Abstract：
UNASSIGNED: The purpose of this study was to evaluate the potential contribution of limited English proficiency on daily hearing aid wear time for children with hearing loss.
UNASSIGNED: A retrospective chart review was completed to evaluate hearing aid wear time based on data logging information available at the time of a follow-up visit following an initial hearing aid fitting. Children were included in the study if they had permanent bilateral hearing loss and were less than 60 months of age at the time of their first follow-up visit. Wear time was compared between children who attended an interpreter-mediated appointment and those who did not have an interpreter present. The presence of an interpreter at the appointment was the study indicator that the family had limited English proficiency.
UNASSIGNED: Children from families with limited English proficiency exhibited significantly shorter daily wear time (M = 1.3 hr) than their peers whose families were English-proficient speakers, thus, having a shared language with their audiologists (M = 5.2 hr).
UNASSIGNED: Results of this study suggest that family-clinician language discordance might put children at greater risk of shorter hearing aid wear time than children whose caregivers share a common language with their child\'s audiologist. There can be many linguistic, cultural, and educational factors that contribute to hearing aid wear time in children whose families have limited English proficiency as well as different approaches to improving that wear time. Efforts should ensure that hearing and hearing aid-related information is accessible to all families, especially those with clinician-family language discordance. Such efforts can include, among others, training that improves clinicians\' cultural and linguistic responsiveness to the diverse families they serve.
UNASSIGNED: A retrospective chart review was completed to evaluate hearing aid wear time based on data logging information available at the time of a follow-up visit following an initial hearing aid fitting. Children were included in the study if they had permanent bilateral hearing loss and were less than 60 months of age at the time of their first follow-up visit. Wear time was compared between children who attended an interpreter-mediated appointment and those who did not have an interpreter present. The presence of an interpreter at the appointment was the study indicator that the family had limited English proficiency.
UNASSIGNED: Children from families with limited English proficiency exhibited significantly shorter daily wear time (M = 1.3 hr) than their peers whose families were English-proficient speakers, thus, having a shared language with their audiologists (M = 5.2 hr).
UNASSIGNED: Results of this study suggest that family-clinician language discordance might put children at greater risk of shorter hearing aid wear time than children whose caregivers share a common language with their child\'s audiologist. There can be many linguistic, cultural, and educational factors that contribute to hearing aid wear time in children whose families have limited English proficiency as well as different approaches to improving that wear time. Efforts should ensure that hearing and hearing aid-related information is accessible to all families, especially those with clinician-family language discordance. Such efforts can include, among others, training that improves clinicians\' cultural and linguistic responsiveness to the diverse families they serve.
摘要：
■这项研究的目的是评估有限的英语水平对听力损失儿童每日助听器佩戴时间的潜在贡献。
完成了回顾性图表审查，以根据初次助听器验配后随访时可用的数据记录信息评估助听器佩戴时间。如果儿童患有永久性双侧听力损失，并且在首次随访时年龄小于60个月，则将其纳入研究。比较了参加口译员调解预约的儿童和没有口译员在场的儿童的佩戴时间。任命中有口译员是该家庭英语水平有限的研究指标。
■来自英语能力有限的家庭的孩子的每日佩戴时间（M=1.3小时）明显短于家庭中讲英语的同龄人，因此，与他们的听力学家有共同的语言（M=5.2小时）。
■这项研究的结果表明，与看护者与孩子的听力学家共享共同语言的儿童相比，家庭与临床医生的语言不一致可能使儿童更容易缩短助听器佩戴时间。可以有很多语言，文化,家庭英语水平有限的儿童的助听器佩戴时间以及改善佩戴时间的不同方法。应努力确保所有家庭都能获得与听力和助听器有关的信息，尤其是那些临床医生与家庭语言不一致的人。这些努力可以包括，其中,培训可以提高临床医生对他们所服务的不同家庭的文化和语言反应能力。
完成了回顾性图表审查，以根据初次助听器验配后随访时可用的数据记录信息评估助听器佩戴时间。如果儿童患有永久性双侧听力损失，并且在首次随访时年龄小于60个月，则将其纳入研究。比较了参加口译员调解预约的儿童和没有口译员在场的儿童的佩戴时间。任命中有口译员是该家庭英语水平有限的研究指标。
■来自英语能力有限的家庭的孩子的每日佩戴时间（M=1.3小时）明显短于家庭中讲英语的同龄人，因此，与他们的听力学家有共同的语言（M=5.2小时）。
■这项研究的结果表明，与看护者与孩子的听力学家共享共同语言的儿童相比，家庭与临床医生的语言不一致可能使儿童更容易缩短助听器佩戴时间。可以有很多语言，文化,家庭英语水平有限的儿童的助听器佩戴时间以及改善佩戴时间的不同方法。应努力确保所有家庭都能获得与听力和助听器有关的信息，尤其是那些临床医生与家庭语言不一致的人。这些努力可以包括，其中,培训可以提高临床医生对他们所服务的不同家庭的文化和语言反应能力。
