2 Chapter 2: Hearing Aids and Hearing Assistive Technologies
Chapter Outline
Introduction
- History of Amplification
Hearing Aid Components
- Microphone
- Amplifier (digital processor)
- Receiver
- Battery
Hearing Aids Styles
- Behind-the-ear
- Receiver-in-the canal
- In-the-ear/In-the-canal/Completely-in-the-canal
- Extended-wear Hearing Aids
The Earmold
Who is a Hearing Aid Candidate
- Degree of Hearing Loss
- Degree of Communication Disability
- Motivation to Use Amplification
Hearing Aid Fitting Protocol
- Selection
- Quality Control
- Fitting
- Hearing Aid Orientation
- Verification/Validation/Outcome Measures
Pediatric Fittings
Special Fittings
- Contralateral Routing of Signal (CROS) Fittings
- Bone-conduction Hearing Aids
- Bone-anchored Devices
- Middle Ear Implantable Hearing Aids
Cochlear and Brainstem Implants
Hearing Assistive Technology or When a Hearing Aid May Not Be Enough
- Types of Assistive Devices
- The Role of the Audiologist in Assistive Listening/Hearing Technologies
- Verifying and Validating the Fitting of HATS
The Bottom Line: Cost Management and Payment of Hearing Aids and HATS
Supplemental Learning Activities
- Hearing Loss Experience – Short video on how simulate a hearing loss using earplugs
- Hearing Aid Experience – Short video on how to set up a hearing aid to wear as a means of gaining some experience with amplification
- Gathering Information about Hearing Aids/HATS: The student accesses one website for a major hearing aid manufacturer and gathers information regard- ing the contents of that site (hearing aid models, features of each, etc.) and may be assigned to write a brief one- to two-page summary. The student could do the same thing for a major manufacturer/distributor of HATS.
- Make arrangements with the Audiology Clinic at their university to observe a clinical activity involving hearing aids (hearing aid selection, hearing aid fitting/verification, hearing aid orientation, etc.). Note the processes used and the outcome.
