The purpose of this section is to provide information about the various hearing technology that may be appropriate for their child or students. Our thanks to our manufacturers who have provided information on their hearing technology products! You will find contact information for these companies at the top of their pages.

Related to this topic, it may be of interest to read Questions Families Often Ask about their child with hearing loss.

Each of the following section pages has been designed to offer general information that is not specific to any product. Specific manufacturer information for Cochlear Implants, FM/DM systems, Bluetooth and Bone-Anchored solutions have been included toward the goal of having all of the basic information about children’s hearing technology available in one place.  Professionals and families are encouraged to refer to the clinical audiologist serving the child or the manufacturers for more in depth information on hearing technology.

Hearing Evaluation & Hearing Technology for Young Children

The Office of Special Education Programs has two letters of clarification regarding the responsibility of state Part C early intervention (birth through 2 years) programs related to provision of audiological evaluations and assistive technology, including hearing aids and also applying to FM systems. 

Connecting Hearing Devices to Computers or iPads

Hearing Aids

• Connecting Hearing Aids to Computers or iPads
• Expectations and Caring for Hearing Devices
• Strategies for Keeping Hearing Aids on Young Children
  • Hearing Aid Retention for Young Children
  • Ear Gear – Parent’s Choice as Most Effective for Keeping Hearing Aids on Kids
• Student Materials for Learning About Hearing Loss & Hearing Aids
• Understanding Your Student’s Hearing using the Desired Sensation Level Approach (DSL)

 Cochlear Implants

• Advanced Bionics – Cochlear Implant Info for Schools
• Cochlear: Helping Children “Hear Now. And Always.”
• MEDEL Cochlear Implants – Your Partner in Education
• Brainstem Implants
• Connecting Hearing Aids to Computers or iPads

FM Systems

Information on the FM Systems page has been contributed by Ryan McCreery, PhD. FM systems are devices to improve perception of the teacher’s or caregiver’s voice over distance and background noise

• Oticon Amigo FM
• Phonak Roger – Bridging the Understanding Gap for Children with Hearing Loss
• Signia – Hearing Solutions for Kids and Teens
• Personal FM vs Sound Field FM (Classroom Audio Distribution Systems

Bluetooth and Streaming Options

Information on the Bluetooth and Streaming Options webpage has been contributed by Vicki Anderson, AuD. When hearing instruments are connected to a bluetooth or audio streaming technology practically any audio source can be transmitted to both hearing instruments.

• Oticon Streaming Options
• See also Signia and Phonak

Bone Anchored Hearing Solutions

• Oticon Ponto

Information on this page was updated April 2016.  Contact us for comments.

The post Amplification first appeared on Supporting Success For Children With Hearing Loss.

Challenge 1: Well-Fit Hearing Devices

One of the results of the 2015 Outcomes of Children with Hearing Loss Study1 was that well-fit HAs reduce risk and provides some degree of protection against language delay. Greater aided audibility is associated with better language outcomes in preschool. HAs are well-fit when speech is made as audible as possible by closely matching gain to prescriptive targets, the latter of which is dependent upon the child’s degree and configuration of HL. Another finding of this broad study was that 31% of children who are hard of hearing had hearing aids that were not fit to optimize speech perception. Just because a child is wearing hearing aids does not mean that he is perceiving speech as optimally as possible. Results indicated that optimized audibility made positive contributions to children’s language and auditory development, even for the children with mild hearing loss. Children receiving the most benefit from their HAs (i.e., greatest aided audibility after controlling for the influence of unaided hearing) demonstrated a positive language growth pattern, showing steady improvement in standard scores from age 2 to 6 years. In contrast, children receiving the lowest benefit from hearing aids showed no change in standard scores over the same time period. By 6 years of age, there was a cumulative difference between these groups of two thirds of a standard deviation. In addition, aided audibility was positively associated with multiple measures of word recognition in quiet from ages 2 to 6 years and in noise for 7- to 9-year-olds. Children with greater aided audibility had better auditory development outcomes and speech recognition abilities than children with lower aided audibility across a wide range of ages and outcome measures. These conclusions support the inclusion of aided audibility in the model as a factor that moderates the impact of HL on children’s outcomes.

What Can YOU Do?

1. Obtain consent from the families of students on your caseload to be in touch with their audiologists. Having routine consent to contact the audiologist about the child’s hearing levels and amplification devices will save time if questions arise about how well the child appears to be perceiving speech.

2. Invest the time to identify a child’s level of access to speech under typical school conditions. There is no replacement for the critical information obtained by doing a Functional Listening Evaluation. Students with typical hearing score 95%+ in quiet and 90%+ in noise If a student has been trained to routinely respond to Ling sound audibility checks, take the time to perform the ELFLing, which systematically identifies the ability to perceive the Ling sounds at different distances. If you only have a few minutes, at least do the Iowa Medial Consonant Test, which is a fast check of audibility for specific consonant sounds. If a child has 25-70 dB hearing levels and has worn hearing aids for some time, then a 100% score is expected.

3. Hearing aids should be fit so that students with hearing loss of 70 dB or better can perceive all of the speech phonemes in quiet from 3 feet without watching the speaker’s face. If you have a student who does not seem to be able to do this, bring the issue to the attention of the family and audiologist. If hearing devices are the gateway to learning, removing any barrier to that gateway can only benefit the student’s performance.

Challenge 2: Ensuring that Hearing Devices are Functioning

It is a cruel reality that 50% of children’s hearing aids malfunction on any given day2. In the US, IDEA specifies4 for children with IEPs, schools must ensure that the hearing devices worn by students with hearing loss are functioning. This requirement underscores the value of working hearing devices and their necessity if a student with hearing loss is to receive a free and appropriate public education, while the ADA focuses on the discriminatory nature of denying full access to classroom communication. With an effective hearing aid monitoring program in place hearing aid malfunction rates can drop to less than 1%2.

Although the law provides no specifics on who, how or how often hearing device monitoring will occur, there is clear intent that the school bears the responsibility to ensure that this monitoring occurs. This need for monitoring and data gathering was reinforced by the outcome of a 2015 court case5 that ruled that a school violated the IDEA record keeping clause (34 CFR 76.731 ) by not keeping a daily log of whether or not the student was provided daily access to the FM/DM system required by the IEP, and if the student used the FM/DM system each day.

In order to verify that the hearing device monitoring activity has occurred, the school needs to have a record of data that provides evidence of hearing device monitoring, including the daily presence and use of the FM/DM system if this communication access accommodation is included on the IEP.

What Can You/Your School District Do?

1. Include teaching hearing aid independence skills to students as a goal on the IEP or as part of ADA accommodations on the 5043 Plan. Hearing devices can malfunction at any time. ONLY the student – with training – is able to immediately identify when a problem arises, and is in the best position to troubleshoot the device and/or request assistance.6 See SEAM skill hierarchy from Building Skills for Success in the Fast-Paced Classroom or refer to Building Skills for Independence in the Mainstream for teaching independence skills6.

