![]() ![]() Insofar as speechreading lessons are concerned, while just about all of us who have provided this training devotedly believe in its value, a personal belief is not equivalent to objective evidence. Without unassailable proof of this nature, skeptical audiologists are unlikely to include speechreading and auditory training activities as part of their professional activities. There is anecdotal evidence to be sure, but not many carefully controlled studies that demonstrate the long-term effectiveness of a training program. One such reason can be attributed to the scarcity of objective evidence proving the value of these services. There are several reasons why current generation audiologists have not gotten more personally involved in A/R, specifically its speechreading and auditory training components. Some people require more extensive and intensive A/R services. Often, a hearing aid alone is not enough. While both are crucial functions, and the latter an absolutely a necessary aural rehabilitation step, for most people with hearing loss it is nevertheless an insufficient response to the problems caused by a hearing loss. At the present time, the main thrust of practicing audiologists is the administration of sophisticated behavioral and electrophysiological auditory diagnostic procedures and the selection and dispensing of hearing aids. As the profession developed immediately after the war, fewer and fewer audiologists conducted ongoing therapy with clients. In those days, the practice of audiology was practically synonymous with A/R (then basically defined as only speechreading and auditory training). I went through the program myself (a bit later, in January l952) and I’ve always been grateful for the experience It consisted of two full months of informational classes, speechreading and auditory training lessons, ongoing hearing aid selection procedures and so on. I have always considered it as a kind of mythological Camelot, one that could never realistically be emulated now. ![]() With little financial restrictions and full access to personnel and available technology, these professionals were able to create what they considered to be an ideal program. The medical authorities brought together a number of specialists and asked them to create an optimal A/R program. Their purpose was to respond to the needs of servicemen who lost hearing as a result of war service. Conclusion: The auditory training program described herein has been developed to optimize hearing and quality of life outcomes for adult CI users with SSD.Īuditory training Cochlear implant Rehabilitation Single-sided Deafness Unilateral deafness.The profession of audiology has its roots in the aural rehabilitation (A/R) programs organized by the US military during WW II. As an indication of success, from the foundation of the program in 2008 until the present all adults with SSD who have received a CI at our clinic ( N = 114) only 5 have elected to stop using their device. Outcomes and Results: Several key factors are integral to the success of the rehabilitation program these include 1) CI users with SSD require a map that is balanced as closely as possible to their normal hearing ear and has optimal mapping levels 2) the auditory training program needs to be stimulating, rewarding, and directly stimulate the implanted ear via Direct Auditory Input (DAI) 3) CI users need to achieve some success in the early post-implantation stages to maintain or increase their motivation 3) CI users need to be fully committed to the auditory training and 5) a well-defined structured auditory training program with immediate feedback and markers of success helps ensure optimal communication outcomes. This paper details the auditory training protocol and critical factors required to rehabilitate CI users with post-lingual SSD. Objective: While cochlear implant (CI) provision for adults with single-sided deafness (SSD) is now an accepted treatment option, auditory training programs specific to this group of CI users have not been described.
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