Parents’ experiences of remote microphone systems for children with hearing loss

References

• Wolfe J, Duke M, Schafer E, et al. Evaluation of a remote microphone system with tri-microphone beamformer. J Am Acad Audiol. 2020;31(1):50–60.
   PubMed Web of Science ®Google Scholar
• Clark JL, Pustejovsky C, Vanneste S. Objective and perceptual comparisons of two bluetooth hearing aid assistive devices. Disabil Rehabil Assist Technol. 2017;12(6):614–617.
   PubMed Web of Science ®Google Scholar
• Benitez-Barrera CR, Angley GP, Tharpe AM. Remote microphone system use at home: impact on caregiver talk. J Speech Lang Hear Res. 2018;61(2):399–409.
   PubMed Web of Science ®Google Scholar
• Bauer SM, Elsaesser L-J, Arthanat S. Assistive technology device classification based upon the World Health Organization’s, International Classification of Functioning, Disability and Health (ICF). Disabil Rehabil Assist Technol. 2011;6(3):243–259.
   PubMedGoogle Scholar
• Razza S, Zaccone M, Meli A, et al. Evaluation of speech reception threshold in noise in young cochlear nucleus system 6 implant recipients using two different digital remote microphone technologies and a speech enhancement sound processing algorithm. Int J Pediatr Otorhinolaryngol. 2017;103:71–75.
   PubMed Web of Science ®Google Scholar
• Thibodeau LM. Benefits in speech recognition in noise with remote wireless microphones in group settings. J Am Acad Audiol. 2020;31(6):404–411.
   PubMed Web of Science ®Google Scholar
• Fitzpatrick EM, Séguin C, Schramm DR, et al. The benefits of remote microphone technology for adults with cochlear implants. Ear Hear. 2009;30(5):590–599.
   PubMed Web of Science ®Google Scholar
• Gustafson SJ, Ricketts TA, Picou EM. Individual differences offer insight Into clinical recommendations for directional and remote microphone technology use in children. J Speech Lang Hear Res. 2021;64(2):635–650.
   PubMed Web of Science ®Google Scholar
• Zanin J, Rance G. Functional hearing in the classroom: assistive listening devices for students with hearing impairment in a mainstream school setting. Int J Audiol. 2016;55(12):723–729.
   PubMed Web of Science ®Google Scholar
• Benitez-Barrera CR, Thompson EC, Angley GP, et al. Remote microphone system use at home: impact on child-directed speech. J Speech Lang Hear Res. 2019;62(6):2002–2008.
   PubMed Web of Science ®Google Scholar
• Thompson EC, Benitez-Barrera CR, Angley GP, et al. Remote microphone system use in the homes of children with hearing loss: impact on caregiver communication and child vocalizations. J Speech Lang Hear Res. 2020;63(2):633–642.
   PubMed Web of Science ®Google Scholar
• Curran M, Walker EA, Roush P, et al. Using propensity score matching to address clinical questions: the impact of remote microphone systems on language outcomes in children who are hard of hearing. J Speech Lang Hear Res. 2019;62(3):564–576.
   PubMed Web of Science ®Google Scholar
• Moeller MP, Donaghy KF, Beauchaine KL, et al. Longitudinal study of FM system use in nonacademic settings: effects on language development. Ear Hear. 1996;17(1):28–41.
   PubMed Web of Science ®Google Scholar
• Nelson LH, Poole B, Munoz K. Preschool teachers’ perception and use of hearing assistive technology in educational settings. Lang Speech Hear Serv Sch. 2013;44(3):239–251.
   PubMed Web of Science ®Google Scholar
• Nelson DG, Nelson DK. Teacher and student satisfaction with freefield FM amplification systems. Volta Review. 1997;99(3):163–170.
   Web of Science ®Google Scholar
• Rekkedal AM. Assistive hearing technologies among students with hearing impairment: factors that promote satisfaction. J Deaf Stud Deaf Educ. 2012;17(4):499–517.
   PubMed Web of Science ®Google Scholar
• Mulla I, McCracken W. Frequency modulation for preschoolers with hearing loss. Semin Hear. 2014;35(03):206–216.
   Google Scholar
• Mulla I, McCracken W, editors. The use of FM technology for pre-school children with hearing loss. A sound foundation through early amplification 2013. Proceedings of the Sixth International Conference; 2013. Stäfa (Switzerland): Phonak AG; 2015.
   Google Scholar
• Athalye S, Archbold S, Mulla I, et al. Perspectives of FM/RM usage in adults: a qualitative study. Technical report. 2014 [cited 2022 Sept 29]:[24p.] DOI:10.13140/RG.2.2.14150.57922
   Google Scholar
• Barker RE. Teacher and student experiences of remote microphone systems [master’s thesis]. Canterbury: University of Canterbury; 2020.
   Google Scholar
• McPherson B. Hearing assistive technologies in developing countries: background, achievements and challenges. Disabil Rehabil Assist Technol. 2014;9(5):360–364.
   PubMedGoogle Scholar
• Matter R, Harniss M, Oderud T, et al. Assistive technology in resource-limited environments: a scoping review. Disabil Rehabil Assist Technol. 2017;12(2):105–114.
   PubMed Web of Science ®Google Scholar
• Pieters D. The social security systems of the states applying for membership of the European Union: (Bulgaria, Cyprus, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovakia, Slovenia and Turkey). Vol. 6. Mortsel (Belgium): Intersentia nv; 2003.
