Hearing impaired children go to professional service institutions for hearing test and ability evaluation, which only reflects the children’s hearing response at a certain time in a specific environment, and can only provide static and fragment information, not represent the whole picture of the children’s hearing performance. Children’s natural performance and response from real life environment can make up for this deficiency, and provide more valuable dynamic information for professional testing and debugging of audiologists, so as to help children optimize their listening ability and provide effective help for their early return to the sound world.
How to use daily observation to record children’s auditory behavior in detail?
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(1) observation records on the use of equipment and the discomfort of loudness
● record the times, days and time of wearing hearing aids or cochlear implants on a weekly basis, and describe the life rule of wearing hearing aids or cochlear implants within one week.
● record whether the child complained about the loud voice or showed fidgety (such as shock, crying, covering the ears, removing hearing aids, or other discomfort symptoms) in one week, and describe in detail the time and place when the child appeared or did not appear the above behaviors.
② observation records of children’s listening in different environments
A. in a quiet environment (when the TV, music or radio is off or when other people in the room are in other areas or engaged in quiet activities), describe in detail the time and place when the child appears or does not appear the following behaviors in one week.
● can the child immediately respond to a familiar voice (call his name, talk to him or sing a familiar song) when he or she is sitting side by side with you, behind you, passing through the room, or having your eyes closed for you to feed, when the child can’t see your face? For example, he or she may show a smile, look up, turn around, respond orally to you; or be quiet, or stop Suck milk, speed up the speed of sucking milk, open your eyes, open your eyes wider or stare.
● when you ask your child a simple question (such as where is your mother?) or complete a simple task (such as looking, clapping, waving, pointing, picking up a toy, going to bring your shoes, etc.), can your child respond to your question at the first time?
● when telling a story to a child, or having the child listen to a story / song on TV, video or tape, does the child focus on the story performance or listen to the story following the story? For example, your child may ask some questions about the story, answer your questions, discuss the story with you, sing along with the song, or watch the picture or TV screen, turn over the story Book, improve the clapping sound, point out / mark the right pictures, describe things / animals with the right sound, or find things, clap hands, dance, imitate, hum, or make other actions.
● does the child often participate in the conversation with you and your family or friends? For example, does the child need to repeat frequently, respond appropriately to the topic, overhear the conversation unintentionally, or try to attract your attention through pronunciation, express the need or respond to you, your family or familiar people? (for example, change the tone, try to imitate the voice or vocabulary, send them in turn Sound, pointing to something when it is pronounced or pointed out.
B. in a noisy environment (when the TV, dishwasher, radio, music or washing machine is turned on, other children play or chat in the same room, have family gatherings, or in a shop or restaurant), describe in detail the time and place when the children appear or do not appear the following behaviors in one week.
● repeat the observation of quiet environment.
● when you talk or sing to your child in a car, bus or train, does the child respond to your words or songs, or follow you to talk or sing? (reactions can include quieting down, pointing, looking at something, adding your songs or oral reactions. )
● when the child can’t see your face, you or a friend call him, will the child recognize who is calling? (for example, say the name of the person or read the name of the person and shout or say “…” Knocking at the door. ）Do you or a close family member speak or sing and the child does not watch (e.g. the speaker is in the corridor or behind), and the child recognizes who the speaker is? (they may be quiet or calm, stare, smile or actively look at the speaker).
● does your child use the phone? If so, can he hear the voice of a familiar person on the phone or talk through the phone?
● in addition to human speech sounds, what other sounds does the child respond to or realize in a week? For example, the child wakes up because of the “bang” of the door, or when something falls on the ground, it expresses shock, stops sucking, becomes quiet, looks strange, looks for the sound, imitates the sound or utters the sound.
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Link：Pay attention to children's auditory behavior
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