Evaluation Questionnaires

Modernising Children’s Hearing Aid Services

Evaluation QuestionnairesEvaluation Questionnaires

LIFE-UK IHPLIFE-UK IHP

LSQ LSQ

PEACHPEACH

MCHASMCHASModernising Children’s Hearing Aid ServicesModernising Children’s Hearing Aid Services

Wave 4 EJB 17/05/04


Recommended QuestionnairesRecommended Questionnaires

MCHAS Recommend the followingMCHAS Recommend the following School ageSchool age

LIFE (Listening Inventory for Education—UK) (Canning)ToD/teacher and childLSQ-P (Listening Situations Questionnaire for Parents) (IHR, Grimshaw)Parent

Pre-schoolPre-schoolPEACH (Parents’ Evaluation of the Aural performance of Children) (NAL)ToD and parent


Listening Inventories For Education UK Listening Inventories For Education UK Individual Hearing Profile Individual Hearing Profile

(LIFE-UK IHP)(LIFE-UK IHP) Adapted from Dave Canning City University (original Adapted from Dave Canning City University (original

version version www.hear2learn.comwww.hear2learn.com)) Completed by child (with TOD help) Age 5-7+Completed by child (with TOD help) Age 5-7+ Designed to isolate issues regardingDesigned to isolate issues regarding

Listening in noise and quietWith/without lipreadingPresent version has 18 situations

Used in 1Used in 1stst wave studies wave studies Identified differences in analogue & DSP HA


1. There is a lot of noise outside the classroom.

Teacher-Child No lipreading

Noise FM System Yes / No

How well can you hear the words the teacher is saying?

Always easy

Mostly easy

Sometimes difficult

Mostly Difficult

Always difficult

These prompts were added to clarify situation


1. It is a quiet day and there is no noise from outside the classroom.

Teacher-Child No lipreading Quiet

FM System Yes / No


Always easy

Mostly easy

Sometimes difficult

Mostly difficult

Always difficult


1. The class have just finished an activity and are tidying up. The teacher says something to the class.

Teacher-Child

Lipreading Noise FM System Yes / No


Always easy

Mostly easy

Sometimes difficult

Mostly difficult

Always difficult


Interaction Teacher - Child Child - ChildLipreading Yes No Yes NoNoise Yes No Yes No Yes No Yes NoType A B C D E F G H CommentsEXAMPLE 3Q1Q2Q3Q4Q5Q6Q7Q8Q9Q10Q11Q12Q13Q14Q15Q16Q17Q18

Type Totals

43

34

34

2

45

2

2

2

23

3

3

44

211 5 17 7 7 4 4

CommentComment Always EasyAlways Easy Mostly EasyMostly Easy Sometimes Sometimes DifficultDifficult

Mostly DifficultMostly Difficult Always DifficultAlways Difficult

ScoreScore 11 22 33 44 55


Teacher Child Exchanges Child Child ExchangesAlways easy 4 - 7 2 - 3 4 - 7 2 - 3 Always easy 3 - 5 1 1 1

Mostly easy 8 - 11 4 - 5 8 - 11 4 - 5 Mostly easy 6 - 8 2 2 2

Sometimes difficult 12 - 15 6 - 7 12 - 15 6 - 7 Sometimes difficult 9 - 11 3 3 3

Mostly difficult 16 - 19 8 - 9 16 - 19 8 - 9 Mostly difficult 12 - 14 4 4 4

Always difficult 20 10 20 10 Always difficult 15 5 5 5

Type A B C D Type E F G HNoise Quiet Noise Quiet Noise Quiet Noise QuietLipreading No Lipreading Lipreading No Lipreading

Consider FM if not wearing oneIf wearing FM, check function/balanceCheck position in class, room acoustics, counselling with teacher etc

Child relies on lip reading, particularly in noise


LIFE-IHP UK Scoring on a PMSLIFE-IHP UK Scoring on a PMS


Listening Situations Questionnaire (LSQ-P)Listening Situations Questionnaire (LSQ-P)

Designed by MRC Institute of Hearing ResearchDesigned by MRC Institute of Hearing ResearchUsed in 1st wave studiesParents were positive

Involves 10 listening situations Involves 10 listening situations Deemed to be most important for HI childGreat deal of validation undertaken

Administered by Teacher (or Health ?)Administered by Teacher (or Health ?)Completed by parents of children

MCHAS reviewing questions & photosMCHAS reviewing questions & photos


How important is this situation? How often does this happen?