2. Have administration knowledge and support of the legal requirement to perform regular monitoring and necessary data collection. Without clear support from the principal, classroom teachers often view hearing aid monitoring as a ‘good thing to do if they have time’ rather than a required activity.

3. Require that a teacher of the deaf/hard of hearing or educational audiologist meet with classroom teachers and provide instruction in how to monitor hearing device function, including involving the student in monitoring, and delineate expectations for necessary data gathering.

4. Provide clear expectations for data collection processes/forms to be used, how often data needs to be collected (i.e., daily), where it needs to be kept, and who is ultimately responsible for ensuring that monitoring and data collection occurs.

Challenge 3: Students Who Don’t Use Their Hearing Devices

While it may seem funny to turn to a child not wearing their hearing aids and say, “Your brain is in your pocket! Oh no!” it is true that about 25% of students do not (consistently) use their hearing aids7. Rejection of hearing aids can be due to lack of support from home. If the family is not supportive of the child using hearing aids, the student may feel as though they are being disloyal to what parents want by wearing their hearing aids at school. If the family does not want amplification to be used, it should not be included on the IEP and there needs to be a clear understanding of reduced academic achievement expectations and risk for social and/or behavior issues.

What Can You Do?

1. Children can often reject their hearing aids when malfunction issues frequently occur as they learn they cannot rely on hearing better via the technology8. Instruction in hearing aid use, monitoring, and troubleshooting is necessary for equal access to education6.

2. Feeling good about cool hearing aid technology is a good foundation for confidence. Items like hearing aid charms, hearing aid fairy wings, or Ear Gear ‘hearing aid outfits’ can catch the attention of peers in a positive way. With positive experiences, students with hearing loss will be better prepared emotionally to deal with the teasing that seems to be a natural part of late elementary and middle school. Share these ideas with families.

3. As students enter 3rd grade and beyond, having no preparation for resilience to teasing by peers too often results in students rejecting amplification secondary to social rejection concerns, even if they know that the amplification is important for learning. Most students with hearing loss are in their neighborhood school with no other peers who use hearing devices. Developing an identity as a person with hearing loss is not possible without feeling a part of a group of okay kids who happen to have hearing loss and use hearing devices. Connections with other students who use hearing devices, or at a minimum, viewing and discussing Kool Kidz Vidz10 can help students develop a healthier identify and resilience to being a ‘one and only’.

4. The direct involvement of a teacher of the deaf/hard of hearing to instruct students in self-advocacy skills and connect them to similar peers is needed if rejection of hearing devices due to social reasons is to be minimized.6,9 As students reach the secondary grades, they need to be fully involved in problem-solving11 their access challenges and making decisions about their use of hearing devices.

Summary

Hearing devices are the gateway to optimal school performance for students who are hard of hearing. There is both logical and legal reasons for teachers of the deaf/hard of hearing and school districts to fully support appropriate hearing device use and the skill building needed for students to feel confident when wearing their devices.

References

1. Moeller, MP, Tomblin, JB, et. al, (2015). Outcomes with Hearing Loss Study, Ear and Hearing, 36: 1S-3S, November/December.

2. Langan, L. & Blair, J.C. (2000). “Can You Hear Me?” A Longitudinal Study of Hearing Aid Monitoring in the Classroom. Journal of Educational Audiology (5), 34-36.

3. Summary of ADA information related to students with hearing loss.

4. IDEA Sec. 300.113. (a) Supporting hearing aid monitoring (b) (1)  Supporting cochlear implant processor monitoring.

5. Detroit City School District., 115LRP 31115 (SEA MI 06/12/15). Written summary of court case findings.

6. Instructional materials for 43 separate goals for hearing device independence can be found in Building Skills for Independence in the Mainstream.

7. 2017 Supporting Success for Children with Hearing Loss Survey: Children Rejecting Hearing Devices: Who, Why, When? Findings for 88 respondents representing a combined caseload of 1863 students.

8. Franks, JL (2008). Why do students with hearing impairment resist wearing FM amplification? Master’s Thesis, Eastern Michigan University.

9. Building Self-Confidence & Resilience to Maximize Acceptance of Hearing Devices: Guide to Building Awareness and Skills to Facilitate Daily Use of Hearing Devices Early Childhood Through High School.

10. Kool Kidz Vidz are part of the Teacher Tools library available to members. There are 13 brief videos by students with varying degrees of hearing loss and hearing devices, including discussion questions.

11. COACH – Self-Advocacy & Transition Skills for Secondary Students who are Deaf or Hard of Hearing

Download this Article

The post Technology Monitoring Is Necessary For Hearing Device Users first appeared on Supporting Success For Children With Hearing Loss.

Being closer to the person talking will help the listener with hearing loss to hear more loudly and clearly. Hearing aids amplify all sound and make it seem louder and clearer at ear level for persons with hearing loss, but never ‘corrects’ hearing to a normal hearing level. They are designed to work best in picking up speech within 3’ to 6’ and amplifying it to an optimal level for hearing speech. Therefore, students with hearing loss have smaller ‘listening bubbles’ or shorter listening ranges than their typically hearing peers.

If a student with hearing aids has two dead batteries, then there is a substantial ‘doorway’ obstruction to him being able to perceive speech clearly enough to understand.  Imagine a child attending class each day, but instead of sitting within the classroom, the student is required to stand outside the room and look in. Is it fair to expect him to learn at the rate of class peers when he does not have the same access to instruction? Because students seem to ‘hear’ the teacher, the impact of the hearing loss significantly reducing comprehension of what is said is very often misunderstood and minimized.

Hearing aids and FM/DM systems do not restore normal hearing, but they DO provide much improved access to verbal communication that would otherwise be auditorilly impossible to the child with hearing loss. The Americans with Disabilities Act² requires that schools ensure that communication for students who are deaf and hard of hearing are as effective as communication for others through the provision of appropriate aids and services affording an equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement as that provided to others, to participate in and enjoy the benefits of the district’s services, programs, and activities.

It is a cruel reality that 50% of children’s hearing aids malfunction on any given day¹. In the US, IDEA specifies³ for children with IEPs, schools must ensure that the hearing devices worn by students with hearing loss are functioning. This requirement underscores the value of working hearing devices and their necessity if a student with hearing loss is to receive a free and appropriate public education, while the ADA focuses on the discriminatory nature of denying full access to classroom communication.  With an effective hearing aid monitoring program in place hearing aid malfunction rates can drop to less than 1%¹.

IDEA Sec. 300.113. (a) Each public agency must ensure that hearing aids worn in school by children with hearing impairments, including deafness, are functioning properly. (b) (1) Each public agency must ensure that the external components of surgically implanted medical devices are functioning properly.³

Although the law provides no specifics on who, how or how often hearing device monitoring will occur, there is clear intent that the school bears the responsibility to ensure that this monitoring occurs. This need for monitoring and data gathering was reinforced by the outcome of a 2015 court case⁴ that ruled that a school violated the IDEA record keeping clause (34 CFR 76.731 ) by not keeping a daily log of whether or not the student was provided daily access to the FM/DM system required by the IEP, and if the student used the FM/DM system each day.

