a Department of Communication Sciences and Disorders , University of Iowa , Iowa City , IA , USA.
b Audibility, Perception, and Cognition Laboratory , Boys Town National Research Hospital , Omaha , NE , USA.
Int J Audiol. 2019 Apr;58(4):200-207. doi: 10.1080/14992027.2018.1537523. Epub 2019 Jan 5.
Children who are hard of hearing (CHH) have restricted access to auditory-linguistic information. Remote-microphone (RM) systems reduce the negative consequences of limited auditory access. The purpose of this study was to characterise receipt and use of RM systems in young CHH in home and school settings.
Through a combination of parent, teacher, and audiologist report, we identified children who received RM systems for home and/or school use by 4 years of age or younger. With cross-sectional surveys, parents estimated the amount of time the child used RM systems at home and school per day.
The participants included 217 CHH.
Thirty-six percent of the children had personal RMs for home use and 50% had RM systems for school. Approximately, half of the parents reported that their children used RM systems for home use for 1-2 hours per use and RM systems for school use for 2-4 hours per day.
Results indicated that the majority of the CHH in the current study did not receive RM systems for home use in early childhood, but half had access to RM technology in the educational setting. High-quality research studies are needed to determine ways in which RM systems benefit pre-school-age CHH.
听力受损儿童（CHH）获取听觉语言信息的机会有限。远程麦克风（RM）系统可降低听觉获取受限的负面影响。本研究旨在描述 CHH 在家庭和学校环境中使用 RM 系统的情况。
通过家长、教师和听力学家的综合报告，我们确定了在 4 岁或更小年龄时接受 RM 系统用于家庭和/或学校使用的儿童。通过横断面调查，家长估计儿童每天在家中和学校使用 RM 系统的时间。
参与者包括 217 名 CHH。
36%的儿童有家用个人 RM，50%的儿童有学校用 RM。大约一半的家长报告说，他们的孩子每天在家中使用 RM 系统的时间为 1-2 小时，在学校使用 RM 系统的时间为 2-4 小时。
结果表明，当前研究中的大多数 CHH 在儿童早期没有在家中使用 RM 系统，但有一半在教育环境中使用 RM 技术。需要高质量的研究来确定 RM 系统如何使学龄前 CHH 受益。
