A Survey of Professionals Delivering Speech-Language Services to Children With Hearing Loss

1994 ◽  
Vol 25 (2) ◽  
pp. 100-104 ◽  
Author(s):  
Mary June Moseley ◽  
James J. Mahshie ◽  
Fred D. Brandt ◽  
Linda Frazer Fleming
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Professional Training ◽  
Language Teaching ◽  
Demographic Characteristics ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Language Services ◽  
Clinical Procedures ◽  
Children With Hearing Loss

A survey was conducted to describe the demographic characteristics and perceived adequacy of pre-professional training of those providing speech-language services to children with hearing loss. Results indicated that, while speech-language pathologists are the major providers of speech-language teaching, audiologists and educators also provide these services. Speech-language pathologists reported that they felt they were better prepared in the fundamentals of speech and language, but least prepared in specific areas related to audiology, deafness, and clinical procedures with clients who are deaf or hard of hearing.

Confidence of School-Based Speech-Language Pathologists and School Psychologists in Assessing Students With Hearing Loss and Other Co-Occurring Disabilities

2019 ◽  
Vol 50 (2) ◽  
pp. 224-236 ◽  
Author(s):  
Monica P. Muncy ◽  
Sarah E. Yoho ◽  
Maryellen Brunson McClain
Keyword(s):  
Hearing Loss ◽  
School Psychologists ◽  
Professional Training ◽  
Online Survey ◽  
Interdisciplinary Collaboration ◽  
The United States ◽  
Professional Organizations ◽  
Speech Language Pathologists ◽  
School Based ◽  
Children With Hearing Loss

PurposeThis study assessed the confidence of speech-language pathologists (SLPs) and school psychologists (SPs) in working with children with hearing loss (HL) and other co-occurring disabilities. Professionals' opinions on barriers to and importance of interdisciplinary collaboration were also of interest.MethodA 59-item online survey was distributed to SLPs and SPs in the United States through state professional organizations and social media posts. A total of 320 respondents completed the survey and met criteria. Perceptions of confidence across 5 different skill set types were assessed, along with experiences and attitudes concerning professional training and interdisciplinary collaboration.ResultsA 2-way analysis of variance revealed significant main effects of profession and skill set type on professionals' confidence in assessing a student with HL and other co-occurring disabilities, as well as their confidence in determining the etiology of a student's difficulties. Results from a multiple linear regression revealed the number of students worked with who have HL and the amount of training in graduate school as significant predictors of confidence in both aforementioned skill set types. Results indicate that respondents value interdisciplinary collaboration but that time and access to other professionals are barriers to collaboration.ConclusionsResults of the current study indicate that many school-based SLPs and SPs have insufficient training or experience in working with students who have HL and other co-occurring disabilities. Limited training and experience with this unique population among practitioners have the potential to affect the quality of services provided to these students and thus need to be addressed within the school system and the fields of school psychology and speech-language pathology.Supplemental Materialhttps://doi.org/10.23641/asha.7772867

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

The Colorado Journey Towards Optimal Outcomes for Children With Hearing Loss

2010 ◽  
Vol 20 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Christine Yoshinaga-Itano
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hard Of Hearing ◽  
Diverse Population ◽  
Language Outcomes ◽  
Maternal Bonding ◽  
Level Of Education ◽  
Optimal Outcomes ◽  
Outcomes For Children ◽  
Children With Hearing Loss

Abstract It is possible for children who are deaf or hard of hearing to attain language development comparable to their hearing peers, but these outcomes are not guaranteed. The population of children with hearing loss is a diverse population and although the variable of the age of identification is less variable, there are numerous variables that could potentially and have historically impacted language outcomes of children who are deaf or hard of hearing. Variables such as hearing loss, maternal level of education, and maternal bonding can overcome the benefits of earlier identification and intervention.

Auditory Verbal Therapy: A Family-Centered Listening and Spoken Language Intervention for Children With Hearing Loss and Their Families

2017 ◽  
Vol 2 (9) ◽  
pp. 54-65
Author(s):  
Elizabeth A. Rosenzweig
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Language Intervention ◽  
Universal Newborn Hearing Screening ◽  
Language Outcome ◽  
Newborn Hearing ◽  
Children With Hearing Loss ◽  
Auditory Verbal Therapy ◽  
Family Centered

There are many ways for children with hearing loss to learn to communicate. Advances in universal newborn hearing screening and hearing technology have enabled many families to elect a listening and spoken language outcome for their children, regardless of degree of hearing loss. Auditory Verbal Therapy is a family-centered approach to developing listening and spoken language for children who are deaf or hard of hearing. Professionals certified in Auditory Verbal Therapy (AVT) provide services under a guiding set of 10 principles, enumerated in this article with their attendant research bases and practical/clinical implications.

scholarly journals False Belief Development in Children Who Are Hard of Hearing Compared With Peers With Normal Hearing

