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Journal articles on the topic 'Audiology'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Lenich, Jennifer Komnick, Mark E. Bernstein, and Amanda Nevitt. "Educational Audiology." Language, Speech, and Hearing Services in Schools 18, no. 4 (October 1987): 344–56. http://dx.doi.org/10.1044/0161-1461.1804.344.

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The increase in the numbers of hearing-impaired students served in public schools in recent years has led to concern over the availability and quality of audiological services in that setting. Within the field of audiology, the specialty practice of Educational Audiology has begun to be recognized as one way to insure that students receive services from qualified individuals, but training in educational audiology is not yet widely available. This paper reviews the public schools' audiologic service needs, presents a plan for in-service education in this specialty, and proposes the establishment of a new accreditation in Educational Audiology.

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Jilla, Anna Marie, Michelle L. Arnold, and Erin L. Miller. "U.S. Policy Considerations for Telehealth Provision in Audiology." Seminars in Hearing 42, no. 02 (May 2021): 165–74. http://dx.doi.org/10.1055/s-0041-1731697.

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AbstractThe demand for telehealth services will continue to grow alongside an increased need for audiology services among both children and adults. Insurance coverage policies for audiologic services are specific to each payer and vary widely in the level of coverage provided for both in-person and telehealth-based audiology services. While benefits for children are fairly comprehensive, coverage for audiology services for adults is generally poor. Traditional Medicare does not cover hearing aids or other rehabilitative audiologic services, and other payer policies vary widely. Lack of benefits for hearing and balance services is inconsistent with the evidence base and leaves many beneficiaries without access to meaningful care for hearing and balance disorders, which are highly prevalent among and disproportionately affect Medicare beneficiaries. The purpose of this article is to discuss regulatory and reimbursement considerations for telehealth provision in audiology and elucidate opportunities to influence related health policy at both state and federal levels.

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Ramachandran, Virginia, James D. Lewis, Mahsa Mosstaghimi-Tehrani, Brad A. Stach, and Kathleen L. Yaremchuk. "Communication Outcomes in Audiologic Reporting." Journal of the American Academy of Audiology 22, no. 04 (April 2011): 231–41. http://dx.doi.org/10.3766/jaaa.22.4.6.

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Background: Audiologists often work collaboratively with other health professionals—particularly otolaryngology providers. Some form of written reporting of audiologic outcomes is typically the vehicle by which communication among providers occurs. Quality patient care is dependent on both accurate interpretation of outcomes and effectiveness of communication between providers. Audiologic reporting protocols tend to vary among clinics and providers, with most methods being based on preference rather than standardized definitions. Purpose: As part of an ongoing quality-improvement program, audiologic communication was reviewed by comparing written audiometric reports to descriptions of the audiometric results dictated by otolaryngology providers to evaluate the agreement of communication between provider groups. Research Design: Retrospective chart review. Study Sample: The study sample consisted of 6000 randomly selected charts from a total of 15,625 for the years 2004 and 2008 in the electronic medical record system of a large academic health-care system. Data Collection and Analysis: Audiogram reports and associated otolaryngology reports were reviewed by an audiologist and two audiology doctoral students. Communication occurred among 37 audiology providers and 39 otolaryngology providers. Data collected included rating of congruence or incongruence between reports, normal versus abnormal audiologic outcomes, and the nature of communication disparities. Data also included provider type (audiologist, audiology doctoral student, or trainee in clinical fellowship year [CFY]; otolaryngologist, otolaryngology resident, physician assistant, or nurse practitioner). Results: Incongruent results were higher among the sample of audiologic evaluations with abnormal outcomes (29.2%) compared with normal outcomes (9.5%). Of those cases rated as incongruent, differences in reporting audiometric results stemmed largely from variance in reporting of numerical values from the audiogram (20%), apparent dictation errors (10.1%), and communication of the ear tested (8.6%). Of those cases in which the interpretations of audiology providers differed from those of otolaryngology providers, incongruent results occurred in the interpretation of degree (29.4%), tympanometric results (28.2%), type of hearing loss (12.8%), acoustic reflex results (4.0%), symmetry (3.3%), and other domains (4.2%). Rates of incongruent results were similar regardless of experience level of the audiology provider (audiologist or audiology doctoral student/CFY) but differed depending on the educational background and experience of the otolaryngology provider. The highest incongruent interpretations were found among residents (32.5%), followed by otolaryngologists (25.2%) and physician assistants and nurse practitioners (21%). Conclusions: This study highlights the need for audiologists to critically evaluate the effectiveness of their communication with other health-care providers and demonstrates the need for evidence-based approaches for interpreting audiologic information and reporting audiologic information to others.

