Questionnaires yeeeee

ABEL

1. Purpose

   1. to evaluate children’s auditory behavior in everyday situations and assess parents’ perceptions of their children’s auditory behavior

2. Target Population

   1. Children with mild to profound hearing loss, ages 4 to 14

3. Format

   1. 49-iten questionnaire, later reduced to 24 items on a 6-point scale

4. Key Areas Assessed

   1. Aural-Oral: Responding to name, initiating conversation, asking for repetition

   2. Auditory Awareness: Responding to telephone, door knock, sounds from other rooms, car, bus, train

   3. Socio-Conversational Skills: Taking turns, engaging in conversations, using normal vocal level

5. Reliability & Validity

   1. Demonstrated excellent internal reliability (0.95), with items falling into three factors: Aural-Oral, Auditory Awareness, and Socio-Conversational Skills

6. Administration

   1. Parent questionnaire, designed for easy and reliable completion

CHILD

1. Purpose

   1. Family-centered instrument to reveal communication needs in the home environment, monitor listening skill improvement, and guide audiologists in intervention

2. Target Population

   1. Developmentally ages 3 to approximately 12 years

3. Format

   1. 15-question inventory, completed by family members or older children (7-8+ years)

   2. Uses an "Understand-O-Meter" with an 8-point scale (8=Great, 1=Huh?)

4. Key Areas Assessed

   1. Listening in various home situations (quiet, noisy, different distances, with other children, TV, phone)

5. Applications

   1. Identifying/confirming parent concerns for initial evaluations

   2. Pre/post-test for hearing aid selection/programming and trial periods

   3. Counseling tool for parents on accommodations (distance, noise, repair strategies)

   4. Addressing assistive listening device needs

   5.  Monitoring auditory functionality over time

   6. "Guide to Successful Communication"

      1. Provides practical advice for parents on distance, noise, visual cues, attention signals, and technology

COSI-C

1. Purpose

   1. To incorporate the basic design of the COSI (for adults) to be more useful for pediatric clients, focusing on individualized goal setting

2. Target Population

   1. Pediatric clients

3. Format

   1. Allows the audiologist and family to agree on specific goals and strategies

   2. Includes spaces for review dates and outcome categories (No change, Small Change, Significant Change, Goal Achieved)

4. Key Feature

   1. Emphasizes client-centered goal setting rather than predefined scales of improvement common in adult tools

COW

1. Purpose

   1. To establish and assess specific needs related to a child's listening in various environments

2. Target Population

   1. Children

3. Format

   1. Worksheets for the child, teacher, and parents

   2. Categorizes listening situations (e.g., conversation in quiet/noise, listening to teacher/family)

   3. Includes "Degree of Change" and "Ability" scales for scoring

4. Key Feature

   1. Differentiates needs established from outcomes assessed, allowing for tracking of specific situations

ELF

1. Purpose

   1. Discovery tool for parents/caregivers to indicate functional use of hearing in very young children, estimate amplification benefit, and track auditory development

2. Target Population

   1. Infants and toddlers with hearing impairment (under 5 months, responses may be subtle; older than 6 months, clearer responses)

3. Format

   1. Parent/caregiver-administered listening activities presented at different distances (6 in. to next room) and sound intensities (quiet, typical, loud) in quiet and noise

   2. Responses are "Yes," "Maybe," or "No"

   3. Includes an "Amplification Use Checklist"

4. Key Concept

   1. Listening Bubble

      1. The reduced hearing range for children with hearing loss

   2. Parent Empowerment

      1. Encourages parental observation and participation

   3. Developmental Responses

      1. Describes expected behavioral responses to sound in infants (Moro, cessation of activity, eye widening, limb movements)

5. Important Considerations

   1. Not a diagnostic tool; activities are not calibrated but require consistent intensity

   2. Caution on loud sounds

   3. Tailor score sheet use to individual families

FAPI

1. Purpose

   1. Assesses functional auditory skills in children with hearing loss, providing an integrated hierarchical profile of auditory skill development

2. Target Population

   1. Children with hearing loss

3. Format

   1. Profile with seven hierarchical categories of auditory skills

   2. Each skill is assessed under various conditions (visual cues vs. auditory-only, close vs. far, quiet vs. noisy, prompted vs. spontaneous)