2017 ◽  
Vol 60 (12) ◽  
pp. 3487-3506 ◽  
Author(s):  
Elizabeth A. Walker ◽  
Sophie E. Ambrose ◽  
Jacob Oleson ◽  
Mary Pat Moeller
Keyword(s):  
At Risk ◽  
Hearing Loss ◽  
Hard Of Hearing ◽  
Social Cognitive ◽  
Normal Hearing ◽  
Preschool Age ◽  
False Belief ◽  
Cross Sectional ◽  
Children With Hearing Loss ◽  
Grade Performance

Purpose This study investigates false belief (FB) understanding in children who are hard of hearing (CHH) compared with children with normal hearing (CNH) at ages 5 and 6 years and at 2nd grade. Research with this population has theoretical significance, given that the early auditory–linguistic experiences of CHH are less restricted compared with children who are deaf but not as complete as those of CNH. Method Participants included CHH and CNH who had completed FB tasks as part of a larger multicenter, longitudinal study on outcomes of children with mild-to-severe hearing loss. Both cross-sectional and longitudinal data were analyzed. Results At age 5 years, CHH demonstrated significant delays in FB understanding relative to CNH. Both hearing status and spoken-language abilities contributed to FB performance in 5-year-olds. A subgroup of CHH showed protracted delays at 6 years, suggesting that some CHH are at risk for longer term delays in FB understanding. By 2nd grade, performance on 1st- and 2nd-order FBs did not differ between CHH and CNH. Conclusions Preschool-age CHH are at risk for delays in understanding others' beliefs, which has consequences for their social interactions and pragmatic communication. Research related to FB in children with hearing loss has the potential to inform our understanding of mechanisms that support social–cognitive development, including the roles of language and conversational access.

scholarly journals Usability of a Mobile App for Improving Literacy in Children With Hearing Impairment: Focus Group Study

10.2196/16310 ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. e16310 ◽  
Author(s):  
Shelly DeForte ◽  
Emre Sezgin ◽  
Janelle Huefner ◽  
Shana Lucius ◽  
John Luna ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Focus Group ◽  
Spoken Language ◽  
Healthy Children ◽  
Language And Literacy ◽  
Speech And Language ◽  
Focus Group Study ◽  
Digital Stories ◽  
Children With Hearing Loss ◽  
The Impact

Background Children with hearing loss, even those identified early and who use hearing aids or cochlear implants, may face challenges in developing spoken language and literacy. This can lead to academic, behavioral, and social difficulties. There are apps for healthy children to improve their spoken language and literacy and apps that focus on sign language proficiency for children with hearing loss, but these apps are limited for children with hearing loss. Therefore, we have developed an app called Hear Me Read, which uses enhanced digital stories as therapy tools for speech, language, and literacy for children with hearing loss. The platform has therapist and parent/child modes that allow (1) the selection of high-quality, illustrated digital stories by a speech-language pathologist, parent, or child; (2) the modification of digital stories for a multitude of speech and language targets; and (3) the assignment of stories by a therapist to facilitate individualized speech and language goals. In addition, Hear Me Read makes the caregiver a core partner in engagement through functionality, whereby the caregiver can record video and audio of themselves to be played back by the child. Objective This study aimed to evaluate the user experience of the Hear Me Read app through a focus group study with caregivers and their children. Methods We recruited 16 participants (8 children with and without hearing loss and 8 caregivers) to participate in 1-hour focus groups. Caregivers and children interacted with the app and discussed their experiences through a semistructured group interview. We employed thematic analysis methods and analyzed the data. We used feedback from the focus group to improve the elements of the app for a larger clinical trial assessing the impact of the app on outcomes. Results We identified three themes: default needs, specific needs, and family needs. Participants found the app to be esthetically pleasing and easy to use. The findings of this study helped us to identify usability attributes and to amend app functionalities to best fit user needs. Caregivers and children appreciated the enhancements, such as highlighting of parts of speech and caregiver reading of video playback, which were made possible by the digital format. Participants expressed that the app could be used to enhance family reading sessions and family interaction. Conclusions The findings from this focus group study are promising for the use of educational apps designed specifically for those with hearing loss who are pursuing listening and spoken language as a communication outcome. Further investigation is needed with larger sample sizes to understand the clinical impact on relevant language and literacy outcomes in this population.

For Children With Hearing Loss: The Times They Are A-changin’

2010 ◽  
Vol 20 (2) ◽  
pp. 48-55 ◽  
Author(s):  
K. Todd Houston ◽  
Teresa Caraway
Keyword(s):  
Hearing Loss ◽  
Service Providers ◽  
Spoken Language ◽  
Speech Language Pathologists ◽  
Early Intervention Services ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Age Appropriate ◽  
Children With Hearing Loss ◽  
The Times

Today, children with hearing loss have more opportunities than ever before to use audition and to achieve age-appropriate spoken language and academic outcomes. Several factors are driving these new outcomes, including universal newborn hearing screening and earlier diagnosis of hearing loss, immediate fitting of advanced hearing technology, and enrollment in appropriate early intervention services. For speech-language pathologists and audiologists, these changes mean altering how these children and their families are served, including the types of diagnostic evaluations that are conducted. Specifically, if speech-language pathologists are to remain vital service providers, they must raise their professional expectations for what these children can ultimately achieve.

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