A New Familiar Sounds Audiogram: Recent Research & Recommendations for Use

Audiology

Intermediate

Self-Study

2hr 3min

Continuing Education

2.00 AG Bell CEUs
0.20 AAA CEUs
0.20 ASHA CEUs

Register until Dec. 30, 2026

Join to Get Started!

It's free and easy to join the Hearing First community.

Help & Support

See All FAQs

Course Overview
Course Outline

Course Overview

A tool routinely used by pediatric audiologists and early intervention specialists is the often-named “familiar sounds audiogram” (FSA; also called “common sounds audiogram”). The FSA visually depicts the sound levels and frequencies of speech and environmental sounds. Typically, a child’s hearing detection thresholds are plotted on the FSA to indicate that child’s audibility of speech and environmental sounds. Importantly, the FSA may be the first thing that parents see when their child’s hearing loss is explained. The initial counseling session and parents’ understanding of their child’s hearing loss are integral to a child’s future hearing care and interventions.

First, we present the results of our published analysis of publicly available FSAs. In this published study, for each FSA, we:

quantified the overall size and placement of the speech region and quantified the location of non-speech sounds.
examined the presence/absence of counseling information relevant to interpreting the audibility of speech and sounds in relation to a child’s hearing levels (e.g., whether there is information on how the distance between the talker and listener/child affects sound levels).
documented citations (i.e., scientific sources) and/or justification for the locations (level and frequency positions) of the speech region, of speech sounds and of environmental sounds.
identified errors.

We found substantial inconsistencies in the graphical depictions of the speech region and of environmental sounds (i.e., level and frequency location) across FSAs. These inconsistencies can lead to very different parental interpretations of the impact of a child’s hearing loss on their child’s access to sounds, especially those in spoken language. We also found that many FSAs lacked supporting counseling information and lacked scientific justification. Finally, we found a considerable number of errors.

Second, to address these issues, we present a new FSA, that is scientifically justified, and which explicitly provides counseling information.

Course Timeline

30 Days

Primary Audience

Audiology and LSL Professionals

Key Outcomes

Participants will describe how differences in FSAs can affect parents’ interpretations of the impact of hearing loss on their child’s access to spoken language.
Participants will summarize what the speech region on an FSA portrays, specifically its shape, size and vertical position.
Participants will identify counseling components that are essential for accompanying the FSA, and will be prepared to incorporate these components in their counseling sessions.

Course Outline

A New Familiar Sounds Audiogram: Recent Research & Recommendations for Use
2h 3m
[embed:36efd594-647a-47a1-9350-90a1e89aac01:d8f51a97-9164-4f78-a6b8-0323bdb6d053:title=Pre-learning%20Video&duration=3540&itemdetails=%3Cul%3E%0A%3Cli%3EIntroduction%20of%20speakers%2C%20including%20our%20backgrounds%20%7C%203m%3C%2Fli%3E%0A%3Cli%3EDescribe%20the%20clinical%20utility%20of%20the%20FSA%20as%20a%20counseling%20tool%20for%20parents%20of%20children%20with%20hearing%20loss%3Cspan%3E%26nbsp%3B%7C%26nbsp%3B5m%3C%2Fspan%3E%3C%2Fli%3E%0A%3Cli%3EExplanation%20of%20what%20the%20Speech%20Region%20on%20the%20FSA%20represents%2C%20with%20its%20implied%20overall%20level%3Cspan%3E%26nbsp%3B%7C%26nbsp%3B10m%3C%2Fspan%3E%3C%2Fli%3E%0A%3Cli%3EDiscuss%20limitations%20of%20FSAs%20related%20to%20auditory%20access%20to%20speech%20for%20a%20child%26rsquo%3Bs%20hearing%20levels%20%28using%20an%20example%29%20and%20motivation%20for%20study%20of%20FSAs%3Cspan%3E%26nbsp%3B%7C%26nbsp%3B10m%3C%2Fspan%3E%3C%2Fli%3E%0A%3Cli%3EPresent%20the%20results%20of%20our%20published%20analysis%20of%20publicly%20available%20FSAs%3B%20Attribution%2C%20citation%20and%20justification%3Cspan%3E%26nbsp%3B%7C%26nbsp%3B15m%3C%2Fspan%3E%3C%2Fli%3E%0A%3Cli%3EDiscuss%20recommendations%20for%20a%20scientifically-justified%20FSA%20along%20with%20examples%20for%20counseling%3Cspan%3E%26nbsp%3B%7C%26nbsp%3B12m%3C%2Fspan%3E%3C%2Fli%3E%0A%3Cli%3ESummary%20and%20Conclusions%3Cspan%3E%26nbsp%3B%7C%204m%3C%2Fspan%3E%3C%2Fli%3E%0A%3C%2Ful%3E]

