Questionnaire

The Questionnaire element lets you attach a completed patient questionnaire to a lesson. You (role-playing the patient) fill the instrument out in the designer, and the learner sees the finished questionnaire as part of the case — the same way they'd read a case history or an audiogram. It ships with these standard instruments:

• COSI — Client Oriented Scale of Improvement
• RHHI — Revised Hearing Handicap Inventory (18 items)
• RHHI-S — Revised Hearing Handicap Inventory, Screening (10 items)
• APHAB — Abbreviated Profile of Hearing Aid Benefit (24 items)
• HHIE-S and HHIA-S — the original Hearing Handicap Inventory screens, which the RHHI-S revises. Both are still offered alongside it.

On the learner's tabs, the results screen, the report, attempt replay and the designer's element list, the element is named by its Title when you type one ("Before fitting", "6-week COSI"). Left blank, it's named by its instrument — COSI, RHHI-S, APHAB (Global) and so on. On the learner's tabs, the results screen, the report and replay, two elements that read the same are numbered ("COSI 1", "COSI 2"). The designer's element list shows each name unnumbered, so two untitled COSIs both read COSI there. A COSI given before and after a fitting reads most clearly with a Title on each.

Like the Information element, this is an information-only element: it presents context for the learner to interpret, it collects no response from them, and it contributes zero points to the score. It still follows the familiar lifecycle — Design → Testing → Scoring & Report → Report — its Scoring & Report tab holds only the report choice, since nothing is scored.

Design

From the lesson designer, add a Questionnaire element and open it. You'll:

1. Pick the instrument. Each card shows its full name and a one-line description. Switching instruments clears any answers you'd entered (the questions differ), but keeps your title, notes, and feedback.
2. Fill in the patient's responses (see below — the form depends on the instrument).
3. Optionally set a Title, add Notes / context, and write Instructor Feedback.
4. On the Scoring & Report tab, decide whether to Include it in the report.

RHHI and RHHI-S (handicap inventories)

The Revised Hearing Handicap Inventory replaces the older HHIE and HHIA. The full RHHI has 18 items (0–72); the screening RHHI-S has 10 (0–40). Each item is answered Yes (4), Sometimes (2), or No (0), and the readout shows the running total score and the answered count.

The revision found the inventory to be single-dimensional, so unlike the older HHIE-S / HHIA-S there is no Emotional / Social split.

There are no severity bands, on purpose. Cassarly et al. (2020), the study that produced the RHHI, write that cutoff scores designating subcategories of handicap "such as mild-to-moderate or significant" are not recommended, as the total score is more informative. So Theta never prints a band here, and the HHIE-S bands must never be borrowed for it.

What the study does publish is a single screening cutoff: a total of 6 or more flags likely hearing impairment (PTA > 25 dB HL). Once every item is answered, the readout shows a Positive or Negative screen alongside the total, with the sensitivity and specificity attached (~73% / 74% for the RHHI, ~70% / 79% for the RHHI-S) so nobody has to take the verdict on trust.

The instrument's own administration instructions are shown above the items, on the design form and everywhere the learner or a reviewer sees it.

APHAB (Abbreviated Profile of Hearing Aid Benefit)

APHAB is a 24-item inventory answered on a seven-point A–G scale, where each letter is how often the situation is a problem — A Always (99%) through G Never (1%). Scores are percentages, so lower is better. The items are grouped under four subscales, six items each:

The headline Global score is the mean of EC, RV and BN only. Aversiveness is reported next to it, labelled not in Global — it measures loudness discomfort, not communication difficulty, so folding it in would be wrong.

Full form or Global form. Under the instrument picker, two chips choose which version the learner sees:

Switching between them keeps your answers — the Global form simply doesn't read the Aversiveness ones, so flipping back restores what you'd already entered. The heading follows the choice, reading APHAB or APHAB (Global).

Six of the 24 items are worded positively ("I can follow the conversation…"). Those are reverse-scored automatically, so "Always" on such an item counts as 1% of problems rather than 99%. You just pick the answer the patient gave.