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Paula, Susana Vieira de, and Karla Anacleto de Vasconcelos. "evolução da e-audiologia no Brasil e no mundo." Distúrbios da Comunicação 34, no. 4 (June 14, 2023): e55643. http://dx.doi.org/10.23925/2176-2724.2022v34i4e55643.

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Introdução: Os termos ‘e-audiologia’, ‘teleaudiologia’, ‘teleprática em audiologia’ e variações, possuem uma característica em comum: avanços tecnológicos na audiologia. Objetivo: O estudo busca avaliar a evolução e desdobramentos da audiologia em modelo remoto no Brasil em comparação a outros países, assim como as vantagens e adversidades proporcionadas por este modelo. Método: Uma revisão integrativa foi realizada por meio de busca e análise de publicações disponíveis nas bases de dados Taylor & Francis Online, PubMed, Scielo, Thieme, ASHAWire e Academia.edu, entre novembro de 2020 e fevereiro de 2021, nos idiomas português brasileiro e inglês. Os termos de busca foram: e-audiologia, e-audiology, teleaudiologia, teleaudiology, telessaúde em audiologia, telehealth in audiology, teleprática em audiologia, telepractice in audiology. Foram considerados artigos publicados de forma gratuita abordando a audiologia em modelo remoto, sem limites ao ano de publicação. Resultados: Foram encontrados 987 artigos, mas apenas 79 foram selecionados para análise na presente revisão. O número de publicações apresentou um aumento nos últimos 5 anos e o Brasil, em comparação a outros países, mostrou bom nível de desenvolvimento em pesquisas na área da teleaudiologia. Conclusão: Não há dúvidas de que a teleaudiologia já possui um impacto significativo e positivo como modelo de atuação audiológica e, assim como em toda evolução, a e-audiologia vem oferecendo, ainda, maiores oportunidades para seus usuários. A insegurança e a incerteza vêm perdendo espaço para pesquisas e atualizações no campo ao redor do mundo, e, mesmo com algumas barreiras a serem enfrentadas, seu crescimento tem possibilitado acesso, autonomia, economia financeira e qualidade.

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5

Saunders, Gabrielle H., and Theresa H. Chisolm. "Connected Audiological Rehabilitation: 21st Century Innovations." Journal of the American Academy of Audiology 26, no. 09 (October 2015): 768–76. http://dx.doi.org/10.3766/jaaa.14062.

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Background: Tele-audiology provides a means to offer audiologic rehabilitation (AR) in a cost-, resource-, and time-effective manner. If designed appropriately, it also has the capability of personalizing rehabilitation to the user in terms of content, depth of detail, etc., thus permitting selection of the best content for a particular individual. Synchronous/real-time data collection, store and forward telehealth, remote monitoring and mobile health using smartphone applications have each been applied to components of audiologic rehabilitation intervention (sensory management, instruction in the use of technology and control of the listening environment, perceptual and communication strategies training, and counseling). In this article, the current state of tele-audiological rehabilitation interventions are described and discussed. Results: The provision of AR via tele-audiology potentially provides a cost-effective mechanism for addressing barriers to the routine provision of AR beyond provisions of hearing technology. Furthermore, if designed appropriately, it has the capability of personalizing rehabilitation to the user in terms of content, depth of detail, etc., thus permitting selection of the best content for a particular individual. However, effective widespread implementation of tele-audiology will be dependent on good education of patients and clinician alike, and researchers must continue to examine the effectiveness of these new approaches to AR in order to ensure clinicians provide effective evidence-based rehabilitation to their patients. Conclusions: While several barriers to the widespread use of tele-audiology for audiologic rehabilitation currently exist, it is concluded that through education of patients and clinicians alike, it will gain greater support from practitioners and patients over time and will become successfully and widely implemented.