In order to verify that the hearing device monitoring activity has occurred, the school needs to have a record of data that provides evidence of hearing device monitoring, including the daily presence and use of the FM/DM system if this communication access accommodation is included on the IEP.   

Checklist for Monitoring Responsibilities. Do You/Does Your School District:

1. Include teaching hearing aid independence skills to students as a goal on the IEP or as part of ADA accommodations on the 504 Plan. Hearing devices can malfunction at any time. ONLY the student – with training –  is able to immediately identify when a problem arises, and is in the best position to troubleshoot the device and/or request assistance.⁵   See SEAM skill hierarchy.

2. Have administration knowledge and support of the legal requirement to perform regular monitoring and necessary data collection. Without clear support from the principal, classroom teachers often view hearing aid monitoring as a ‘good thing to do if they have time’ rather than a required activity.

3. Require that a teacher of the deaf/hard of hearing or educational audiologist meet with classroom teachers and provide instruction in how to monitor hearing device function, including involving the student in monitoring, and delineate expectations for necessary data gathering.

4. Provide clear expectations for data collection processes/forms to be used, how often data needs to be collected (i.e., daily), where it needs to be kept, and who is ultimately responsible for ensuring that monitoring and data collection occurs.

What about students who don’t use their hearing devices?

While it may seem funny to turn to a child not wearing their hearing aids and say, “Your brain is in your pocket! Oh no!” it is true that about 25% of students do not (consistently) use their hearing aids⁶. Rejection of hearing aids can be due to lack of support from home. If the family is not supportive of the child using hearing aids, the student may feel as though they are being disloyal to what parents want by wearing their hearing aids at school. If the family does not want amplification to be used, it should not be included on the IEP and there needs to be a clear understanding of reduced academic achievement expectations and risk for social issues. Children can often reject their hearing aids when malfunction issues frequently occur as they learn they cannot rely on hearing better via the technology. Instruction in hearing aid use, monitoring, and troubleshooting is necessary for equal access to education. Finally, as students enter 3^rd grade and beyond, having no preparation for resilience to teasing by peers too often results in students rejecting amplification secondary to social rejection concerns, even if they know that the amplification is important for learning. Most students with hearing loss are in their neighborhood school with no other peers who use hearing devices. Developing an identity as a person with hearing loss is not possible without feeling a part of a group of okay kids who happen to have hearing loss and use hearing devices. The direct involvement of a teacher of the deaf/hard of hearing to instruct students in self-advocacy skills and connect them to similar peers is needed if rejection of hearing devices due to social reasons is to be minimized. Refer here for more information on this intervention.

References

1. Langan, L. & Blair, J.C. (2000). “Can You Hear Me?” A Longitudinal Study of Hearing Aid Monitoring in the Classroom. Journal of Educational Audiology (5), 34-36.

2. Summary of ADA information related to students with hearing loss.

3. IDEA Sec. 300.113. (a) Supporting hearing aid monitoring (b) (1) Supporting cochlear implant processor monitoring.

4. Detroit City School District., 115LRP 31115 (SEA MI 06/12/15). Written summary of court case findings.

5. Instructional materials for 43 separate goals for hearing device independence can be found in Building Skills for Independence in the Mainstream.

6. 2017 Supporting Success for Children with Hearing Loss Survey: Children Rejecting Hearing Devices: Who, Why, When? Findings for 88 respondents representing a combined caseload of 1863 students.

Download This Article

The post Brain On? Hearing Device Monitoring is Necessary for Access to Education first appeared on Supporting Success For Children With Hearing Loss.

In 2012, Jane Madell, PhD and I sent out a survey to a variety of groups of parents of children who are hard of hearing or deaf, asking them what strategies they used to keep hearing aids on their children when they were very young. We also asked them to rate the various hearing aid retention accessories that are available. The results provide valuable information for families to know and for audiologists and early intervention professionals to share with the families they support. Jane and I then developed the information into three 2-page brochures that can be provided to families based on the age of their child. Again, thank you parents for sharing your expertise. Karen L. Anderson, PhD, Director.

Downloadable Keeping Hearing Aids On Brochures for Families

The brochures address why and when hearing aids are needed; basic problems keeping hearing aids on for children in that age range; and hearing device retention accessory information. Print out as a two-sided document and fold as a brochure. Provide to families as their child grows throughout early childhood. Audiology clinics and early intervention programs are encouraged to print brochures to have copies readily available for families when hearing aid retention issues are discussed.

Download and print your brochure information now! Select the brochure below and print! Both sides is suggested, using 28# or 30# paper.

Babies and Hearing Aids – 0-12 Months: 0-3 months; 4-6 months; 6 months; 9 months; 12 months; how to keep hearing aids out of your baby’s mouth; how to discourage his practicing the skill of yanking off the hearing aids

Toddlers 12 to 24 months: during the second year; about 20 months; how to discourage your child from yanking off the hearing aids; checking the hearing aids daily with toddlers

Preschoolers and Hearing Aids – 2-5 Years: the terrible twos; the curious threes; the sensitive fours; checking hearing aids daily with preschoolers

Spanish version of the 3 brochures

Can’t print and want to receive a copy of each brochure by mail? to receive the three brochures, sent in an envelope to you at no cost (English version, US only).

Also available: Oticon USA has made the content of these 3 brochures available in one brochure called the Children’s Retention brochure (#15500-3025). It is available for ordering through pediatrics@oticonusa.com. You can request up to 10 free per order or download them from the Oticon website at: https://www.oticon.com/your-hearing/children-with-hearing-loss/why-childrens-hearing-is-important Spanish version also available! Thanks Oticon!

Ear Gear was rated top by families for effectiveness for keeping young children’s hearing aids on and safe! Once this finding was evident, a special price was negotiated with Ear Gear for families/professionals who wish to try Ear Gear!

• Hearing Review Article: Improving Hearing and Hearing Aid Retention for Infants and Young Children: A practical survey and study of hearing aid retention products. This lead article in the February 2014 Hearing Review is for professionals, describing the survey, results based on parent and audiologist responses and acoustic transparency information for hearing device retention accessories. By Karen Anderson & Jane Madell
• Advance for Speech and Hearing article: If We Could Improve Just One Thing: Getting the Most Out of Early Hearing Loss Identification, by Karen Anderson is an easy to read summary of the information, appropriate for professionals and families.
• Hearing Aid Retention for Infants and Young Children: Jane Madell & Karen Anderson, Volta Review Article, Sept/Oct, 2014. For families describing the Children’s Hearing Aid Retention Project survey and results.
• Understanding Limited Use of Amplification in Infants and Children who are Hard of Hearing: Ryan McCreery, Elizabeth Walker & Meredith Spratford. ASHA SIG 9 Perspectives in Hearing and Hearing Disorders in Children, 25, 15-23
• Hearing Aid Use for Children with Hearing Loss: A Literature Review: Karen Munoz & Melanie Hill. ASHA SIG 9 Perspectives in Hearing and Hearing Disorders in Children, 25, 4-14.
• Trends and Predictors of Longitudinal Hearing Aid Use for Children Who are Hard of Hearing: Walker, EA, McCreery, RW, Spratford, M. Ear and Hearing, 36(Supplement 1), Nov/Dec 2015.