HHIE-S and HHIA-S

Both are 10-item self-report screens, answered Yes (4), Sometimes (2), or No (0), split across Emotional and Social / Situational subscales. The readout shows the running total (out of 40), the subscale subtotals, and the handicap band the total falls into:

The two differ only in wording and target population — HHIE-S is phrased for older adults, HHIA-S for working-age adults.

Both offer five starter patterns, each landing inside its band rather than on an edge: No handicap (total 4), Mild-to-moderate (16), Significant (34), and two that show the subscale split — Social-led (20: Social 18, Emotional 2) and Emotional-led (18: Emotional 16, Social 2).

COSI (Client Oriented Scale of Improvement)

COSI is goal-based rather than a fixed questionnaire. Under the Specific Needs heading (as on the COSI form itself — the same heading the learner, the results screen and the PDF show), add up to five specific listening situations the patient wants to improve (e.g. "Conversation with one or two people in a quiet room"), each with two post-fitting outcome ratings:

• Degree of change — Worse · No difference · Slightly better · Better · Much better
• Final ability — Hardly ever (10%) · Occasionally (25%) · Half the time (50%) · Most of the time (75%) · Almost always (95%)

Use the + Add goal button to add rows and the ✕ to remove them. Goals with no text are dropped when you save.

Order is the ranking. COSI asks the patient to rank their goals by significance, so the order you list them in is part of the data — it carries through to the learner's view and the report. Drag the grip handle at the left of a goal to move it.

Start from a pattern. Four one-click goal sets fill the list with the same four situations (dinner table at home, the TV, a busy café, the phone), so cases built from them are easy to compare:

A pattern replaces any goals already entered. Edit, reorder or remove them afterwards; Clear all empties the list.

Template vs. fixed

A questionnaire holds the responses you author — there are no per-submission generated values, so it has no Fixed/Template toggle on its element card. Every learner sees exactly the answers you entered.

Settings

There's no separate Settings tab. The one behavioral switch is Include in report, on the Scoring & Report tab: leave it on and the completed questionnaire appears in the post-assessment review — both the on-screen results and the PDF. Turn it off and the learner still sees it during the lesson, but it drops out of both afterwards.

Both have organization-wide defaults. On the Element presets tab of your org space, pick Questionnaire in the rail to set the default instrument a newly added questionnaire starts on, and whether Include in report starts on. Like every preset value, those seed new elements only — changing them never rewrites a questionnaire you've already built. See Element presets.

Testing

When a learner reaches a Questionnaire element they see a read-only rendering of the completed instrument: the title, any notes, the instrument's own instructions where it has them, then the answers you entered. For the inventories that's each item with the patient's response, plus the score summary underneath — the total / Global and subscale scores only.

The learner does not see the handicap band (HHIE-S / HHIA-S) or the Positive / Negative screen (RHHI / RHHI-S). Reading the total against the band or cutoff is part of the task: the learner has to appraise it. In practice mode, the View Settings gear in the top-right corner has a Show true values toggle that reveals the verdict. It's off by default, it's offered only on instruments that publish one (not APHAB or COSI), and in exam mode the gear isn't there at all. After submission, the results screen and the PDF report show the verdict as feedback. On the APHAB, the A–G scale is spelled out once as a Response scale key at the top, and each item shows just its letter in a column on the right, so the answers line up down the form. The items run in the printed form's question order (1–24), not under subscale headings — the headings appear only in the designer, where they help you fill the form in. The subscale scores are in the summary underneath. For COSI it's each goal with its degree-of-change and final-ability ratings.

There is nothing to fill in — the learner reads the questionnaire as case context and moves on. Your Instructor Feedback is not shown here; it's held back until the report.

Scoring

The Questionnaire element is not scored. Its Scoring & Report tab holds only the report choice — there's no correct-answer comparison, and it contributes zero points to the submission.

It still appears in the submission review alongside the scored elements, marked "Scoring not required", with the completed questionnaire readable underneath — so whoever reviews the attempt sees the same case context the learner had.

Report

Unless you turned Include in report off, the completed questionnaire appears in the post-assessment review — the on-screen results and the generated PDF, which carry the same parts:

This gives the reader the same case context the learner had, plus your feedback, without touching the numeric score.