Very important Very often Important Often Slightly important Sometimes Not at all important Hardly ever

1. Listening to what is said in a noisy room at school by teacher

In this situation with a hearing aid how much difficulty does your child have?

A great deal

Quite a lot

A little

None at all

Never wears an aid


2. Listening to instructions from an adult when out of doors




A great deal

Quite a lot

A little

None at all

Never wears an aid


3. Listening to the doorbell or telephone ring when you are in another room




A great deal

Quite a lot

A little

None at all

Never wears an aid


LSQ ScoringLSQ Scoring

Very Important/Very Often/ A great dealVery Important/Very Often/ A great deal Score 4Score 4 Important/ Often/ Quite a lotImportant/ Often/ Quite a lot Score 3Score 3 Slightly Important/ Sometimes/ A LittleSlightly Important/ Sometimes/ A Little Score 2Score 2 Not at all important/ Hardly ever/ None at allNot at all important/ Hardly ever/ None at all Score 1Score 1

If answers ‘Never wears an aid’, prompt to see if this is because child If answers ‘Never wears an aid’, prompt to see if this is because child experiences ‘A great deal of difficulty’ or ‘No difficulty at all’ and score experiences ‘A great deal of difficulty’ or ‘No difficulty at all’ and score accordinglyaccordingly

Overall Score Minimum= 30, Maximum=120Overall Score Minimum= 30, Maximum=120 OverallOverall Scores over 100 need examination of hearing Scores over 100 need examination of hearing

provisionprovision DifficultyDifficulty Scores of over 22 need examination of listening Scores of over 22 need examination of listening

situations in which child experiences difficulties, and situations in which child experiences difficulties, and examination of hearing provisionexamination of hearing provision


LSQ-P ScoringLSQ-P Scoring

Question Number Importance Frequency Difficulty 1 4 3 2 1 4 3 2 1 4 3 2 1

2 4 3 2 1 4 3 2 1 4 3 2 1

3 4 3 2 1 4 3 2 1 4 3 2 1

4 4 3 2 1 4 3 2 1 4 3 2 1

5 4 3 2 1 4 3 2 1 4 3 2 1

6 4 3 2 1 4 3 2 1 4 3 2 1

7 4 3 2 1 4 3 2 1 4 3 2 1

8 4 3 2 1 4 3 2 1 4 3 2 1

9 4 3 2 1 4 3 2 1 4 3 2 1

10 4 3 2 1 4 3 2 1 4 3 2 1

TOTALS

Total Overall Score __________________________________

35 34 23

35+34+23 = 92

Total Difficulty Score __________________________________23


LSQ-P Scoring on PMSLSQ-P Scoring on PMS


Parents Evaluation of Aural Performance Parents Evaluation of Aural Performance of Children (PEACH)of Children (PEACH)

Designed by NALDesigned by NAL To be used with children of pre school ageTo be used with children of pre school age TOD may give parent questionnaire prior to visitTOD may give parent questionnaire prior to visit

will record responses to questions in an interview style at subsequent visit.

Incorporates questions relevant toIncorporates questions relevant toPreschool population identifying areas of concern listening in noise, quiet, envhearing aid use

Some normative data availableSome normative data available


PEACHPEACH

Probe 1Probe 1 Goal of probe. Goal of probe. How often does the child wear his/her hearing aid/cochlear How often does the child wear his/her hearing aid/cochlear

implant? implant?

* # * # Examiner instructions Examiner instructions. . Ask the parent, “Can you tell me about Ask the parent, “Can you tell me about …….. routine for wearing his/her hearing aid/cochlear implant in the last two …….. routine for wearing his/her hearing aid/cochlear implant in the last two weeks?“weeks?“

ScoringScoring __________ 00 Never. (0%)Never. (0%) 11 Seldom. (Around 25% of the time)Seldom. (Around 25% of the time) 22 Sometimes. (Around 50% of the time)Sometimes. (Around 50% of the time) 33 Often. (Around 75% of the time)Often. (Around 75% of the time) 44 Always. (100% of the time)Always. (100% of the time) ExamplesExamples


Probe 2Probe 2

Goal of ProbeGoal of Probe. . CanCan the child monitor the proper functioning of the hearing aid/ the child monitor the proper functioning of the hearing aid/ cochlear implant?cochlear implant?

