Interpreting the Audiogram Meaningfully:
How does this student’s hearing loss impact educational performance?

Presentation Description: The audiogram is a chart that depicts how well a person detects sound. Skillful interpretation is needed to provide useful information about how well a student may be able to access speech in typical school settings. This presentation will assist the learner in understanding why explanation of the audiogram is needed, how the audiogram relates to speech perception, and ways in which the impact of the hearing loss can be interpreted, based on audiogram information.

Learner Objectives: The participant will be able to:

1) Describe the components of the audiogram

2) Relate the audiogram to audibility and speech perception

3) Provide ways in which the impact of the hearing loss can be described, based on what we know from the audiogram

4) Ways to verify auditory function and further explain the impact of the hearing loss

Interpreting the Audiogram Meaningfully: How does this student’s hearing loss impact educational performance?  $24.00 (individual viewers)  90 minutes


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CEU clock hours: 1.5 CEU Clock Hour can be earned.  Each login will allow one participant to take a 3-question quiz which must be passed (3 of 3 correct); two chances are provided to pass. See the assessment questions below. Once the quiz is passed, the participant will be able to download a CEU Certificate of Completion. Forms verifying completion for LSLS CEUs from AG Bell can also be downloaded.

Speaker Information: Karen Anderson, PhD, Director of Supporting Success for Children with Hearing Loss

Karen Anderson PhD is Director of Supporting Success for Children with Hearing Loss ( which provides online resources, products and continuing education primarily to professionals who work with children with hearing loss. She has worked in clinical, public school and state-level (EHDI) settings to address the needs of children with hearing loss. She is a highly acclaimed and popular presenter in the US and internationally. Supporting Success distributes Bimonthly Updates on various topics written by Karen to more than 11,000 teachers of the deaf/hard of hearing, parents and other professionals throughout the school year. Karen is the author of the Preschool, Elementary and Secondary Screening Instruments For Targeting Educational Risk (SIFTER) in children with hearing loss and the Early Listening Function (ELF), and is co-author of the Listening Instrument For Education (LIFE and LIFE-R), Children’s Home Inventory of Listening Difficulties (CHILD), and numerous journal articles and book chapters. Her accomplishments include publication of Building Skills for Success in the Fast-Paced Classroom, the Student Communication Repair Inventory & Practical Training (SCRIPT),Building Skills for Independence in the Mainstream, Teacher Tools e-magazine and Steps to Assessment.

Handouts that Come with this Webcast:

PowerPoint slide handout – 4 per page (14 pages)

ELFLing Procedure

Formant Representations of Vowels and Consonants

Impact of Hearing Loss on Listening Comprehension Examples

Iowa Medial Consonant Test

Ling sounds & Formant Spectrum

Listening Comprehension Exercise

Making Sense of the Audiogram

Speech Audibility Audiogram for Classroom Listening

Speech Spectrum Audiogram for Consonants

White Paper – Estimating Access of Communication Effectiveness

Yellow Story Exercise on Fragmented Hearing

Assessment Questions:

  1. Out of 100 children qualified for specialized instruction, only _____ will qualify to receive special education services due primarily to being deaf or hard of hearing
    1. 1
    2. 2
    3. 3
  2. When describing the impact of hearing loss on comprehension of speech, an analogy for audibility is
    1. Function
    2. Opportunity
  3. According to the Speech Audibility Audiogram for Classroom Listening, a child with hearing levels (aided or unaided) in the 30-35 dB HL range would have:
    1. 60% audibility for soft speech (35 dB HL) and 98% audibility for teacher speech (50 dB HL)
    2. 40% audibility for soft speech (35 dB HL) and 98% audibility for teacher speech (50 dB HL)
    3. 25% audibility for soft speech (35 dB HL) and 81% audibility for teacher speech (50 dB HL)
    4. 15% audibility for soft speech (35 dB HL) and 60% audibility for teacher speech (50 dB HL)
  4. A student’s ability to understand speech in noise cannot be predicted from his or her hearing thresholds.
    1. True
    2. False
  5. According to the Outcomes for Children with Hearing Loss Study, about what percentage of children had consistent high audibility due to optimally fit hearing aids?
    1. 90%
    2. 75%
    3. 60%
    4. 50%

You must get at least 4 of the 5 items correct to pass the quiz. You will have 2 tries. You must pass the quiz before you can download your certificate(s) of participation.