   Google Scholar
• Horáková R, Gábová K, Tavel P. Diagnostika a následná péče o dítě s vadou sluchu v raném věku: zkušenosti rodičů. LKL. 2020;4(2):84–91.
   Google Scholar
• Bartoňová M. Aspects of inclusive education within the Czech educational system. Int J Dev Disabil. 2016;62(1):51–62.
   Web of Science ®Google Scholar
• Kurková P, Nemček D, Bendíková E. Curricular transformation from the perspective of the trends in the education of pupils who are deaf or hard of hearing in Czech Republic. Euro Res Series A. 2018;9(1):24–33.
   Google Scholar
• Slowik J, Safrankova D, Zachova M. Support for teachers in the inclusive education of pupils with special educational needs: experience from primary schools in the Czech Republic. Euro J Special Needs Educ. 2022;37(3):447–460.
   Web of Science ®Google Scholar
• Doležalová L, Horáková R, Hulc Š. Komunikační a simulační techniky surdopedické. Brno (Czech Republic): Masarykova univerzita; 2019.
   Google Scholar
• Horáková R, Gábová K, Tavel P. Bezdrátová technologie u dětí s vadou sluchu: 'Kde se dá koupit to špiónské ucho? Olomouc (Czech Republic): VUP; 2021.
   Google Scholar
• Zilz W, Pang Y. Application of assistive technology in inclusive classrooms. Disabil Rehabil Assist Technol. 2021;16(7):684–686.
   PubMed Web of Science ®Google Scholar
• Ziebland S, McPherson A. Making sense of qualitative data analysis: an introduction with illustrations from DIPEx (personal experiences of health and illness). Med Educ. 2006;40(5):405–414.
   PubMed Web of Science ®Google Scholar
• Tavel P, Kráčmarová Klůzová L, Půžová Z, et al. Metodika DIPEx ČR. 1st ed. Olomouc (Czech Republic): Institut sociálního zdraví Univerzity Palackého v Olomouci; 2015.
   Google Scholar
• Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101.
   Google Scholar
• Pope C, Ziebland S, Mays N. Analysing qualitative data. BMJ. 2000;320(7227):114–116.
   PubMed Web of Science ®Google Scholar
• Walker EA, Curran M, Spratford M, et al. Remote microphone systems for preschool-age children who are hard of hearing: access and utilization. Int J Audiol. 2019;58(4):200–207.
   PubMed Web of Science ®Google Scholar
• Davidson LS, Geers AE, Uchanski RM, et al. Effects of early acoustic hearing on speech perception and language for pediatric cochlear implant recipients. J Speech Lang Hear Res. 2019;62(9):3620–3637.
   PubMed Web of Science ®Google Scholar
• Thibodeau LM, Thibodeau-Nielsen RB, Tran CMQ, et al. Communicating during COVID-19: the effect of transparent masks for speech recognition in noise. Ear Hearing. 2021;42(4):772–781.
   PubMed Web of Science ®Google Scholar
• Mecklenburger J, Groth T, et al. Wireless technologies and hearing aid connectivity. In: Popelka GR ,Moore BCJ, Fay RR, editors. Hearing aids. Springer handbook of auditory research. Vol. 56. Amsterdam (The Netherlands): Springer; 2016. p. 131–149.
   Google Scholar
• Mikelsteins Z, Ryan TG. Increasing inclusion and reducing the stigma of special needs in Latvia: what can we learn from other countries? Int J Educ Ref. 2018;27(4):379–395.
   Google Scholar
• Jovanovic O, Simic N, Rajovic V. Students at risk: perceptions of serbian teachers and implications for teacher education. Euro J Teacher Educ. 2014;37(2):220–236.
   Web of Science ®Google Scholar
• Horáková R, Koutská M. Sociokulturní determinanty integrace žáků se sluchovým postižením. In: Jiřina K, editor. Jedinci s narušenou komunikační schopností a se sluchovým postižením v inkluzivním prostředí škol, školských zařízení a v zařízeních sociálních služeb. Vol. 1. Brno (Czech Republic): Masarykova Univerzita; 2013. p. 127–160.
   Google Scholar
• Moodie S, Rall E, Eiten L, et al. Pediatric audiology in North America: current clinical practice and how it relates to the American academy of audiology pediatric amplification guideline. J Am Acad Audiol. 2016;27(3):166–187.
   PubMed Web of Science ®Google Scholar
• Gilliver M, Ching TYC, Sjahalam-King J. When expectation meets experience: parents’ recollections of and experiences with a child diagnosed with hearing loss soon after birth. Int J Audiol. 2013;52(2):S10–S16.
   PubMedGoogle Scholar
• Kuk FK, Kollofski CJ, Brown S, et al. Use of a digital hearing aid with directional microphones in school-aged children. J Am Acad Audiol. 1999;10(10):535–548.
   PubMedGoogle Scholar
• Jacob RTdS, Paccola ECM, Bucuvic ÉC, et al. Fitting assistive technology for people with hearing loss: the importance of remote microphone systems; electroacoustic verification. Int J Env Res Public Health. 2021;18(24):13251.
   PubMed Web of Science ®Google Scholar
• American Academy of Audiology. American academy of audiology clinical practice guidelines: remote microphone hearing assistance technologies for children and youth birth to 21 years. Reston (VA): American Academy of Audiology; 2011.
   Google Scholar
• Ripat J, Woodgate R. The intersection of culture, disability and assistive technology. Disabil Rehabil Assist Technol. 2011;6(2):87–96.
   PubMedGoogle Scholar