Abstract
(1) Background: There is clear evidence supporting the need for individualized early intervention in children with hearing loss. However, relying on hearing thresholds and speech and language test results to guide intervention alone is problematic, particularly in infants and young children. This study aimed to establish the feasibility of a tool to monitor the development of functional listening skills to inform early and ongoing decisions by parents and professionals. (2) Methods: The FLI-P(®) is a 64-item checklist completed by parents and/or a child's team. The listening development of 543 children with hearing loss enrolled in an early intervention and cochlear implant program was tracked with the FLI-P over a 6-year period. The scores for individual children were grouped according to hearing loss, device, additional needs, and age at device fitting. (3) Results: Results indicate that the FLI-P is a feasible and viable clinical measure that can be used to identify and track a child's developing listening skills. Its use across a wide range of children supports its broad application. Children's individual scores and aggregated group data were consistent with indicated expected differences and variations. Children's individual scores and aggregated group data indicated expected differences and variations. (4) Conclusions: Information provided by children's listening scores on the FLI-P can guide and support discussions and intervention decisions and bridge the gap between information from audiological assessments and language measures.