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Meibos, Alex, Karen Muñoz, and Michael Twohig. "Counseling Competencies in Audiology: A Modified Delphi Study." American Journal of Audiology 28, no. 2 (June 10, 2019): 285–99. http://dx.doi.org/10.1044/2018_aja-18-0141.

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Purpose Counseling practices in audiology play a critical role in helping patients and families understand, accept, and adjust to the dynamic impacts ear-related disorders have on their lives. The purpose of this study was to identify what competencies (i.e., knowledge, skills, and attitudes) are important for audiologists to possess to provide effective counseling in practice. Method A modified Delphi study design was used to survey a panel of 33 professionals with expertise in audiologic counseling from 5 different countries. In the 1st survey round, experts were asked to respond to 3 open-ended prompts. Responses were condensed and revised into items experts were asked to rate during the 2nd and 3rd survey rounds, on a 6-point Likert scale of importance. Results A total of 819 items were generated from the open-ended prompts. A total of 72 items were included in the 2nd and 3rd rounds of survey instruments. Consensus was met on 64 audiologic counseling competency items. Conclusions The competency items identified in this study reflect important knowledge, skills, and attitudes that are important to audiologic counseling. Items that met consensus in this study can inform competencies audiology students can acquire during graduate training. Practice guidelines in the field currently lack the necessary clarity and detail needed for implementation of counseling competencies in clinical education. Future research is needed to explore factors important for implementation of evidence-based counseling training in graduate audiology programs.

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English, Kris, Susan Naeve-Velguth, Eileen Rall, June Uyehara-Isono, and Andrea Pittman. "Development of an Instrument to Evaluate Audiologic Counseling Skills." Journal of the American Academy of Audiology 18, no. 08 (September 2007): 675–87. http://dx.doi.org/10.3766/jaaa.18.8.5.

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This study describes the development of an instrument designed to evaluate audiologic counseling skills. In simulated counseling sessions, a trained actor portrayed a parent, and ten graduate audiology students role-played counseling sessions as audiologists informing the “parent” that her infant has a hearing loss. The ten sessions were videotaped, and three raters viewed the taped sessions while evaluating counseling skills with a new evaluation tool, the Audiologic Counseling Evaluation (ACE). The ACE was found to have excellent internal reliability (α = .91) and moderate-to-good inter-rater reliability. Raters' subjective evaluations of the tool were generally positive, and students' evaluations of the simulated counseling experience were overwhelmingly so. This instrument can be used by audiology faculty and clinical instructors to help students improve their counseling skills before interacting with parents. It can also be used in clinical settings for professional development by way of self- and peer-evaluation. Este estudio describe el desarrollo de un instrumento designado para la evaluación las destrezas en la consejería audiológica. En sesiones simuladas de consejería, un actor entrenado actuó como un progenitor, y 10 estudiantes graduados de audiología actuaron en dichas sesiones como audiólogos que informaban al "padre" que su niño tenía una pérdida auditiva. Las 10 sesiones fueron filmadas en video, y tres observadores calificaron las sesiones grabadas en tanto que evaluaban las destrezas de consejería con una nueva herramienta de evaluación, la Evaluación de Consejería Audiológica (ACE). Se encontró que la ACE tenía una excelente confiabilidad interna (α = .91) y una confiabilidad moderada a buena entre los evaluadores. Las evaluaciones subjetivas de la herramienta por parte de los jueces fueron positivas, y también las evaluaciones de los estudiantes simulando la experiencia de consejería. Este instrumento puede ser utilizado por profesores de audiología y por instructores clínicos para ayudar a los estudiantes a mejorar sus destrezas de consejería antes de interactuar con los padres. Puede utilizarse en situaciones clínicas para desarrollo profesional por medio de auto-evaluaciones y evaluaciones entre estudiantes.

