Application involves having an understanding of the history, development and underlying principles of electro-acoustic features in hearing devices and how these affect the acoustic output of such devices

Work performed requires specific knowledge in relation to the recognition of a range of hearing disorders and the ability to communicate well

All tasks are conducted in accordance with industry standards, organisation policies and procedures, and infection control guidelines

ELEMENT

PERFORMANCE CRITERIA

1. Identify different types of hearing devices

1.1 Demonstrate knowledge of the different types and styles of hearing devices

1.2 Demonstrate knowledge of different types of assistive listening devices

1.3 Demonstrate knowledge of other hearing devices

1.4 Demonstrate an understanding of hearing device components

1.5 Demonstrate an understanding of how hearing device technology has developed from analogue to digital systems

2. Apply knowledge and skills of acoustic properties of hearing devices

2.1 Identify and apply knowledge of different styles of ear moulds and custom made shells and their acoustic properties

2.2 Apply knowledge of electro-acoustic properties of hearing devices

3. Identify and apply knowledge in selecting electro-acoustic features and parameters of hearing devices

3.1 Identify and apply knowledge in selecting hearing device features

3.2 Identify and apply knowledge of features and parameters including: feedback suppression systems; noise cancellation systems; multiple memory hearing devices; multiple channel/multiple band systems; compression parameters; benefits and applications of directional microphone technology and other current technology

4. Work in collaboration with other agencies

4.1 Identify and communicate with a range of hearing device manufacturers and/or suppliers

4.2 Use hearing device specification to select appropriate hearing device/s

4.3 Accurately order an appropriate hearing device and ear moulds

4.4 Provide assistance to other health care professionals/services as required

4.5 Provide information and assistance to carers and significant others

5. Apply knowledge and skills of acoustics to hearing device fitting

5.1 Assess and modify ear moulds and custom shells for optimal physical fit and acoustic performance

5.2 Identify appropriate modifications to electro-acoustic output of a hearing device

5.3 Apply knowledge of assistive listening devices and how these complement and interact with or substitute for hearing instruments and other equipment

5.4 Assess acoustic output of hearing device by analysing hearing device functionality in test box

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

Appropriate practices to ensure efficient use of power and other resources

Hearing device components

Electro-acoustic properties of hearing devices

How electro-acoustic properties and features interact with each other and the human ear

Essential skills:

It is critical that the candidate demonstrate the ability to:

Accurately analyse hearing device data

Analyse hearing device function in a test box

Formulate problem solving strategies

Modify acoustics of ear mould

Modify acoustics of hearing device

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes the ability to:

Use interpersonal skills to relate to people from a range of social, cultural and religious backgrounds and physical and mental abilities

Use numeracy skills including the ability to interpret data and record client results

Use oral communication skills-language competence required to fulfil job role in a safe manner and as specified by the organisation. Assessors should look for skills in asking systematic questions, providing clear information, listening to and understanding client areas of concern, and demonstrating ethical practice and procedures in dealing with clients. Effective verbal and non verbal communication skills with a range of internal and external persons are essential together with competence in English or a community language, depending on the client group

Use problem solving skills including an ability to use available resources and determine accuracy of test results

Use reading and writing skills-literacy competence required to fulfil job roles safely and effectively. The level of skill required involves reading and documenting clinical information and understanding procedure manuals

Work with others

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in the health industry should be aware of access and equity issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

Access to appropriate workplace, equipment and instruments where assessment can take place or the simulation of realistic workplace setting, including access to equipment for assessments

Relevant organisation policy, guidelines, procedures and protocols

Relevant professional bodies policies and guidelines on the conduct of screening hearing tests

Relevant legislative and regulatory documents

Relevant publications from peer-reviewed sources

Access to professional library for accurate and current relevant information

Manufacturers' specifications for the use and storage of equipment

Method of assessment

Observation in the work place (if possible)

Written assignments/projects or questioning should be used to assess knowledge

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.

Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (laboratory)
If successful, a second assessment is to be conducted during workplace application under direct supervision

Practical case presentation

Case studies and scenarios

Interviews/Questioning

Role plays

Written exams

Related units:

This unit is to be assessed in conjunction with the following related units:

HLTAU505B Dispense and maintain hearing devices for adults and provide communication counselling

HLTAU506B Develop, implement and evaluate an individual hearing program

HLTAU508B Identify needs for referral

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Knowledge of hearing devices and their technical features includes:

Hearing aids

Assistive listening devices including implantable aids and other sensory devices

Alerting devices

Volume control, telecoil, direct audio input, directional microphones

Components include:

Custom, modular, analogue, digital, programmable, non-programmable

Induction, infra-red, FM

Microphones, directional microphones, amplifiers, tone controls and filters, receivers, telecoil, audio input, remote control, bone conductor, batteries, A:D and DA converters

Acoustic features include:

Venting, tubing horns, constriction, dampers

Mould and shell materials

Electro-acoustic features include:

Gain, maximum power output, compression, AGCi, AGCo, output limiting, multiple channels, multiple bands

Advanced signal processing includes:

Multiple microphones/ports, feedback managers, noise cancellers, multi-memories, adaptive features, frequency transposition, speech cue enhancement

Equipment used for hearing device evaluation includes:

Test box

Insertion gain machine

PC

HiPro/Noah Link

Manufacturer's software

Recorded speech material

Test box measurements may include:

Assessment of acoustic performance

Determination of battery consumption

Comparison of acoustic performance against manufacturer's specifications to determine if hearing aid is working to specification

Setting coupler gain targets

This unit contains Employability Skills