wide range of within- and across-subject variability of MOC shifts was present in a group of young normal-hearing individuals. In some cases, very large changes in MOC shifts (e.g., 1.5 to 2 dB) would need to occur before one could attribute the change to either an intervention or pathology, rather than to measurement variability. It appears that MOC shifts, as analyzed in the present study, may be too variable for clinical use, at least in some individuals. Further study is needed to determine the extent to which changes in MOC shifts can be reliably measured across time for clinical purposes.

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Text as a Supplement to Speech in Young and Older Adults

Objective: The purpose of this experiment was to quantify the contribution of visual text to auditory speech recognition in background noise. Specifically, the authors tested the hypothesis that partially accurate visual text from an automatic speech recognizer could be used successfully to supplement speech understanding in difficult listening conditions in older adults, with normal or impaired hearing. The working hypotheses were based on what is known regarding audiovisual speech perception in the elderly from speechreading literature. We hypothesized that (1) combining auditory and visual text information will result in improved recognition accuracy compared with auditory or visual text information alone, (2) benefit from supplementing speech with visual text (auditory and visual enhancement) in young adults will be greater than that in older adults, and (3) individual differences in performance on perceptual measures would be associated with cognitive abilities. Design: Fifteen young adults with normal hearing, 15 older adults with normal hearing, and 15 older adults with hearing loss participated in this study. All participants completed sentence recognition tasks in auditory-only, text-only, and combined auditory-text conditions. The auditory sentence stimuli were spectrally shaped to restore audibility for the older participants with impaired hearing. All participants also completed various cognitive measures, including measures of working memory, processing speed, verbal comprehension, perceptual and cognitive speed, processing efficiency, inhibition, and the ability to form wholes from parts. Group effects were examined for each of the perceptual and cognitive measures. Audiovisual benefit was calculated relative to performance on auditory- and visual-text only conditions. Finally, the relationship between perceptual measures and other independent measures were examined using principal-component factor analyses, followed by regression analyses. Results: Both young and older adults performed similarly on 9 out of 10 perceptual measures (auditory, visual, and combined measures). Combining degraded speech with partially correct text from an automatic speech recognizer improved the understanding of speech in both young and older adults, relative to both auditory- and text-only performance. In all subjects, cognition emerged as a key predictor for a general speech-text integration ability. Conclusions: These results suggest that neither age nor hearing loss affected the ability of subjects to benefit from text when used to support speech, after ensuring audibility through spectral shaping. These results also suggest that the benefit obtained by supplementing auditory input with partially accurate text is modulated by cognitive ability, specifically lexical and verbal skills.

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Auditory Lexical Decision and Repetition in Children: Effects of Acoustic and Lexical Constraints

Objectives: The objective of this study was to identify factors that may detract from children’s ability to identify words they do and do not know. Factors investigated were acoustic constraints stemming from the presence of hearing loss (HL) or an acoustic competitor, and lexical constraints due to an impoverished or cluttered vocabulary. Design: Eleven children with normal hearing (NH) and 11 children with bilateral, mild to moderately severe sensorineural HL were asked to categorize and repeat two-syllable real and nonsense words. Stimuli were amplified and frequency shaped for each child with HL and presented randomly at a level consistent with average conversational speech (65 dB SPL). About half of the children in each group listened in quiet while the other half listened in multitalker babble. In addition to overall performance, responses were judged based on the word category chosen by the child (real or nonsense), the category of the word produced by the child as judged by an examiner (real or nonsense), and the accuracy of the verbal response compared with the stimulus. From these judgments, 10 discrete types of errors were identified. Analyses were conducted for three different combinations of the 10 error categories to best characterize the effects of acoustic and lexical constraints. Results: Performance was highest for real words presented in quiet and poorest for nonsense words presented in multitalker babble. Also, the performance of the children with HL was poorer than that of the children with NH. Error analyses revealed strong effects of acoustic constraints on performance but few effects of lexical constraints. The two most frequently occurring errors were the same for both children with NH and the children with HL and entailed the misperception of nonsense words and the mistaking of nonsense words for real words. However, while both groups of children exhibited these errors in multitalker babble, the children with HL demonstrated these errors in quiet as well. Conclusions: These results suggest that children’s interactions with real and nonsense words are significantly constrained when the acoustic signal is degraded by HL and/or an acoustic competitor. The children’s tendency to repair unknown words into real words in the presence of acoustic interference may be beneficial when perceiving familiar speech, but could also be detrimental if that tendency causes them to miss opportunities to learn new words.