Summary information on hearing aid retention survey results and acoustic transparency click here

When the kids were little, one of the strategies we used to keep their aids in their ears was to let them decorate their aids with stickers, charms, and colorful tubes. Letting them personalize their aids was a great way to help them connect with their aids and make them their own. Parent of two children with hearing loss.

Parent’s Strategies Supporting Full-Time Hearing Aid Wear

What helps parents understand their child’s need to use hearing devices all his/her waking hours:

• Talking with other families that had children with hearing loss.
• Speaking with an adult or older child that has hearing loss/hearing aids/cochlear implants and/or viewing videos on the internet of these individuals describing their experiences/abilities.
• Understanding that early exposure to hearing actually develops structures in the brain that allows sound to be processed so it is meaningful – this time cannot be made up at a later age.
• Watching my child’s reaction to sound around him when he wears his hearing aids.
• Recognizing that children will not learn to language to speak or speak clearly until they can hear the speech sounds clearly and that these delays will affect readiness for school.
• The “math” of hearing aids: Babies listen for about a year before they say their first word. If a baby with hearing loss is awake for 8 hours day and only wears hearing aids for 2 hours then he will only be able to ‘tune in’ to the hearing world 25% of the time. It may take up to 4 years for his first word. A school-aged child is awake about 100 hours/week. If he only wears hearing aids in school, that is about 30 hours/week. If the child is only wearing hearing aids 30% of the time then the students can expect 30% achievement since listening and language development occurs all waking hours.
• Learning more about hearing loss by listening to simulations of my child’s hearing ability.
• Getting over my fear of putting the hearing aids into his ears and how to check them daily.

Parent strategies for keeping the hearing aids on the young child’s head:

• Put the hearing aids on first thing in the morning so they felt normal on the head; never, never take a day off!
• Sing whenever the child pulls off the hearing aid; child will want to ‘hear music’.
• Cap over the hearing aids with strings under the child’s chin, crisscrossed and then tied behind the neck so the child cannot easily untie the strings and pull the cap off.
• Clips to hearing aids attached to barrettes in hair; if child pulls off hearing aids it also pulls hair.
• Snugly fitting earmolds that have a tube that fits around the outer ear to make the hearing aid harder for the child to yank off the ear; cement the tubes into the earmolds.
• Toupee tape to help support a large hearing aid or FM + hearing aid on a tiny ear. Suggestions for tape:
  • Topstic – pre-cut strips
  • Phonak hearing aids Stick’n Stay – shaped like hearing aids
  • Hollywood Fashion Tape – can come in already pre cut strips and less abrasive than some wig tapes (from Amazon, Target, Walgreens, etc.)
• Use clips to the back of the child’s shirt or collar – even if he pulls out the hearing aids at least they won’t get lost
• Combine Ear Gear and toupee tape.
• Tube Rider collection as a fun way to keep a child interested and proud of her hearing aids.
• Make sure your child’s day care provider keeps the hearing aids on at all times. If you pick your child up and consistently notice that the hearing aids are off, find a new child care provider.
• Brightly colored earmolds and Ear Gear or SafeNSound name straps that the child can ‘show off’.
• Children are more likely to try to pull of their hearing aids if their hands aren’t busy doing something else!
• It helps to know that all children go through a phase where they take off their hearing aids. Persistence in putting them back in, using accessories to keep them on the child’s head and keeping the child distracted and ‘happily listening’ helps to get through these trying periods.
• Different strategies are needed as children’s dexterity changes. Tape/clips/Ear Gear alone or in combination.

Parent strategies for keeping the cochlear implant speech processor on the young child’s head:

• Sew baby socks on his undershirts for the battery packs of his CI.
• Snug-fitting caps or headbands to keep the headpiece/processor on the head.
• Taping the CI head piece with medical tape to his head – if he yanked it off it would pull a bit of hair as a deterrent.

Strategies for keeping devices on the child’s head while in the car:

• Wrap a blanket around her that has a Velcro strip so she can’t bend her elbows while she es in her carseat (only need to do this a week or less before most children won’t bother the aids anymore).
• Mittens! Use suspender clips and elastic and put through his coat sleeves. That way the mittens are always handy and it is more of a challenge for him to get them off. When he was concentrating on the mittens, he was leaving the hearing aids alone.
• Short Pringle can tubes over his elbows so it made it hard for her to reach her ears. Place special ‘car toys’ that she especially likes in her reach. They are only kept in the car so she will look forward to playing quietly in her seat.
• Inflatable “water wings” over his elbows.

Need more information to help your child or support families better? Consider Achieving Effective Hearing Aid Use in Early Childhood, an in depth 80-page guide by Karen Anderson, PhD.

Parents may be interested in:

One-page handouts: Relationship of Hearing Loss to Listening and Learning Needs

• 16—25 dB Hearing Loss
• 26 — 40 dB Hearing Loss
• 41 — 55 dB Hearing Loss
• 56 — 70 dB Hearing Loss
• 71 — 90+ dB Hearing Loss
• Unilateral Hearing Loss
• Fluctuating Hearing Loss
• High Frequency Hearing Loss
• Reverse Slope or Mid—Frequency Hearing Loss
• Spanish version of Relationship of Hearing Loss to Listening and Learning Needs, all handouts together

Parents may also be interested in:

Communication Building Blocks There are a multitude of resources available that describe the different communication choices or continuum of communication modalities that may be used by children and their communication partners to develop language. This resource presents different aspects of communication as building blocks that can be combined and recombined based on the child’s learning style, desired mode of the family and changing communication situations. It is meant to introduce the concept of communication choices in an unbiased manner and emphasizes that any choice of communication modality can change as the child develops.

Updated January 2016.

The post Strategies for Keeping Hearing Aids on Young Children first appeared on Supporting Success For Children With Hearing Loss.

Why do kids reject their hearing aids – they help them so much!

It is ‘normal’ to want to ‘be normal’. All children struggle with this to some degree. Rejecting hearing aids is usually an emotional reaction to wanting to fit in. As children approach adolescence, how they view the acceptance of their peers is very powerful. Being an accepted member of the social group becomes increasingly important. Taking off the hearing aids, saying they don’t need hearing aids and pretending to ‘be normal’ are all emotional reactions to trying to ‘solve the problem of fitting in.’

To the child, not wearing hearing aids is a solution to an uncomfortable social/identity situation. Ironically, it is the students with mild and moderate hearing loss – those who can hear closest to ‘normal’ with amplification – who are at highest risk for rejecting their hearing aids because they can ‘hear’ and are willing to try to ‘get by’ with the hearing that they have.