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Henry, James A., Michael Piskosz, Arnaud Norena, and Philippe Fournier. "Audiologists and Tinnitus." American Journal of Audiology 28, no. 4 (December 16, 2019): 1059–64. http://dx.doi.org/10.1044/2019_aja-19-0070.

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Purpose Although tinnitus is highly prevalent among patients receiving audiology services, audiologists are generally untrained in tinnitus management. Audiology graduate programs, as a rule, do not provide comprehensive instruction in tinnitus clinical care. Training programs that do exist are inconsistent in their recommendations. Furthermore, no standards exist to prevent the delivery of unvetted audiologic services, which can be expensive for patients. Patients seeking professional services by an audiologist, therefore, have no basis upon which to be assured they will receive research-based care. The purpose of this article is to describe the current status of tinnitus management services that exist within the general field of audiology and to suggest specific approaches for improving those services. Conclusion Audiologists may be in the best position to serve as the primary health care providers for patients experiencing tinnitus. Tinnitus care services by audiologists, however, must achieve a level of evidence-based standardization.

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9

Messersmith, Jessica J., and Lindsey Jorgensen. "The Impact of the Affordable Care Act on Insurance Coverage of Hearing Healthcare." Perspectives on Public Health Issues Related to Hearing and Balance 15, no. 1 (November 2014): 19–26. http://dx.doi.org/10.1044/phi15.1.19.

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Implementation of the Affordable Care Act (ACA) impacts the profession of audiology beyond individual audiology practice patterns in the clinic. The legislation and further required implementation of the ACA may dictate coverage of audiologic services and devices now and into the future. Audiologic (re)habilitative services and devices have not historically been covered and are unlikely included in benchmark plans. Under the current language of the ACA, states without mandated coverage of hearing healthcare prior to 2011 will face significant challenges in creating mandates. Arguments for including audiologic services and devices as an Essential Health Benefit (EHB) include quality care, improved patient outcomes, and improved consistency in coverage patterns across the United States. Due to the limited definition of EHB from the Department of Health and Human Services (HHS) and loopholes in plans required to follow ACA guidelines, it is very possible that the inconsistencies across plans and states may increase and that financial repercussions at the state level may hinder passage of state-level mandated coverage of hearing healthcare.

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Smith, Lauren R., and Rose L. Allen. "Audiology." Perspectives on Administration and Supervision 14, no. 2 (June 2004): 3–4. http://dx.doi.org/10.1044/aas14.2.3.

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Culbertson, Deborah, Jane Painter, and Laura Carr. "Audiology." Perspectives on Administration and Supervision 16, no. 1 (March 2006): 12–13. http://dx.doi.org/10.1044/aas16.1.12.

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Rutledge, Sharon L. "Audiology." Perspectives on Administration and Supervision 16, no. 2 (June 2006): 16–18. http://dx.doi.org/10.1044/aas16.2.16.

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Joyner, Rhonda. "Audiology." Perspectives on Administration and Supervision 16, no. 3 (October 2006): 19–20. http://dx.doi.org/10.1044/aas16.3.19.

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Swink, Shannon, and Rose L. Allen. "Audiology." Perspectives on Administration and Supervision 17, no. 1 (March 2007): 22–24. http://dx.doi.org/10.1044/aas17.1.22.

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Culbertson, Deborah S., and Susie T. Harris. "Audiology." Perspectives on Administration and Supervision 17, no. 2 (June 2007): 22–26. http://dx.doi.org/10.1044/aas17.2.22.

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Eubanks, Christine Gilmore. "Audiology." Perspectives on Administration and Supervision 17, no. 3 (October 2007): 20–22. http://dx.doi.org/10.1044/aas17.3.20.

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Clark, Graeme. "Audiology." Medical Journal of Australia 150, no. 9 (May 1989): 521. http://dx.doi.org/10.5694/j.1326-5377.1989.tb136606.x.

