Utility of the Vivosonic Integrity™ auditory brainstem response system as a hearing screening device for difficult-to-test children.

OBJECTIVE: Inability to complete a behavioral hearing screening is a challenge for children with developmental disorders or who are otherwise difficult to test, defined here as unable or unwilling to complete a behavioral screening. The study compared referral rates from screenings that used behavioral methods alone, with screenings that added a screen with the Vivosonic Integrity™ auditory brainstem response (ABR) device. DESIGN: Behavioral screening was performed first. Those children who failed were re-screened with the Vivosonic Integrity ABR device. Changes in referral and screening completion rates after the second screening were calculated and analysed. STUDY SAMPLE: The participant population (n = 43) consisted of children with diagnosed developmental disorders. RESULTS: Adding the Vivosonic Integrity to the screening protocol significantly increased the proportion of children who completed the screening, from 57% after behavioral screening to 81% after behavioral and ABR screening. The addition of the ABR screen did not change that overall pass/refer rate, in part because four participants who did not complete the behavioral screen received a 'Refer' outcome on the ABR screen. CONCLUSIONS: The results indicate that the Vivosonic Integrity device could be a useful tool for hearing screening of children who are difficult to screen using behavioral procedures.

Background noise levels and reverberation times in unoccupied classrooms: predictions and measurements.

Classrooms are often filled with deterrents that hamper a child's ability to listen and learn. It is evident that the acoustical environment in classrooms can be one such deterrent. Excessive background noise and reverberation can affect the achievement and educational performance of children with sensorineural hearing loss (SNHL) and children with normal hearing sensitivity who have other auditory learning difficulties, as well as elementary school children with no verbal or hearing disabilities. The purpose of this study was to evaluate the extent of the problem of noise and reverberation in schools. To that end, we measured reverberation times and background noise levels in 32 different unoccupied elementary classrooms in eight public school buildings in central Ohio. The results were compared with the limits recommended in the American National Standards Institute standard for acoustical characteristics of classrooms in the United States (ANSI S12.60-2002). These measurements were also compared to the external and internal criteria variables developed by Crandell, Smaldino, & Flexer (1995) to determine if a simple checklist can accurately predict unwanted classroom background noise levels and reverberation. Results indicated that most classrooms were not in compliance with ANSI noise and reverberation standards. Further, our results suggested that a checklist was not a good predictor of the noisier and more reverberant rooms.