Also refer to the webpage Addressing Self-Esteem and Issues of Fitting In and Why do so Many Students that Function with Mild Hearing Loss have Challenges Fitting In? at Mild Hearing Loss & Learning and to Being the Lone Student with a Hearing Loss at Relationship of Hearing Loss to Listening and Learning. The report Psychological Affects of Hearing Loss In Teens provides insights, especially for children who have recently lost their hearing.

Won’t it  help if I explain and ‘show’ the student how much better s/he does with hearing aids?

It is likely that the student realizes that communication is more difficult when the hearing aids are not worn or that they miss a lot more teacher information when they don’t wear the FM in the classroom. Providing them with the numbers will quantify this difference to the student, but it is unlikely to make him change his mind long term about wearing hearing aids since the uncomfortable reality of feeling as though he is ‘weird’ or ‘doesn’t fit in’ is still unresolved. Similarly, firm expectations and behavior contracts may work in the short-term, but are not likely to make a long term difference. That said, it is still important for the child as a consumer to be able to understand his hearing loss and what he can/cannot hear. The hearing loss will be with the child his whole life and he will be asked countless times about it. He needs the language to describe to others so they can understand what the hearing loss means in terms of the person’s communication needs and expectations for his/her communication partners.

Some students don’t seem to have these struggles while others start to reject their hearing aids by the 4th grade – what’s the difference?

To really ‘fit in’ to a group of typically hearing children the child with hearing loss needs to have age-appropriate social skills, be aware of subtle social cues and also have high self-esteem to admit they have a hearing loss (disclosure) and be willing to take the emotional risk of advocating for their communication needs. Underpinning these skills is a strong self-concept and identity as a person who is likeable and capable. Some children are raised with mixed messages that result in them internalizing that their hearing loss is a problem that separates them from being the child that their parents wanted (see Attitude is Caught, Not Taught). In this situation, rejecting the hearing loss (and hearing aids) is an attempt to make themselves more acceptable in the family setting. Emotional ‘loyalty’ to family attitudes can interfere with the child’s openness to recognize that hearing aids are necessary for learning and academic success. Alternately, some children come from families who have embraced them as ‘just kids who happen to need hearing aids’, treating use of the devices as matter of fact as needing to wear shoes, and as recognizing them as being special just for who they are. Coming from a ‘celebration and acceptance of differences’ value base from an early age goes far in providing a child with the resilience needed to answer the questions of curious peers and feel good about ‘cool technology.’ Of course there are some children who come from very supportive families who still reject their hearing aids, perhaps due to lack of resilience to negative peer comments or as a part of identity struggles due to other challenges unrelated to hearing loss that can cause a child to feel as though they do not fit in.

Early intervention services that include discussions of social development needs and connect families of children with hearing loss are an important contributors to the attitudes that develop children’s view of themselves. Once a child is in elementary school (by age 5) it is critical for them to have ongoing connections with other children who use hearing technology. Use of the hearing devices must become part of their identity and our identities are largely formed by our social groups. Children who are only surrounded by peers with typical hearing will be much more likely to reject hearing aids as a way to fit in. Identity is key!
Another thing to keep in mind is that adolescents are more likely to reject anything they felt ‘has been done to them.’ This is why it is so important to encourage the child to be involved in choosing hearing aid or earmold colors, asking the audiologist questions or and being responsible for their hearing devices as early as possible. If they’ve invested themselves and been recognized as being their own “Technology Specialist’ then they may be less likely to feel as though they were a bystander in the decision to wear hearing devices.

Viewpoints of tweens & teens

Adolescents are concerned with how they appear to others. They are trying to reconcile “the person I am” with “the person society expects me to become.” They establish this new sense of self by using past experiences to guide their anticipation of the future. When the adolescent finds a balance between “What have I got?” and “What am I going to do with it?” they will have established their identity. DHH professionals with long experience probably know of some students who rejected their hearing aids in middle school, only to return to using them in high school, whereas others never used amplification again. The difference is likely rooted in whether or not their developed identity included a central view of themselves as a person with hearing loss or a view of themselves without the hearing loss (but possibly a view of learning challenges, inadequacy, ‘can’t do school’).

Research by Elkayam and English (2003) identified that teens were experiencing the following themes:

3. Cosmetics and other hearing device issues: hate having to explain to people; seen as being different

The Effects of an Untreated Hearing Loss on Workplace Compensation

Possible prevention…

Part of these issues need to be prevented, by building strong self-concept and strong self-esteem from a young age. All of these issues need to be acknowledged and openly discussed by the time students are tweens to help the student become aware of “What have I got?” as a foundation for being able to positively visualize “What am I going to do with it?” as they move through adolescence.

In elementary school – certainly by the end of 4th grade – the early tweens are already aware of trying to reconcile “the person I am” with “the person society expects me to become.” If “the person I am” is the only child with hearing loss in the whole grade/school, then “the person society expects me to become” is likely to be internalized as someone without hearing loss. At this juncture it is important for students to be connected with peers who also have hearing loss and communicate/wear hearing devices like them. Being exposed to role models a few years older who willingly use hearing devices and advocate for themselves would tremendously increase the chance that the child would develop a positive feeling about being a member of the group of “successful/cool kids who wear hearing devices.” Discussing how the students feel about their hearing aids, tasking them with describing their hearing loss to one another, developing a sense of group by sharing ‘oh no, guess what happened to me’ stories and brainstorming ‘you could have done/said this’ in the group will strengthen the sense of valued membership
In addition, it is very important to also bring hearing peers into the discussion so that the student with hearing loss can understand, first hand, how peers view them in light of their hearing needs (SOAC-A checklist is suggested). Children need to reconcile themselves as part of the group that has hearing loss/wears hearing devices AND the group of age-peers in school who do not have hearing loss, rather than only the typically hearing group if they are to be emotionally as well as academically successful individuals. Also putting them in the important role of being their own ‘Technology Specialist’ can provide a source of pride and growing independence as they are better prepared to answer questions about their hearing technology – and kids really like technology, peers included.

Teen connections

Hearing Our Way      Hearinglikeme.com

Hearing Journey  (Advanced Bionics)

Are there resources available?

There are a variety of resources in Chapter 5 of Building Skills for Success in the Fast-Paced Classroom that have been developed or included to provide a format for conversations with children that will help them explore their feelings about being a person with hearing loss. The Peer Relationship Scale,
Self-Assessment of Communication – Adolescent (SAC-A), and
Significant Other Assessment of Communication – Adolescent (SOAC-A) are available for download from the Tests by Other Authors section of this website. Other resources from Building Skills are:

• You and Your Tricky Hearing Loss
• The Secondary School Survey (don’t wait until middle school – grade 5!!!)
• Various exercises related to feelings
• Teasing – It happens to everyone
• Hearing Technology and You: Your idea of the perfect hearing device
• Living in the World with Hearing Loss: What other people may think
• A Wizard’s Challenge game

Being able to consider themselves part of a group of other children with hearing loss and having the opportunity to talk about common issues can go a long way toward a more positive self-identity. Social group options through the school district or organized by the state may result in better test scores as more students keep their hearing aids on!