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&NA;, &NA;. "Audiology." Current Opinion in Otolaryngology & Head and Neck Surgery 5, no. 5 (October 1997): B99—B114. http://dx.doi.org/10.1097/00020840-199710000-00015.

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Meyer-Bisch, Christian. "Audiology ?" Audiology Direct, no. 1 (2017): 1. http://dx.doi.org/10.1051/audiodir/201701001.

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Tubbs, Rhonda S. "Audiology." Otology & Neurotology 30, no. 5 (August 2009): 583. http://dx.doi.org/10.1097/mao.0b013e3181a52798.

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Nozza, Robert J. "Audiology." Annals of Otology, Rhinology & Laryngology 97, no. 4_suppl (July 1988): 63–67. http://dx.doi.org/10.1177/00034894880970s412.

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Talbott, Richard E. "Audiology." Ear and Hearing 7, no. 2 (April 1986): 115–16. http://dx.doi.org/10.1097/00003446-198604000-00014.

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Brunt, Michael A. "Audiology." Ear and Hearing 15, no. 2 (April 1994): 194–95. http://dx.doi.org/10.1097/00003446-199404000-00011.

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Mendoza, Lee. "Audiology." Ear and Hearing 16, no. 4 (August 1995): 433–34. http://dx.doi.org/10.1097/00003446-199508000-00012.

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Barajas del Prat, José Juan. "Auditio; Revista Electrónica de Audiología." Auditio 1, no. 1 (September 15, 2021): 1–2. http://dx.doi.org/10.51445/sja.auditio.vol1.2001.003.

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Las revistas científicas han sido el vehículo de comunicación de la ciencia desde el siglo XVII. Han servido para organizar el conocimiento en áreas de interés común y para el establecimiento de un nivel en la calidad de las publicaciones. Sin embargo y al mismo tiempo han segmentado la investigación en multitud de revistas y encarecido el acceso a las mismas. Por ejemplo, un tema de estudio como la esclerosis múltiple, puede encontrarse referenciada en más de 50 revistas distintas. Esto, para el profesional, significa una inversión en tiempo y coste en la adquisición de los artículos muchas veces desalentadoras. Las suscripciones han subido un 207% durante el período comprendido entre los años 1986 y 1999. Así mismo en ese mismo período ha habido un incremento del número de revista del 55%. Esto ha llevado a las editoriales a una inflación en los precios no justificada en la mayoría de los casos. Así, por ejemplo, la suscripción anual en Brain Research cuesta aproximadamente $15000. El desarrollo de las revistas en formato electrónico ha sido vertiginoso. Las ventajas son obvias, la reducción de los costes de producción y de distribución, la posibilidad de interaccionar entre el lector y el autor, la amplia gama de presentación y diseño que permiten rapidez para difundir la información científica. La mayoría de las publicaciones científicas tradicionales ofrecen hoy en la red su versión electrónica. Algunas incluso han llegado a desaparecer en su formato tradicional y hoy solo están disponibles electrónicamente. No cabe duda que estamos asistiendo a una revolución en la publicación científica en la que los próximos 5 años serán decisivos. En Europa existen en lengua inglesa cinco revistas dedicadas a la audiología: Audiology, Neuro Otology and Audiology, British Audiology, Journal of Audiological Medicine y Scandinavian Audiology. Las personas responsables de estas revistas se dan cuentan que mantener un alto nivel académico a la vez que reducir los costes exige plantearse la posibilidad de fusionar las publicaciones. En estos últimos meses nos consta que ha habido intentos por Scandinavian Audiology, Audiology y British Audiology de tratar de formar una sola publicación. En español, las revistas de audiología son escasas y de aparición irregular. En general los artículos son de bajo nivel académico reflejando la poca tradición que tienen este disciplina como tal en el ámbito de nuestra comunidad hispano parlante. El portal que nosotros presentamos contiene, como no podía ser de otro manera, una parte fundamental dedicada a una revista electrónica en lengua española. Bajo esta perspectiva nace Auditio, publicación dedicada a la Audiología en formato electrónico. Nuestra revista asume un papel internacionalmente importante toda vez que trata con una disciplina extraordinariamente amplia y compleja. A decir verdad, la Audiología podría seguir muy bien la definición cervantina de la caballería andante: “ una ciencia que encierra en sí todas o las más ciencias del mundo”. Efectivamente, el audiólogo debe saber anatomía para reconocer las distintas estructuras que constituyen el sistema auditivo, ha de ser fisiólogo porqué debe estar familiarizado con los mecanismos íntimos de la audición. Debe tener conocimientos de física, especialmente de acústica porqué tiene que entender los estímulos desencadenantes de la audición. Debe ser psicólogo para ayudar a sus pacientes en su rehabilitación. Tiene que conocer los distintos métodos de diagnóstico pues debe establecer la naturaleza de las distintas disfunciones audiológicas... en suma, juzguen usted “ sí es ciencia mocosa lo que aprende el audiólogo que la estudia y profesa”. Nuestro propósito es que esta revista electrónica consiga los objetivos que las revistas impresas sobre audiología escritas en español no han podido conseguir hasta el momento: (1) distribución universal (2) bajos costes (3) aparición regular y (4) nivel científico aceptable. Que duda cabe que para que estos objetivos se puedan conseguir necesitamos la colaboración de todos. Sobre todo que perdamos la suspicacia y enviemos nuestras contribuciones más relevantes a estas revistas que ahora surgen en nuestra red. Que se sometan con gusto a los revisores internacionales del consejo editorial y sobre todo que se sientan reconocidos científicamente en nuestra revista. En nombre propio y del comité editorial le agradecemos su colaboración y le damos la más calurosa bienvenida a la Revista electrónica de Audiología: Auditio.

