Research Note  |   June 2012
The Practical Hearing Aids Skills Test—Revised
Author Affiliations & Notes
  • Jamie L. Desjardins
    Syracuse University, Syracuse, NY
  • Correspondence to Karen A. Doherty: kadohert@syr.edu
  • Editor: Sheila Pratt
    Editor: Sheila Pratt×
  • Associate Editor: Gabrielle Saunders
    Associate Editor: Gabrielle Saunders×
Hearing Aids, Cochlear Implants & Assistive Technology / Research Note
Research Note   |   June 2012
The Practical Hearing Aids Skills Test—Revised
American Journal of Audiology June 2012, Vol.21, 100-105. doi:10.1044/1059-0889(2012/11-0019)
History: Accepted 02 Feb 2012 , Received 17 Jun 2011 , Revised 19 Oct 2011
American Journal of Audiology June 2012, Vol.21, 100-105. doi:10.1044/1059-0889(2012/11-0019)
History: Accepted 02 Feb 2012 , Received 17 Jun 2011 , Revised 19 Oct 2011

Purpose: The purpose of the present study was to revise the Practical Hearing Aid Skills Test (PHAST; Desjardins & Doherty, 2009) for clinical use.

Method: The original PHAST 5-point rating scale was revised to a 3-point rating scale, and the battery and hearing aid cleaning skill tasks were revised to include additional actions necessary to perform these tasks. The revised version of the PHAST is referred to as the Practical Hearing Aid Skills Test—Revised (PHAST–R). The data obtained in the Desjardins and Doherty (2009)  study with the original PHAST 5-point rating scale were re-analyzed in the present study using the PHAST–R 3-point rating scale. Also, the PHAST–R was piloted on 15 experienced hearing aid users in a clinical setting.

Results: The secondary data analysis of the original PHAST scores showed no significant difference between participants' percentage correct scores using the original PHAST 5-point rating scale and the PHAST–R 3-point rating scale. PHAST–R scores for the group of 15 experienced hearing aid users ranged from 61.29% to 100% (M = 88.48, SD = 12.6).

Conclusion: Clinicians were able to use the PHAST–R to quickly and objectively identify hearing aid orientation problems for which clients needed counseling and reinstruction.

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