It is critical for early interventionists, preschool settings, schools and audiologists to connect families of children with hearing loss together so that kids can spend time with other kids who use hearing devices. It is every bit as important for the family members to encounter other families with ‘cool, successful kids’ who happen to have hearing loss. There are some handouts available for families regarding self-esteem building at the end of Chapter 5 in Building Skills that may be most useful for young students.

Rejection may also be due to problems with amplification!

In 2008 a study (Franks) investigated why students age 8-18 resist wearing FM amplification. Results indicated that there was no correlation between type of hearing loss (unilateral, bilateral) and resisting hearing aid wear. At least half (53%) believed that the primary reason for non-use was social. Students said:

• It makes you stand out.
• Students ask me “What is that?¨ I really dislike that.
• Mine used to always make weird loud noises that attracted attention to me
• It is annoying.
• If students didn’t grow up using the FM units, they don’t feel comfortable with them.
• Teacher forgets to use it.
• I don’t feel it makes a huge difference because I can just ask my friend if I think I missed something.
• I don’t like the fact that I have to give it to the teacher.
• I feel bad teachers have to use it.

Notice that some of these issues are due to poor functioning equipment, others to resistance from teachers and others from a lack of self-esteem on the part of the student to have the resilience to endure standing out when wearing the technology or self advocating. Results indicated reasons for resisting using FM equipment as: 15% mechanical issues, 10% comfort, 10% questioned benefit, 15% lack of support of teachers, 10% inconvenient to manage FM between classes/recharging.

Problems that are solvable with aggressive management (Johnson, 2011)

Technology

• Provides more flexibility to hear peers
• No bulk or less bulk to hearing technology
• Connectivity options
• Cool technology
• Must include aggressive troubleshooting

School/Teachers/Staff

• Hearing loss awareness: hearing vs. understanding
• Classroom support
• Orientation and training
• Enforcement: If in IEP or 504 use of hearing technology is not a teacher’s choice

If a student is resisting using their hearing devices, be sure that the devices are working properly, comfortable and that the student and staff clearly understands the benefit and use.

Making sure that these issues are aggressively and consistently addressed AND providing social/group support discussions of emotional issues seem to be an appropriate means to support students with hearing loss so they can perform as competitively as possible in the mainstream. Better student outcomes at graduation mean a better future!

Printable version – 4 pages: Social Needs & “I hate my hearing aids!”

These are the views of Karen Anderson, PhD who reserves the right to adapt them as she learns more from the literature and the many DHH professionals and parents who are helping students deal with these issues everyday.

Original post March, 2012 (c) Karen L. Anderson, PhD

Updated January 2016.

The post Social Needs & “I hate my hearing aids!” first appeared on Supporting Success For Children With Hearing Loss.

FM/School Help Desk   1-888-777-7316
Press 1 for school customer service | Press 2 for school technical support | Press 3 for FM | Press 5 to dial by extension
Fax: 630-393-9816

schoolhelpdesk@phonak.com

Helping teachers understand the how-to’s : Download Roger reference sheets for classroom use here.

Classroom resources: To stay up to date on the latest classroom resources from Phonak for teachers and students, visit the Phonak Classroom Resources page.

Have you heard? Roger bridges the understanding gap.

While the evidence that supports the digital modulated (DM) system known as Roger follows, sometimes Hearing is Believing.  Watch this 8 minute listening simulation  and share it with parents, administrators and colleagues to help them understand the barriers children with hearing loss face every day.

Active participation in the modern classroom

From peer-to-peer work and lectures to activities which include various forms of multimedia, classrooms are places designed for both students and teachers to participate, engage, discuss and truly interact.

In order to keep up with fast-changing learning environments, the Roger for Education portfolio offers various intuitive and easy-to-use solutions, designed for any lesson. Students and teachers alike now have the opportunity to master various modern classroom activities with ease.

Average day in a classroom

Classroom discussions play a key role for teachers and students. When a topic is discussed, a simple question can spark interest and inspire kids who may not otherwise get involved. It creates an open dialogue between students and teachers while helping to strengthen language and verbal skills. Interactive class discussions have been found to represent one third of a student’s learning opportunities in school.¹

Learning made easier with Roger

Developed by Phonak, the Roger for Education portfolio is built with over four decades of excellence in designing hearing solutions for children. Roger is the adaptive digital wireless standard that offers outstanding performance by improving the signal-to-noise ratio. This enhances speech understanding in noise.²

Maximum performance

In order to learn via auditory information and understand context, a student must have access to the clearest sound possible. These skills are not only required for successful academic progress, but also necessary for social development.

With the best ever speech-in-noise performance and documented improvements of up to 35% over Dynamic FM and 54% over other FM systems,³ Roger is a class above the rest.

Zero Hassle

Roger’s brilliance lies within the combination of its innovative technology and ease of use. With its simple network setup, there are no frequencies to plan or manage. Whether for one student or many students in a classroom, using Roger is as easy as ABC.

Automatic microphone mode

Fully automatic microphone settings allow for optimal use with minimal intervention on the part of students or teachers. The right microphone mode is automatically chosen based on the orientation of the device. This makes it easy to use on a daily basis for teachers and students.

Intuitive indicator lights

Roger features an indicator light concept across the devices which is clearly visible and easily understood by both students and teachers. The indicator lights confirm the operational status of each device, whether on, off, charging, muted or being used with multiple people talking in a network.

One-tap connection

Connecting microphones and receivers has never been easier. Simply position the Roger Touchscreen Mic close to a receiver or other Roger device and tap `Connect’.

Full compatibility

Roger is compatible with almost every hearing instrument, cochlear implant and bone-anchored hearing device. It also allows multiple microphones and media devices to be connected, creating a network for multiple talkers and audio for full classroom interaction. For flexible integration, the new Roger microphones are compatible with existing Roger receivers, Roger classroom microphones and soundfield systems.

RogerDirect™

Roger can now be wirelessly installed into hearing devices with RogerDirect, giving children the proven benefits of Roger³ without the need to attach an external receiver.

The Roger for Education portfolio.

The Roger for Education portfolio has been carefully designed for the classroom. From the Roger Touchscreen Mic and the Roger Pass-around, to a variety of Roger receivers, soundfield speaker systems and other classroom devices, there is a solution for every student in all situations.

Roger Transmitters / Microphones

Roger Touchscreen Mic

This is the premier teacher microphone. Its user interface makes Roger Touchscreen Mic simple and intuitive to use in the classroom and allows both teachers and students to easily know when the microphone is working and transmitting.

Features

• – Intuitive icons for quick access to Roger functions.
• – Easy swipe technology to scroll through menu options and functions.
• – Two separate indicator lights – one for on/off and the other to indicate when the device has been muted.
• – Automatic microphones that adaptively change between Lanyard mode, Small Group mode and Pointing mode.