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Skinner, Kimberly, Barbara Maxwell, Amanda Baskerville, and Jovan Milanović. "Audiology, an Important Contributor to Interprofessional Holistic Care: An Interprofessional Collaborative Case Example." American Journal of Audiology 31, no. 1 (March 3, 2022): 204–10. http://dx.doi.org/10.1044/2021_aja-21-00118.

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Purpose: Interprofessional collaboration improves health outcomes, enhances health care satisfaction, and facilitates more effective use of resources. Interprofessional collaborators increasingly understand and value other professions. A.T. Still University provides students from multiple programs with opportunities to develop interprofessional collaboration skills. This research note presents details of one such interprofessional education (IPE) opportunity, a collaborative case. Audiology was part of this case in two ways: Audiologic details of the simulated patient were provided to all students, and audiology students participated in the experience. The results of this involvement are reported. This research note is primarily descriptive in nature; however, the question of whether students viewed their interprofessional competencies as improving following the IPE experience was explored using a validated self-report tool, the Interprofessional Collaborative Competency Attainment Survey (ICCAS). Method: A total of 23 students completed the ICCAS. Additionally, student case presentations were reviewed and audiology-based recommendations were tallied. Results: Highly significant differences ( p ≤ .01) for all 20 items on the ICCAS were observed for differences in self-assessed interprofessional skills knowledge. All but one of the 12 teams made specific recommendations regarding the communication needs of the patient. Conclusions: Students viewed their own competencies related to interprofessional collaboration as improved following the collaborative case experience. Overall, the collaborative case experience was effective in providing students with the opportunity to develop a breadth of skills needed for interprofessional collaboration. Providing audiologic information in the case history prompted all but one team to consider patient communication needs.

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Miller, Erin L., Anna Marie Jilla, and Michelle L. Arnold. "Defining Audiology through Occupational and Health Policy Action." Seminars in Hearing 43, no. 01 (February 2022): 003–12. http://dx.doi.org/10.1055/s-0042-1743123.