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Distribution Characteristics of Air-Bone Gaps: Evidence of Bias in Manual Audiometry

Objectives: Five databases were mined to examine distributions of air-bone gaps obtained by automated and manual audiometry. Differences in distribution characteristics were examined for evidence of influences unrelated to the audibility of test signals. Design: The databases provided air- and bone-conduction thresholds that permitted examination of air-bone gap distributions that were free of ceiling and floor effects. Cases with conductive hearing loss were eliminated based on air-bone gaps, tympanometry, and otoscopy, when available. The analysis is based on 2,378,921 threshold determinations from 721,831 subjects from five databases. Results: Automated audiometry produced air-bone gaps that were normally distributed suggesting that air- and bone-conduction thresholds are normally distributed. Manual audiometry produced air-bone gaps that were not normally distributed and show evidence of biasing effects of assumptions of expected results. In one database, the form of the distributions showed evidence of inclusion of conductive hearing losses. Conclusions: Thresholds obtained by manual audiometry show tester bias effects from assumptions of the patient’s hearing loss characteristics. Tester bias artificially reduces the variance of bone-conduction thresholds and the resulting air-bone gaps. Because the automated method is free of bias from assumptions of expected results, these distributions are hypothesized to reflect the true variability of air- and bone-conduction thresholds and the resulting air-bone gaps.

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Auditory Discrimination of Lexical Stress Patterns in Hearing-Impaired Infants with Cochlear Implants Compared with Normal Hearing: Influence of Acoustic Cues and Listening Experience to the Ambient Language

Objectives: To assess discrimination of lexical stress pattern in infants with cochlear implant (CI) compared with infants with normal hearing (NH). While criteria for cochlear implantation have expanded to infants as young as 6 months, little is known regarding infants’ processing of suprasegmental-prosodic cues which are known to be important for the first stages of language acquisition. Lexical stress is an example of such a cue, which, in hearing infants, has been shown to assist in segmenting words from fluent speech and in distinguishing between words that differ only the stress pattern. To date, however, there are no data on the ability of infants with CIs to perceive lexical stress. Such information will provide insight to the speech characteristics that are available to these infants in their first steps of language acquisition. This is of particular interest given the known limitations that the CI device has in transmitting speech information that is mediated by changes in fundamental frequency. Design: Two groups of infants participated in this study. The first group included 20 profoundly hearing-impaired infants with CI, 12 to 33 months old, implanted under the age of 2.5 years (median age of implantation = 14.5 months), with 1 to 6 months of CI use (mean = 2.7 months) and no known additional problems. The second group of infants included 48 NH infants, 11 to 14 months old with normal development and no known risk factors for developmental delays. Infants were tested on their ability to discriminate between nonsense words that differed on their stress pattern only (/dóti/ versus /dotí/ and /dotí/ versus /dóti/) using the visual habituation procedure. The measure for discrimination was the change in looking time between the last habituation trial (e.g., /dóti/) and the novel trial (e.g., /dotí/). Results: (1) Infants with CI showed discrimination between lexical stress pattern with only limited auditory experience with their implant device, (2) discrimination of stress patterns in infants with CI was reduced compared with that of infants with NH, (3) both groups showed directional asymmetry in discrimination, that is, increased discrimination from the uncommon to the common stress pattern in Hebrew (/dóti/ versus /dotí/) compared with the reversed condition. Conclusions: The CI device transmitted sufficient acoustic information (amplitude, duration, and fundamental frequency) to allow discrimination between stress patterns in young hearing-impaired infants with CI. The present pattern of results is in support of a discrimination model in which both auditory capabilities and “top–down” interactions are involved. That is, the CI infants detected changes between stressed and unstressed syllables after which they developed a bias for the more common weak–strong stress pattern in Hebrew. The latter suggests that infants with CI were able to extract the statistical distribution of stress patterns by listening to the ambient language even after limited auditory experience with the CI device. To conclude, in relation to processing of lexical stress patterns, infants with CI followed similar developmental milestones as hearing infants thus establishing important prerequisites for early language acquisition.

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