Small Group mode

The innovative Small Group mode utilizes a system of three intelligent embedded microphones working together in an advanced and adaptive way.

When the Roger Touchscreen Mic is placed on a table between 2-5 students, the microphones will automatically orient to the student who is talking in the group. This ideal solution provides students with improved access to their peers, resulting in engaging classroom activities.

In a recent study, 100% of children preferred listening to their peers using Small Group mode during classroom activities vs. not using a microphone.⁴

Pointing mode

The Roger Touchscreen Mic features a convenient and clever pointing mode. It allows the user to hear a person positioned in close proximity by simply aiming the device at them. This simple, yet effective solution makes listening fun and easy for teenagers who prefer to manage their own microphone.

Roger Pass-around

The Roger Pass-around is designed to enhance classroom discussions so that not only teachers, but all students are heard clearly. With an appealing design it is the optimal size for kids and teens to hold and fully control. Ideal for situations where there are several talkers, the Roger Pass-around can be handed from one person to another or placed in the sturdy stand in front of the student. This allows for all comments of students and teachers to be heard via Roger receivers and soundfields. The Roger Pass-around is automatically activated by voice or can be configured for Push-to-Talk functionality.

Roger Multimedia Hub

The Roger Multimedia Hub can be connected to any multimedia device used in a classroom – ranging from smartboards and TVs to computers and videos. When the Roger Multimedia Hub is used in a network, the new audio mixing feature allows a teacher’s voice to be heard simultaneously with an audio signal. This is useful when the teacher shows a video and also calls out specific take aways for the students to hear from the video.

The Roger Multimedia Hub can also be connected as a stand-alone media transmitter by an individual student. Optimal for listening to an audiobook, using a tablet or computer.

Roger Charging Rack

The Roger Charging Rack accessory is small and lightweight. It allows up to 4 devices to be charged simultaneously and provides a consistent charging spot for remembering and collecting multiple devices  without the need for additional cords or plugs.

Roger receivers and accessories

Roger X

The miniature universal Roger receiver is compatible with virtually all hearing aids and cochlear Implants, including devices with RogerDirect. A free Roger Installer is required to wirelessly install the Roger X into a student’s Marvel hearing aids. Contact the School Desk to acquire yours.

Roger design-integrated receivers

Roger receivers designed for specific Phonak hearing aids and cochlear implants (CIs) from Advanced Bionics, Cochlear, and MED-EL.

Universal and design-integrated receivers are a great choice for your students, as they can take advantage of DAI programs within the hearing aid, allowing for automatic connection of the microphone to the hearing aid.

Roger MyLink

A convenient universal Roger receiver worn around the neck and compatible with any hearing aid or cochlear implant with T-coil.

When headphones are plugged into the bottom, this device can be used to let teachers or administrators how a Roger system helps their students.

The MyLink can be connected to a tablet or a computer to let students use automated captioning services like Interact Streamer.

Roger Focus

A discreet behind-the-ear receiver that cuts through distracting background noise to bring a speaker’s words directly into a child’s ears. Children with unilateral hearing loss (UHL), and normal hearing children with auditory processing disorder (APD) and/or autism spectrum disorder (ASD) could benefit from reduced distracting background noise.

You can learn more about Autism and its auditory challenges here.

Roger SoundField systems

Phonak’s portable or installed Roger DigiMaster 5000 loudspeaker system offers the ultimate in instant sound performance for an average size classroom. For larger rooms, multiple Roger DigiMaster 7000s can be used to provide greater coverage.

Roger DigiMaster X

Perfect for classrooms with other soundfield installations to ensure Roger users maintain access to Roger- quality speech understanding. Just plug in, turn on and teach.

Roger WallPilot

This small wall-mounted device is positioned next to the door. When students walk by, it automatically connects their Roger receivers to the room’s existing Roger network. Teachers can also connect their  microphones by simply switching them on, close to the Roger WallPilot. Multiple Roger WallPilots can now be used in large rooms where multiple entrances are used.

Other Roger Transmitters / Microphones

Phonak also makes Roger transmitters for home use, included in this are the Roger Select and the Roger Pen. These microphones add incredible value to listeners in noise, over distance and in reverberant situations. They, however, are incompatible with the Roger for Education portfolio. So Phonak does not recommend that they are the primary solution in a school scenario.

Nonetheless, there are times, when a teen wants a discrete solution, or a district may already have these transmitters. Roger Pens and Selects can be paired together to create Equal Talker networks. Here is more information on these transmitters.

Roger Select

This microphone uses MultiBeam Technology and gives teens discrete control in large, noisy conversations. When placed on a table, it can automatically select who is talking, or the user can manually select, with a tap of the microphone, who they want to listen to when multiple conversations are happening at the same time. This is a great microphone for use during social outings with friends, while in a study group, or in extra curriculars.

Roger Pen

This omnidirectional microphone offers a discreet design and features fully automatic or manual microphone settings. When out on a date, driving in the car, or listening to a coach from afar, this microphone can really help out the individual.

Additional tools to help you manage your Roger equipment and educate your colleagues

Keeping your transmitters up to date

Do you have these devices, but need to upgrade them to the latest firmware? Access and learn about the Roger Upgrader here.

Still not sure what equipment you need?

Create customized set up instructions with the Roger Configurator or simply call our School Desk or your Phonak Rep!

1 Lejon, A. (2013). Children with hearing loss, are they really integrated in the classroom. White Paper. Retrieved from comfortaudio.com

2 Norrix, L. W., Camarota, K., Harris, F. P., & Dean, J. (2016). The effects of FM and hearing aid microphone settings, FM gain, and ambient noise levels on SNR at the tympanic membrane. Journal of the American Academy of Audiology, 27(2), 117-125.

3 Thibodeau, L. (2014). Comparison of speech recognition with adaptive digital and FM wireless technology by listeners who use hearing aids. American Journal of Audiology, 23(2), 201-210.

4 Rich, S. & Gigandet, X. (2016). Roger™ Touchscreen Mic Small Group mode. Phonak Insight, retrieved from www.phonakpro.com/evidence, accessed August 19th, 2019.

Supporting Success extends sincere thanks to Phonak for providing this information to share with teachers!  Posted January 2020.

*Many thanks to Krista Yukow, Educational Audiologist, for contributing the example brief hearing technology sheets.

The post Phonak Roger — Bridging the Understanding Gap for Children with Hearing Loss first appeared on Supporting Success For Children With Hearing Loss.

(888) MED-EL-CI (633-3524)   implants.us@medel.com  

MED-EL is a cochlear implant company that is dedicated to providing hearing-loss solutions that enable children to thrive both in and out of the classroom. That is why you will find abundant resources that can help children with a cochlear implant succeed in school.

BRIDGE Rehabilitation Program             

Children who are learning to use a cochlear implant require rehabilitation and support to reach their potential. In collaboration with leading educational and hearing specialists around the world, MED-EL developed its BRIDGE to Better Communication rehabilitation program that prepares educators to help children reach that potential.