** Examiner instructionsExaminer instructions. Ask the parent, “Has........ told you if his/her . Ask the parent, “Has........ told you if his/her hearing aid/cochlear implant hasn't been working in the last two weeks?” If yes, “Can hearing aid/cochlear implant hasn't been working in the last two weeks?” If yes, “Can you give me some examples of the problems he reported?” “Have you ever checked you give me some examples of the problems he reported?” “Have you ever checked the hearing aid/cochlear implant and found it not switched on or not working properly the hearing aid/cochlear implant and found it not switched on or not working properly or has a flat battery?” If the answer to this question is yes, ask for examples that have or has a flat battery?” If the answer to this question is yes, ask for examples that have occurred in the last two weeks.occurred in the last two weeks.

## OR:OR: Ask the parentAsk the parent, , ” In the last two weeks” In the last two weeks has …….given any indication to has …….given any indication to show that his/her hearing aid/cochlear implant hasn’t been working? ( e.g. he/she show that his/her hearing aid/cochlear implant hasn’t been working? ( e.g. he/she may appear grumpy, agitated, cry, pull at the hearing aids) when the hearing aid may appear grumpy, agitated, cry, pull at the hearing aids) when the hearing aid /cochlear implant is not functioning If the answer to this question is yes, ask for /cochlear implant is not functioning If the answer to this question is yes, ask for examples that have occurred in the last two weeks.examples that have occurred in the last two weeks.

This question may not be applicable for infants < 12 months.This question may not be applicable for infants < 12 months.

ScoringScoring __________ 00 Never, if no examples can be given. (0%)Never, if no examples can be given. (0%) 11 Seldom, if one or two examples can be given. (Around 25% of the time)Seldom, if one or two examples can be given. (Around 25% of the time) 22 Sometimes, if several examples can be given. (Around 50% of the time)Sometimes, if several examples can be given. (Around 50% of the time) 33 Often, if numerous examples can be given. (Around 75% of the time)Often, if numerous examples can be given. (Around 75% of the time) 44 Always. (100% of the time)Always. (100% of the time) ExamplesExamples


Probe 3Probe 3

Goal of probe. Goal of probe. Is the child bothered/upset by any loud sounds?Is the child bothered/upset by any loud sounds?

** Examiner instructionsExaminer instructions.. Ask the parent, “ Has ... complained Ask the parent, “ Has ... complained about / or been upset by any some loud sounds in the last two weeks?” If about / or been upset by any some loud sounds in the last two weeks?” If yes, ask the parentyes, ask the parent to give examples of when and where that occurred. to give examples of when and where that occurred.

# # OR:OR: Ask the parent, “Has …….shown that he/she has been upset Ask the parent, “Has …….shown that he/she has been upset by any loud sounds in the last two weeks?” ( He /she may startle and/or cry, by any loud sounds in the last two weeks?” ( He /she may startle and/or cry, cover his/her ears, pull his/her hearing aids off , or show some other sign of cover his/her ears, pull his/her hearing aids off , or show some other sign of discomfort)discomfort)."." If yes, ask the parent If yes, ask the parent to give examples of when and where that to give examples of when and where that occurred. occurred.

ScoringScoring __________ 44 Never, if no examples can be given. (0%)Never, if no examples can be given. (0%) 33 Seldom, if one or two examples can be given. (Around 25% of the Seldom, if one or two examples can be given. (Around 25% of the

time)time) 22 Sometimes, if several examples can be given. (Around 50% of the Sometimes, if several examples can be given. (Around 50% of the

time)time) 11 Often, if numerous examples can be given. (Around 75% of the time)Often, if numerous examples can be given. (Around 75% of the time) 00 Always. (100% of the time)Always. (100% of the time)

ExamplesExamples


3

32

8/12

33

332

14/122223

9/161

22

1/4

4/846

46/60 =76%


Questionnaire IssuesQuestionnaire Issues

LIFE-UKLIFE-UKGenerally seems good

LSQ-PLSQ-PPictures, prompts being reviewed

PEACHPEACHUptake within MCHAS appears poor, Why ?Some normative data now availableWork with NAL to revise format

The available tools are not perfectThe available tools are not perfectThis is not an excuse to do nothing !


Questionnaire SummaryQuestionnaire Summary

Use recommended validated questionnairesUse recommended validated questionnairesLSQ-P, LIFE-UK, PEACH

Complements/captures informal observationsComplements/captures informal observationsExtra work or a different way of working ?Culture ?Embed in PMS, access by health & education

““Home Grown” questionnairesHome Grown” questionnairesWhere’s the normative data ?Are you plagiarising someone else’s work ?

Other future optionsOther future optionsESPP, IT-MAIS

Evaluation Questionnaires

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