Dialogic reading in the rehabilitation of Children with Hearing Loss and the “Born to Read” Project: A pilot study

2018 ◽  
Vol 59 (5) ◽  
pp. 518-523
Author(s):  
Grazia Isabella Continisio ◽  
Amalia Mattiello ◽  
Silvia Toscano ◽  
Paola Continisio ◽  
Mariano Paternoster ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Dialogic Reading ◽  
Children With Hearing Loss

A pilot study of telepractice delivery for teaching listening and spoken language to children with hearing loss

2014 ◽  
Vol 20 (3) ◽  
pp. 135-140 ◽  
Author(s):  
Gabriella Constantinescu ◽  
Monique Waite ◽  
Dimity Dornan ◽  
Emma Rushbrooke ◽  
Jackie Brown ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Spoken Language ◽  
Children With Hearing Loss

scholarly journals Tele-intervention for children with hearing loss: A comparative pilot study

2016 ◽  
Vol 23 (1) ◽  
pp. 116-125 ◽  
Author(s):  
Estienne Havenga ◽  
De Wet Swanepoel ◽  
Talita le Roux ◽  
Brenda Schmid
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Rating Scale ◽  
Preliminary Evidence ◽  
Comfort Level ◽  
Communication Performance ◽  
Significant Difference ◽  
Children With Hearing Loss ◽  
Qualitative Responses

Introduction This pilot study compared tele-intervention to conventional intervention for children with hearing loss in terms of communication performance, parental perceptions and clinician perceptions. Methods A within-subject design was employed, including 10 children with hearing loss and their parents who each received a structurally similar tele-intervention and conventional intervention session in a counterbalanced manner. Quality of communication performance was analysed using a modified Tait video analysis method. Parent and clinician perceptions were collected through rating-scale surveys and thematic analysis of qualitative responses. Results No significant difference ( p > 0.05) was found between tele-intervention and conventional intervention in terms of communication performance of children. Parent perceptions were not significantly different ( p > 0.05) between conventional and tele-intervention in terms of facilitating meaningful communication interaction. Significant differences were evident for parents' comfort level during the session, whether they found it to be a beneficial experience and whether they would like to continue receiving intervention through this method.  Clinician perceptions of conventional and tele-intervention were not significantly different ( p > 0.05) and tele-intervention was deemed a valuable method of service delivery for clients. Discussion This study provides preliminary evidence that tele-intervention is effective for communication intervention and can be a valuable solution to typical barriers such as distance and the shortage of trained interventionists.

scholarly journals Transitioning Speech-Language Assessment to a Virtual Environment: Lessons Learned From the ELLA Study

2021 ◽  
pp. 1-7
Author(s):  
Krystal L. Werfel ◽  
Brittany Grey ◽  
Michelle Johnson ◽  
Marren Brooks ◽  
Ellie Cooper ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Virtual Environment ◽  
Language Assessment ◽  
Lessons Learned ◽  
Preschool Age ◽  
Language And Literacy ◽  
Retest Reliability ◽  
Children With Hearing Loss ◽  
Test Retest Reliability

Purpose The COVID-19 pandemic has necessitated a quick shift to virtual speech-language services; however, only a small percentage of speech-language pathologists (SLPs) had previously engaged in telepractice. The purpose of this clinical tutorial is (a) to describe how the Early Language and Literacy Acquisition in Children with Hearing Loss study, a longitudinal study involving speech-language assessment with children with and without hearing loss, transitioned from in-person to virtual assessment and (b) to provide tips for optimizing virtual assessment procedures. Method We provide an overview of our decision making during the transition to virtual assessment. Additionally, we report on a pilot study that calculated test–retest reliability from in-person to virtual assessment for a subset of our preschool-age participants. Results Our pilot study revealed that most speech-language measures had high or adequate test–retest reliability when administered in a virtual environment. When low reliability occurred, generally the measures were timed. Conclusions Speech-language assessment can be conducted successfully in a virtual environment for preschool children with hearing loss. We provide suggestions for clinicians to consider when preparing for virtual assessment sessions. Supplemental Material https://doi.org/10.23641/asha.14787834

Satisfaction With Communication Using Remote Face-to-Face Language Interpretation Services With Spanish-Speaking Parents: A Pilot Study

2015 ◽  
Vol 25 (2) ◽  
pp. 70-82
Author(s):  
Nannette Nicholson ◽  
Patti F. Martin ◽  
Karen Muñoz
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Information Exchange ◽  
Accurate Information ◽  
Exchange Relationship ◽  
Face To Face ◽  
Spanish Speaking ◽  
Clinical Encounters ◽  
Language Interpretation ◽  
Children With Hearing Loss

Effective communication in clinical encounters is dependent upon the exchange of accurate information between clinician and patient and the use of interpersonal skills that foster development of the patient-provider relationship and demonstrate understanding of the patient's social and cultural background. These skills are of critical importance in the diagnosis and management of hearing loss in children of Spanish-speaking families. While the provision of family friendly, culturally sensitive services to families of children with hearing loss can be challenging for audiologists and speech-language pathologists, the quality and satisfaction of these services is widely recognized as the cornerstone of patient satisfaction and improved outcomes. The purpose of this pilot study was to explore patient, audiologist, and interpreter satisfaction of the use of remote face-to-face language interpretation technologies in the context of audiology services. Parent participants rated each session regarding satisfaction with the communication exchange, audiology services, and the interpreting experience. Audiologists rated their satisfaction with the communication exchange, relationship with the parent, and experience with the interpreter. Interpreters rated their satisfaction with the logistics regarding the appointment, information exchange, and experience in working with the audiologist. Audiologists and interpreters were asked to identify what worked well and what challenges needed to be addressed. Data from this pilot study can be used to guide future efforts in providing high quality language interpretation services to Spanish-speaking families of young children who are at risk for or have been diagnosed with hearing loss.

scholarly journals Factors Influencing Hearing Aid Use in the Classroom: A Pilot Study

2015 ◽  
Vol 24 (4) ◽  
pp. 563-568 ◽  
Author(s):  
Samantha J. Gustafson ◽  
Hilary Davis ◽  
Benjamin W. Y. Hornsby ◽  
Fred H. Bess
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Hearing Aids ◽  
Hearing Aid ◽  
School Age Children ◽  
School Age ◽  
Factors Influencing ◽  
Hearing Aid Use ◽  
Increased Risk ◽  
Children With Hearing Loss

PurposeThis pilot study examined factors influencing classroom hearing aid use in school-age children with hearing loss.MethodThe research team visited classrooms of 38 children with mild-to-moderate hearing loss (Grades 1–7) on 2 typical school days, twice per day, to document hearing aid use. In addition, parents reported the number of hours their children used hearing aids at school.ResultsNearly 24% of children were observed not wearing their hearing aids in the classroom on either observation day. Both grade level and degree of hearing loss appeared to affect hearing aid use. Children in Grades 5–7 and those with milder hearing losses were less likely to wear hearing aids. Overall, parents accurately reported classroom hearing aid use; however, those with children in Grades 5–7 were less accurate than those with children in earlier grades.ConclusionsThese preliminary results suggest that children with milder hearing loss and those in Grades 5–7 are at increased risk for reduced hearing aid use in the classroom. Also, parents of school-age children in these later grades are less accurate reporters of classroom hearing aid use compared to parents of children in earlier grades.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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