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AbstractMany barriers to accessibility exist for Medicare beneficiaries seeking hearing and balance care such as availability of providers, coverage for services, and ability to pay. Other statutory and administrative barriers exist including the need for physician orders to have audiology services covered, the classification of audiologists as suppliers of “other diagnostic tests” under Medicare payer policy, and non-coverage of certain audiologic management and treatment services. Nearly two decades of legislative efforts have not resulted in any substantial changes to U.S. health policy, while the need for audiology services has increased due to a growing demographic of older adults. The Medicare Audiologist Access and Services Act (MAASA) has been introduced in the 116th and 117th Congress and proposes amendments to the Social Security Act that would address statutory barriers to accessing hearing and balance care among Medicare beneficiaries and would recognize audiologists for their scope of practice within the Medicare program. Objectives of the present review are to provide a summary of statutes in the Social Security Act and Standard Occupational Classification system which affect audiologists, audiology services, and Medicare beneficiaries and to discuss previous and current legislative health policy efforts to address these statutory barriers to hearing and balance care access.

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Reynolds, Bailey, Sarah E. Yoho, Karen Muñoz, and Cache Pitt. "Family Involvement in Adult Hearing Evaluation Appointments: Patient Perspectives." American Journal of Audiology 28, no. 4 (December 16, 2019): 857–65. http://dx.doi.org/10.1044/2019_aja-19-0013.

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Background Many adults suffer from an array of consequences due to their hearing loss (e.g., self-efficacy, mastery, psychosocial challenges). Family involvement can help improve their outcomes. Purpose This study aimed to determine audiology adult patients hearing experiences and inquired about their perspectives on family involvement in appointments. Research Design A cross-sectional survey was completed. Descriptive statistics, item analyses, and quantitative analyses were used to examine patient's characteristics and perspectives. Study Sample Three hundred eighty-two adult audiology patients participated in the study. Data Collection and Analysis A 15-item survey was created with 4 sections, including patient demographic information, general hearing questions, hearing experiences, and family interactions and involvement. Descriptive statistics were used to examine patient's characteristics and perspectives on family involvement in audiology appointments. Chronbach's alpha was used to reveal good internal consistency of difficult feelings related to hearing and perceived negative family member reactions. Quantitative analyses were used to determine patient perspectives on family involvement. Results Though patients reported difficulties due to their hearing loss, more than half reported that they did not want family involvement or they were unsure of the benefit that the involvement would provide. Patients who were interested in having family involved reported benefits such as educational opportunities and support. Few barriers of family involvement were reported by patients. Conclusions Patients had a mixed desire about family involvement in their adult audiology appointments. Education of patients about the benefits of family involvement may need to happen for this shift in audiologic practice.

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Gregg, Ryan B., Lori S. Wiorek, and Joan C. Arvedson. "Pediatric Audiology." Pediatrics In Review 25, no. 7 (July 1, 2004): 224–34. http://dx.doi.org/10.1542/pir.25.7.224.

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Givens, Gregg D. "Audiology Telepractice." Seminars in Hearing 26, no. 01 (February 2005): 1. http://dx.doi.org/10.1055/s-2005-863796.

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Krumm, Mark. "Audiology telemedicine." Journal of Telemedicine and Telecare 13, no. 5 (July 1, 2007): 224–29. http://dx.doi.org/10.1258/135763307781458912.

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Various real-time telemedicine applications have been investigated in audiology, including pure tone audiometry, otoacoustic emission testing, auditory brainstem response recordings, hearing aid fitting and video-otoscopy. Store-and-forward applications have usually been used to transmit basic patient data including case history information and hearing screening results, although both video-nystagmography and video-otoscopy have been piloted. Remote access to computerized equipment is relevant to audiology telemedicine, although there have been few reports of the use of application sharing using computerized audiology equipment. In a pilot trial of real-time telemedicine, both pure tone and speech audiometry measures were provided remotely through application sharing. Audiology telemedicine appears promising, but it is at an early stage of development and many areas such as its cost effectiveness, patient acceptance and test efficacy require systematic investigation.

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32

Sawyer, Tricia. "Audiology Convention." ASHA Leader 7, no. 23 (December 2002): 6. http://dx.doi.org/10.1044/leader.acc2.07232002.6.