The BRIDGE program includes assessment, rehabilitation, troubleshooting and counseling materials for teachers, therapists, audiologists, parents and recipients. You can learn more about rehabilitation by clicking here.

The MED-EL Blog is the official blog of MED-EL and provides posts about hearing, hearing loss, hearing implants and rehabilitation. It can be found at www.medel.com/blog

A Scholastic Solution

The technology inside a cochlear implant can make all the difference in a child’s development.

MED-EL’s SYNCHRONY Cochlear Implant is the only CI on the market that enables 1.5 and 3.0 Tesla MRI scans without the need for additional surgeries to remove the implant magnet. Additionally, only MED-EL implants are powered by Triformance and feature Complete Cochlear Coverage, allowing children to hear the most natural range of sounds thanks to flexible electrodes that cover the entire cochlea.

The technological advantages of MED-EL were especially important to the parents of Sahib, who chose the cochlear implant they believed maximized their son’s chances for success in school. Watch Sahib and his parents.

You can learn more about MED-EL’s technology here.

Consumer Outreach Managers

MED-EL has a Consumer Outreach Manager in your region who is ready to give all the support needed to ensure that a child recipient succeeds in school. Consumer Outreach Managers will visit schools to offer troubleshooting tips and tricks while sharing valuable rehabilitation, educational and counseling information.

If you wish to learn more about how MED-EL offers classroom support to children with cochlear implants, please call 888.633.3524 and ask for the Consumer Outreach Manager supporting your region.

Supporting Success for Children with Hearing Loss wishes to thank MED-EL for contributing this important information.
March 2016

The post MED-EL Cochlear Implants – Your Partner in Education first appeared on Supporting Success For Children With Hearing Loss.

The post Cochlear: Helping Children “Hear now. And always.” first appeared on Supporting Success For Children With Hearing Loss.

The post Advanced Bionics – Cochlear Implant Info for Schools first appeared on Supporting Success For Children With Hearing Loss.

Oticon Medical Ponto System

Be sure to see case study video!         info@oticonmedicalusa.com     1-888-277-8014

What is a bone conduction hearing device?

A bone anchored hearing device is a sound processor that picks up signals in the air and transfers them to vibrations that travels to your cochlea through your skull. The sound processor attaches to a small titanium implant and abutment which is surgically implanted by your doctor. Bone anchored devices can also be used on metal head bands or elastic soft bands. Approximately 8,000 people receive a bone conduction hearing device each year in the US alone, however awareness about these products is still low compared to hearing aid or cochlear implants.

You can read more about the difference between bone conduction devices and cochlear implants at What’s the difference between a Cochlear Implant and a Bone Anchored Hearing System)

Who can use a bone conduction hearing device?

Simply put, a bone conduction hearing device is sometimes a solution for people who cannot be helped by traditional hearing aids.   Conductive hearing losses which are too great for traditional devices and medical conditions, reoccurring ear infections or absent ear canals (atresia) are common conditions where bone conduction hearing devices may be a good solution.   Also, in the cases of severe to profound unilateral hearing loss, also known as Single Sided Deafness (SSD) a bone conduction device can be used to send auditory signals from the hearing impaired side of the head to the contralateral cochlear via bone conduction.

Using a bone conduction device with a soft band

Meet everyday challenges

Ponto sound processors can be worn on a comfortable, head-worn Ponto soft band. This solution will improve you or your child’s ability to meet most everyday challenges and to acquire a hearing solution that supports them in developing language.

A simple design

Specifically designed for individuals who cannot be assisted with conventional hearing aids – or who are too young to undergo implant surgery – a Ponto sound processor attached to a Ponto soft band is a flexible, convenient solution. Adjustable and elastic, the soft band fits any head size. Even newborn babies can wear it.

Simple to use

The Ponto sound processor is easily attached to the Ponto soft band and allows the processor to be placed in the optimal position for comfort and hearing. The Ponto sound processor picks up sound and converts it to vibrations. These vibrations travel via the Ponto soft band connector to the bone and into the inner ear.

Easy to adapt to

Most users adapt to the Ponto soft band very quickly. The soft band comes in six different colors. A range of stickers are available to make the Ponto sound processor more fun to wear. And if you or your child needs two processors, you can get a special headband just for that.

Stay active with a Ponto soft band

The Ponto soft band is designed with safety in mind so users can live a normal, active life. A simple safety feature ensures that the Ponto soft band comes undone if it should happen to catch on anything. A discreet safety line can be attached to secure the processor. Furthermore, the Ponto sound processor has a tamper-proof battery door that prevents small children from getting access to and possibly ingesting the battery.

Empower yourself or your child

By acting as a bridge to the world of sound, the Ponto sound processor and the Ponto soft band empower users to interact, participate and learn from their experiences. Oticon Medical combines long experience in bone conduction solutions with the vast sound processing expertise of Oticon – one of the world’s leading manufacturers of conventional hearing aids. This unique combination empowers us to help users of bone conduction systems hear considerably better– from childhood and for the rest of their lives.

After trying hearing solutions from different brands, Camilla decided on a Ponto.

View Video

View the Ponto 5 Mini Family of Bone-Anchored Processors

Ponto 4 and Ponto 5 Mini Connectivity with FM
Ponto 4 and Ponto 5 Mini devices can be set up for using FM/Roger input with the EduMic. EduMic integrates with FM/Roger systems in the classroom as it has a standard Europin FM connector for Universal Receiver. The Phonak Roger X receiver is compatible and can be used with the EduMic. First, the Ponto 4 or Ponto 5 Mini processors are paired to the EduMic. Next, the Edumic with attached Roger X receiver is placed within 9 feet of the student. Last step is to turn on the FM transmitter to activate the system.

If indicated, the sound quality of audio being streamed from the EduMic can be adjusted in the End Fitting Screen of GM BAHS 2021.2 fitting software.

Ponto Used with FM

Ponto and Ponto Pro devices both have a direct audio input and can ONLY use the R2 BA receiver (has three pins of equal size – not the Europin or Roger X). Use with an Oticon FM system is simple and seamless. There is no Phonak Roger receiver compatible with these devices. If you decide to use a Phonak system, you will need to use FM with the MLxi BAHA.

Want to learn more?

Find more valuable information on bone anchored hearing systems and access to discussion forums for users by visiting the websites listed below:

www.oticonmedical.com/us 

Oticon Medical – Website with user stories, product information and brochure download

www.baha-users-support.com

The Ear Foundation – BAHA User Support forum (formerly BUSK). Direct link to online forum for users of bone anchored hearing systems

www.anausa.org

Acoustic Neuroma Association – For people with acoustic neuroma and other benign tumors of the cranial nerves

www.anac.ca

Acoustic Neuroma Association of Canada– Patient-headed, peer support group

Supporting Success wishes to thank Oticon Medical for making this information available to teachers! Posted January 2015. Updated February 25, 2022.

The post Oticon Medical Ponto System first appeared on Supporting Success For Children With Hearing Loss.