16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA
| At Home Listening Check with the Ling 6 Sounds—Live Voice or iPad?
At Home Listening Check with the Ling 6 Sounds—Live Voice or iPad?
Is live voice or an iPad app more effective when performing at home listening checks using the Ling 6 Sounds for children who use hearing aids and/or cochlear implants? The Ling 6 Sounds are utilized daily when working with children who are Deaf and/or Hard of Hearing as a listening check of their amplification to ensure hearing aids and/or cochlear implants are working properly. As SLPs, we do these listening checks before a therapy session, but parents can do them at home, too. Daniel Ling’s 6 Sound Test consists of the following phonemes: /mm, oo, ee, sh, ss, ah/ and represent sounds from low frequencyto high frequency. The Auditory Verbal iPad app (by Melissa Essenburg) utilizes the same 6 sounds and is a quick, easy, and interactive way for parents to perform these listening checks at home; but is it as effective as using a live voice ? This preliminary study assessed whether the Auditory Verbal app or live voice was more effective when performing a listening check Fifteen children between the ages of 5 years 6 months-16 years 9 months were enrolled in the study. For both the app and the live voice condition, the sound was produced accompanied by a picture and the child was asked to point to the picture that matched the sound they heard. Preliminary results reveal that there is no significant difference between the Auditory Verbal iPad app and live voice conditions. Further analysis will be completed to examine whether amplification type or amount of time in therapy impacts either presentation condition. Participants will learn about the methods of the study conducted as well as the outcomes. Participants will also learn how to best implement either the Auditory Verbal app or live voice with pictures to perform listening checks at home with their children.
- 1. Identify the Ling 6 Sounds and the frequencies represented by each sound.
- 2. Steps for performing an effective listening check each day
- 3. Identify the methods/procedures/and outcomes of the preliminary study
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Presenters/Authors
Ashley Irick
(), University of Tennessee, Knoxville, ayoung12@uthsc.edu;
Ashley Irick is an Instructor in Speech-Language Pathology at the University of Tennessee Health Science Center in the Department of Audiology and Speech-Language Pathology. Ashley practices in the Child Hearing Services clinic in Knoxville. She specializes in pediatric Aural Habilitation for children who use hearing aids and cochlear implants, aural/oral communication assessments, pre- and post-cochlear implant evaluations, family guidance and education, adult cochlear implant auditory training, and auditory processing disorders.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jillian McCarthy
(), University of Tennessee Health Science Center, jmccar21@uthsc.edu;
Jillian McCarthy, Ph.D., CCC-SLP, is an assistant professor at the University of Tennessee Health Science Center in the Department of Audiology and Speech Pathology. Her research interests include language and speech sound development, and the impact on literacy acquisition for children who are deaf or hard of hearing. She current is funded on two grants from the U.S. Department of Special Education to prepare speech language pathologists to develop literacy interventions for children who are deaf/hard of hearing and children who have complex communication needs.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.