   3. Scored on a four-tiered paradigm (Not Present, Emerging, In Process, Acquired)

4. Seven Categories:

   1. Sound Awareness

   2. Sound is Meaningful

   3. Auditory Feedback

   4. Localizing Sound Source

   5. Auditory Discrimination

   6. Short-term Auditory Memory (2+ years)

   7. Linguistic Auditory Processing

5. Key Feature

   1. Allows for working on multiple skills simultaneously across categories

   2. Provides a percentage score for each category, identifying strengths and needs for intervention

IT-MAIS

1. Purpose

   1. Modification of MAIS to assess spontaneous responses to sound in everyday environments for infants and toddlers

2. Target Population

   1. Infants and toddlers

3. Format

   1. Structured interview schedule with 10 probes, based on parent report

   2. Scored from 0 (lowest) to 4 (highest) points for each question (total 40 points)

   3. Credit only for spontaneous responses (no prompting)

4. Three Main Areas Assessed

   1. Vocalization behavior

   2. Alerting to sounds (in quiet and noise, new environments)

   3. Deriving meaning from sound (recognizing auditory signals, discriminating speakers, distinguishing speech from non-speech, associating vocal tone with meaning)

5. Administration

   1. Interview format to elicit dialogue and avoid leading ques

LIFE-R

1. Purpose

   1. Student appraisal of listening difficulty in classroom and social situations

2. Target Population

   1. Students

3. Format

   1. Two parts

      1. "Before-LIFE" (student's classroom listening location, sounds heard, teacher's location)

      2. "After-LIFE" questions assess student self-advocacy strategies

   2. "L.I.F.E. Classroom Listening Situations" (10 questions on a 0-10 scale for difficulty)

   3. Also includes "Additional/Social Listening Situations" (5 questions)

4. Key Areas

   1. Listening to teacher (various scenarios), student answers, directions, background noise (other students, outside), multimedia, fan noise, simultaneous group discussions, small group learning, announcements, large rooms, outside, informal social times

5. Self-Advocacy

   1. Encourages students to identify and report listening difficulties and communication strategies

LSQ

1. Purpose

   1. Parent version to understand parent perceptions of their child's listening difficulty in various everyday situations when wearing their usual hearing aid only (no FM/loop systems)

2. Target Population

   1. Children (answered by parents)

3. Format

   1. 10 questions describing common listening situations (e.g., noisy classroom, outdoor instructions, telephone ringing, TV, music)

   2. For each situation, parents rate: Importance, Frequency, and Difficulty (Lots and lots, Quite a lot, A little, None at all)

   3. Also asks about enjoyment for certain situations

4. Key Feature

   1. Focuses specifically on hearing aid use without additional assistive listening devices, providing a baseline of functional hearing aid benefit in daily life

LitllEARS

1. Target Population

   1. Children aged 2 and younger

2.  Format

   1. 35 age-related "yes/no" questions for parents to assess preverbal auditory development (reception, understanding, response, vocal-verbal production)

   2. Validated in normal hearing children

   3. LittlEARS Diary: Guided documentation and observation of development over half a year after device fitting

EARS

1. Target Population

   1. Children aged 2 and older

2.  Purpose

   1. Track progress in hearing/speech production, support device fitting/rehabilitation, long-term assessment

3. Format

   1. Follows auditory perception levels (Detection, Discrimination, Identification, Recognition, Comprehension)

   2. Includes closed-set tests (MTP, Monosyllable Closed-Set, Sentence Test, COT) and open-set tests (Monosyllable Open-Set, GASP)

TeenEARS

1. Purpose

   1. Appropriate assessment tools for teenagers, considering wide range of outcomes and primary/secondary benefits of CIs

2. Components

   1. Rating scales (CAP, SIR, PTP), open-set tests (Listening Skills Screening, Common Phrases, Environmental Sounds, TesTrax), and questionnaires (Manchester Teens Questionnaire)

3. Languages

   1. Emphasizes adaptation (not direct translation) to different languages and cultures for accuracy and reliability

MAIS

1. Purpose

   1. Parent report scale to evaluate a child's spontaneous listening skills in meaningful, real-world situations

2. Target Population

   1. Children

   2. IT-MAIS is a modification for infants/toddlers

   3. Question 1 has two versions

      1. 1a for children younger than 5 (device wear resistance), 1b for older children (responsibility for device)