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33

Lewis, Meagan. "Audiology Unbundled." ASHA Leader 23, no. 2 (February 2018): 22–23. http://dx.doi.org/10.1044/leader.aea.23022018.22.

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34

Colucci, Dennis A. "Biometric Audiology." Hearing Journal 68, no. 6 (June 2015): 40. http://dx.doi.org/10.1097/01.hj.0000466873.97809.47.

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35

Colucci, Dennis. "Jailhouse Audiology." Hearing Journal 70, no. 12 (December 2017): 44. http://dx.doi.org/10.1097/01.hj.0000527874.06076.d6.

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36

Saunders, Gabrielle. "Audiology: Treatment." International Journal of Audiology 48, no. 1 (January 2009): 51. http://dx.doi.org/10.1080/14992020802317528.

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37

Foltner, Kathy, and Bradley Mansfield. "Branding audiology." Hearing Journal 59, no. 5 (May 2006): 41. http://dx.doi.org/10.1097/01.hj.0000286680.72590.67.

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38

Seidemann, Michael. "Forensic Audiology." Seminars in Hearing 15, no. 03 (August 1994): 243–50. http://dx.doi.org/10.1055/s-0028-1083771.

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39

Allard, J. Brad, and Diane Cordry Golden. "Educational Audiology." Language, Speech, and Hearing Services in Schools 22, no. 2 (April 1991): 5–11. http://dx.doi.org/10.1044/0161-1461.2202.05.

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Data were collected representing three audiology service delivery systems: (a) school-based audiology within the district, (b) nonschool-based audiology within the immediate community area, and (c) school-based audiology in a community remote from the school. Analysis of information found in the case records of hearing-impaired students serviced by these delivery systems showed superiority of school-based audiological programs on a variety of quality indicators.

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40

Smith, Steven P. "Humanitarian Audiology." Seminars in Hearing 41, no. 02 (April 7, 2020): 081–82. http://dx.doi.org/10.1055/s-0040-1708505.

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41

Aungst, Roberta. "Audiology Update." Perspectives on Audiology 1, no. 1 (May 2005): 2–3. http://dx.doi.org/10.1044/poa1.1.2.

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42

McConnell, Freeman E. "Diagnostic Audiology." Ear and Hearing 8, SUPPLEMENT (August 1987): 4S—6S. http://dx.doi.org/10.1097/00003446-198708001-00003.

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43

Jerger, James. "Diagnostic Audiology." Ear and Hearing 8, SUPPLEMENT (August 1987): 7S—12S. http://dx.doi.org/10.1097/00003446-198708001-00004.

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Schwartz, Daniel M. "NeuroDiagnostic Audiology." Ear and Hearing 8, SUPPLEMENT (August 1987): 43S—48S. http://dx.doi.org/10.1097/00003446-198708001-00009.

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45

Kopra, Lennart L. "Rehabilitative Audiology." Ear and Hearing 8, no. 6 (December 1987): 350. http://dx.doi.org/10.1097/00003446-198712000-00012.

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46

McCormick, Barry N. "Paediatric Audiology." Ear and Hearing 11, no. 3 (June 1990): 241–42. http://dx.doi.org/10.1097/00003446-199006000-00014.

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47

Sanders, Jay W. "Diagnostic Audiology." Ear and Hearing 11, no. 6 (December 1990): 470. http://dx.doi.org/10.1097/00003446-199012000-00012.

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48

Melnick, William. "Clinical Audiology." Ear and Hearing 15, no. 2 (April 1994): 193. http://dx.doi.org/10.1097/00003446-199404000-00009.

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Hallahan, Thomas J. "Rehabilitative Audiology." Ear and Hearing 15, no. 2 (April 1994): 195–96. http://dx.doi.org/10.1097/00003446-199404000-00012.

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Horwitz, Amy. "Geriatric Audiology." Ear and Hearing 22, no. 2 (April 2001): 169–70. http://dx.doi.org/10.1097/00003446-200104000-00011.

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