Daily Hearing Aid Check

DAILY HEARING AID CHECK

1. Do a visual inspection for damage.

Ø Is the casing in poor shape?

Ø Is the ear hook cracked?

Ø Is the ear hook attached tightly?

Ø Is there wax or anything blocking the ear hook?

Ø Is the ear mold hard or discolored?

Ø Is the ear mold clogged with wax?

Ø Is the ear mold tubing cracked, torn or have moisture in it?

2. Check batteries with battery tester.

Ø If the battery is not completely dead, change it anyway. Dispose of away from students!

Ø If you change a battery, take the backing off of it and wait one minute to let it activate. This prolongs the life of the battery.

3. Listen to aids through listening scope.

Ø TURN DOWN the volume all the way if you can!!!!!! If not, keep the acoustic environment quiet.

Ø As you say the Ling 6 Sounds (ah, oo, ee, sh, ss, mm) turn the volume up and down if you can. Do not hurt yourself by turning it too loudly.

Ø Shake it. Is it intermittent, have static, or cut in and out? L

Ø Does it sound like you are in a barrel or distorted? L

Ø Does it sound like it did yesterday?

Ø Make a mental note of how the aids sound when properly working.

4. If the hearing aid is in good working order, continue with the Ling 6 Sound Test.

5. If the hearing aid is not working or you have concerns about it, notify the parents immediately.

LING 6 SOUND TEST (ah, oo, ee, sh, ss, mm)

Purpose: To determine how the student responds across the speech range, whether amplification is working properly, or whether further hearing loss has occurred.

1. Reduce/control the noise in the environment so the student is performing in the best possible listening environment.

2. If possible let the student observe a more experienced student doing the Ling Sound Test or utilize a student with hearing who easily understand your directions.

3. Explain to the student you want him/her to listen and indicate in some manner when they hear a sound. For young students hold an object, such as a small counter bear, to the student’s ear and when the student hears a sound, put the bear in a container. Utilize a variety of indicators such as puzzles, stringing beads, & fun seasonable items. For older students you can ask the student to clap, raise their hand, write on the board, point to the Ling sounds, or repeat them.

4. If the student has only one cochlear implant or hearing aid, put the item in the student’s hand and hold it to the student’s hearing ear to help the student understand this is about hearing and listening.

5. Initially allow the child to see your face as you say the sounds and provide hand over hand instruction. Once they understand what is expected of them it should be done with the child facing away from you or by using a acoustic hoop so responses are based completely on auditory stimulus.

6. Position the student approximately 3 feet from you, facing away from you and at ear level.

7. Present each sound (ah, ou, ee, sh, sss, mm) one at a time at a normal tone of voice. Wait for the student to indicate s/he heard the sound by putting the item in a container. Document if each sound was detected or identified (when the child repeats the sounds correctly).

8. Vary the rate at which you say the sound so the student does not learn to predict when you will say it.

9. Vary the order of the sounds.

10. Have periods of time where there is no sound. Expand the distance beyond 3 feet when the student succeeds at all the sounds they are capable of detecting.

11. Determine the greatest distance the student is successful identifying all the sounds they could detect at 3 feet.

August 25, 2010