[embed:36efd594-647a-47a1-9350-90a1e89aac01:2c3444f9-8f1a-430d-9750-48dfa6ec2a1f:title=Live%20Session%20Recording&duration=3840&itemdetails=]
Pre-learning Video
59m
- Introduction of speakers, including our backgrounds | 3m
- Describe the clinical utility of the FSA as a counseling tool for parents of children with hearing loss | 5m
- Explanation of what the Speech Region on the FSA represents, with its implied overall level | 10m
- Discuss limitations of FSAs related to auditory access to speech for a child’s hearing levels (using an example) and motivation for study of FSAs | 10m
- Present the results of our published analysis of publicly available FSAs; Attribution, citation and justification | 15m
- Discuss recommendations for a scientifically-justified FSA along with examples for counseling | 12m
- Summary and Conclusions | 4m
Live Session Recording
1h 4m

Featuring

Lisa Davidson
PhD, CCC-A
View Profile

Lisa Davidson, PhD, is Associate professor in the Department of Otolaryngology at Washington University School of Medicine in St. Louis, Mo., and the Director of Clinical Outcomes at CID - Central Institute for the Deaf. Her focus, as a pediatric audiologist, is to provide optimal audibility via hearing devices to facilitate spoken language outcomes for children with hearing loss. Her research projects (DCO1277801-06A1-NIH/NIDCD) utilize a multidisciplinary approach to understand the audiological, perceptual, cognitive, and linguistic mechanisms that facilitate spoken language and literacy development in children with hearing aids and cochlear implants.

Financial Disclosures: Dr. Davidson receives compensation from Washington University School of Medicine as Associate Professor and CID - Central Institute for the Deaf. She is a grant recipient from the NIH/NIDCD. She also receives compensation from Hearing First to teach this course.

Non-financial Disclosures: Dr. Davidson is a member of Knowledge Implementation in Pediatric Audiology, North America Working Group. She is co-author of Hillis, C. L., Uchanski, R. M., & Davidson, L. S. (2023). Common Sounds Audiograms: Quantitative Analyses and Recommendations. Semin Hear, 44(Suppl 1), S49-S63. https://doi.org/10.1055/s-0043-1764128
Rosalie Uchanski
PhD
View Profile

Rosalie M. Uchanski's formal training is in electrical engineering (BS from University of Illinois-Chicago; MS and PhD from Massachusetts Institute of Technology). She has been fascinated by auditory perception since she began working in the laboratory of Drs. Louis Braida and Nathaniel Durlach. Rosalie has been a researcher at MIT, Boston University, and Central Institute for the Deaf. She is Associate Professor in the Department of Otolaryngology and the Program in Audiology & Communication Sciences at Washington University in St. Louis School of Medicine where she studies ways to improve speech communication for people with hearing loss.

Financial Disclosures: Dr. Uchanski receives compensation from Washington University School of Medicine as Associate Professor. She is a co-investigator of DCO1277801-06A1-NIH/NIDCD. She also receives compensation from Hearing First to teach this course.

Non-financial Disclosures: Dr. Uchanski is co-author of Hillis, C. L., Uchanski, R. M., & Davidson, L. S. (2023). Common Sounds Audiograms: Quantitative Analyses and Recommendations. Semin Hear, 44(Suppl 1), S49-S63. https://doi.org/10.1055/s-0043-1764128.

Learning with Hearing First

Simple and straightforward — so you can focus on learning!

Getting Started

This is your central hub where you can stay up to date with the latest announcements, information, and your progress in this course. Helpful reminders will also keep you on track!

Learn More

Your Learning Progress

Wrapping Up

The Hearing First learning experiences are designed to foster the understanding and application of the science and art of audiology and LSL practice. The opinions and comments of facilitators and learners in these learning experiences are theirs and not necessarily the viewpoints shared by Hearing First. As a reminder, Hearing First Learning Experiences are governed by and subject to the Hearing First Terms of Use, Privacy Policy, and Community Code of Conduct, and we encourage all Community Members participating in a Hearing First Learning Experience to review our policies regularly. Hearing First provides free learning experiences to its community members, offering links to open-access resources (handouts, articles, videos) for educational purposes. While we've exercised our right to access and share these resources for charitable and educational use, we make no representations or assume liability regarding your rights. Please familiarize yourself with the publisher's copyright notices, restrictions, and requirements, and note that republishing is solely at your discretion. [ Read More ]

Hearing First is approved by the AG Bell Academy for Listening and Spoken Language to offer Continuing Education Hours for Listening and Spoken Language Specialist (LSLS) certification. This program has been approved for a maximum of 2.00 CEUs. AG Bell Academy approval of this course is based on information shared by the approved provider. Views shared by the presenter(s) may not necessarily reflect the views of the AG Bell Academy for Listening and Spoken Language either in part or whole.

Hearing First is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of 0.20 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products, or clinical procedure, or adherence of the event to the Academy's Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of Audiology.

Hearing First Intermediate Level
0.20 ASHA CEUs

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical procedures.