3. Format

   1. 10 probes administered in an unstructured interview format

   2. Clinician records parent's full response and scores 0-4

   3. Emphasizes specific examples and spontaneous behavior (not prompted)

4. Key Areas Probed

   1. Device wear/resistance (Q1)

   2. Awareness of non-functioning device (Q2)

   3. Response to name (in quiet, in noise) (Q3, Q4)

   4. Alerting to environmental sounds (home, new environments) (Q5, Q6)

   5. Recognition of auditory signals in routine (Q7)

   6. Discrimination between speakers (Q8)

   7. Distinction between speech and non-speech (Q9)

   8. Association of vocal tone with meaning (Q10)

5. Scoring

   1. Based on parent report and clinician observation

   2. Clinician can modify score if parent report is inaccurate

MUSS

1. Purpose

   1. Parent report scale to investigate speech production behaviors in children

2. Format

   1. Similar to MAIS, uses 10 unstructured probes in an interview format

3. Key Feature

   1. Focuses specifically on speech production aspects, complementing the auditory focus of MAIS

PEACH

1. Purpose

   1. Parent questionnaire to obtain and give a rating related to a range of hearing and communication scenarios, evaluating the effectiveness of a child's hearing aids/cochlear implant

2. Target Population

   1. Children (completed by parents)

3. Format

   1. Questions rated on a scale (e.g., Never, Seldom, Sometimes, Often, Always)

   2. Asks about device use, complaints, response to name (quiet/noisy), following instructions (quiet/noisy), attention to stories/songs, conversation initiation/participation (quiet/noisy), recognizing voices, responding to non-voice sounds, and phone use

4. Key Feature

   1. Designed to build a picture of functional performance in everyday life situations

   2. Can be collected at several intervals to monitor progress

P SIFTER

1. Purpose

   1. Screening tool to identify preschool children (ages 3-Kindergarten) at risk for developmental or educational delay due to hearing problems

2. Target Population

   1. Preschool children

3. Format

   1. Teacher rating scale with 15 questions, comparing the child to classmates or normal developmental milestones

   2. Questions cover Pre-Academics, Attention, Communication, Class Participation, and Social Behavior

4. Scoring

   1. Sums responses to questions within content areas

   2. Identifies "Pass" or "At-Risk" categories

   3. Expressive communication and socially appropriate behavior are key discriminators

5. Application

   1. If at-risk, guides further observation, investigation, and program development

What questionnaire would you use for a 12-month-old with new hearing aids whose parents say the child doesn't respond to sound?

LittlEARS or ITMAIS

A 4-year-old's PEACH score shows difficulty in noise, but the parent says hearing is “fine.” What do you do?

Explain the discrepancy (quiet vs. noisy environments), adjust expectations, and consider tech like remote mic systems.

Which questionnaires assess classroom performance in a 7-year-old showing listening fatigue despite mild hearing loss?

SIFTER

IT-MAIS score is low for an 18-month-old with a good audiogram. What's your interpretation?

Mismatch suggests possible device issues, poor language exposure, or developmental delays. Explore further.

How does bilingualism affect LittlEARS results for a 2-year-old?

Can skew results due to language differences; follow up with SLP, use open-ended interviews or culturally appropriate tools.

Best parent-report tool for documenting functional hearing before cochlear implant evaluation in a toddler?

LittlEARS test battery, which includes ITMAIS

An 8-year-old with hearing aids appears inattentive in class. Audiogram is fine. What next?

Try SIFTER, explore other ALD options

You notice a sudden drop in a child's PEACH scores. No family changes are reported. What do you consider?

Check device function, ear health, or changes in environment. May also reflect increased auditory demands (e.g., school).

A 3-year-old with a CI hears environmental sounds but doesn't talk much. Parents ask if that’s “normal.”

Use IT-MAIS, LittlEARS, or ELF to show early listening progress. Explain listening precedes talking.

Parents of a 2-year-old with profound HL disagree on communication method. What role do questionnaires play?

Use neutral data (e.g., PEACH/IT-MAIS) to guide discussion; support informed, flexible decision-making with family-centered counseling.