Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Hearing Technology Use and Management in School-Age Children: Reports from Data Logs, Parents, and Teachers

2017 ◽  
Vol 28 (10) ◽  
pp. 883-892 ◽  
Author(s):  
Samantha J. Gustafson ◽  
Todd A. Ricketts ◽  
Anne Marie Tharpe
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Parent Report ◽  
School Age Children ◽  
School Age ◽  
Data Logging ◽  
Hearing Aid Use ◽  
System Use ◽  
Children With Hearing Loss

Background: Consistency of hearing aid and remote microphone system use declines as school-age children with hearing loss age. One indicator of hearing aid use time is data logging, another is parent report. Recent data suggest that parents overestimate their children’s hearing aid use time relative to data logging. The potential reasons for this disparity remain unclear. Because school-age children spend the majority of their day away from their parents and with their teachers, reports from teachers might serve as a valuable and additional tool for estimating hearing aid use time and management. Purpose: This study expands previous research on factors influencing hearing aid use time in school-age children using data logging records. Discrepancies between data logging records and parent reports were explored using custom surveys designed for parents and teachers. Responses from parents and teachers were used to examine hearing aid use, remote microphone system use, and hearing aid management in school-age children. Study Sample: Thirteen children with mild-to-moderate hearing loss between the ages of 7 and 10 yr and their parents participated in this study. Teachers of ten of these children also participated. Data Collection and Analysis: Parents and teachers of children completed written surveys about each child’s hearing aid use, remote microphone system use, and hearing aid management skills. Data logs were read from hearing aids using manufacturer’s software. Multiple linear regression analysis and an intraclass correlation coefficient were used to examine factors influencing hearing aid use time and parent agreement with data logs. Parent report of hearing aid use time was compared across various activities and school and nonschool days. Survey responses from parents and teachers were compared to explore areas requiring potential improvement in audiological counseling. Results: Average daily hearing aid use time was ˜6 hr per day as recorded with data logging technology. Children exhibiting greater degrees of hearing loss and those with poorer vocabulary were more likely to use hearing aids consistently than children with less hearing loss and better vocabulary. Parents overestimated hearing aid use by ˜1 hr per day relative to data logging records. Parent-reported use of hearing aids varied across activities but not across school and nonschool days. Overall, parents and teachers showed excellent agreement on hearing aid and remote microphone system use during school instruction but poor agreement when asked about the child’s ability to manage their hearing devices independently. Conclusions: Parental reports of hearing aid use in young school-age children are largely consistent with data logging records and with teacher reports of hearing aid use in the classroom. Audiologists might find teacher reports helpful in learning more about children’s hearing aid management and remote microphone system use during their time at school. This supplementary information can serve as an additional counseling tool to facilitate discussion about remote microphone system use and hearing aid management in school-age children with hearing loss.

Predicting speech‐sound disorder outcomes in school‐age children with hearing loss: The VicCHILD experience

2020 ◽  
Vol 55 (4) ◽  
pp. 537-546
Author(s):  
Miya St John ◽  
Georgie Columbus ◽  
Amanda Brignell ◽  
Peter Carew ◽  
Jemma Skeat ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Speech Sound ◽  
School Age Children ◽  
School Age ◽  
Speech Sound Disorder ◽  
Children With Hearing Loss

scholarly journals Reading Outcomes in Elementary School–Age Children With Hearing Loss Who Use Listening and Spoken Language: A Preliminary Report

2020 ◽  
Vol 5 (5) ◽  
pp. 1188-1198
Author(s):  
Sneha V. Bharadwaj ◽  
Whitney Barlow
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
Nonword Repetition ◽  
School Age Children ◽  
School Age ◽  
Grammatical Knowledge ◽  
Reading Outcomes ◽  
Elementary School Age ◽  
Analytical Reasoning ◽  
Children With Hearing Loss

Purpose This study examined reading outcomes and a comprehensive set of linguistic and cognitive factors considered to be associated with reading outcomes in children with hearing loss who use hearing aids or cochlear implants. Method Seventeen children with bilateral, prelingual hearing loss who use listening and spoken language and attended Grades 3–5 at a private oral school for the deaf participated in this study. Children were administered 13 subtests from norm-referenced tests pertaining to reading outcomes (reading comprehension and decoding), linguistic factors (vocabulary, background information, literal inferencing, nonliteral inferencing, and grammatical knowledge), and cognitive factors (verbal working memory, short-term memory, phonological short-term memory, and analytical reasoning). Results Performance of children with hearing loss was within normal ranges when compared to the normative means on all factors assessed except for nonword repetition. Furthermore, the performance of children with cochlear implants was comparable to that of the hearing aid users on all measures except for nonword repetition. Decoding was positively correlated with grammatical knowledge, analytical reasoning, and nonword repetition, whereas reading comprehension was positively correlated with grammatical knowledge, analytical reasoning, and inferencing. Conclusions Preliminary findings from this study suggest that elementary school–age children with hearing loss demonstrated positive outcomes with respect to reading outcomes and other factors assessed except for the nonword repetition task. Findings suggest that a nonword repetition task may be used to flag children with hearing loss who may experience difficulties with decoding. Given that grammatical knowledge and analytical reasoning showed moderate-to-moderately strong correlation with both reading outcome measures, it is recommended that multicomponent reading intervention programs for elementary school–age children with hearing loss incorporate explicit instruction in these domains.

Overall physical fitness in young school-age children with bilateral severe hearing loss

Physiotherapy ◽  
2013 ◽  
Vol 21 (2) ◽  
Author(s):  
Eugeniusz Bolach ◽  
Bartosz Bolach ◽  
Kamila Wiernicka
Keyword(s):  
Hearing Loss ◽  
Physical Fitness ◽  
The Body ◽  
School Age Children ◽  
Control Group ◽  
School Age ◽  
Lower Velocity ◽  
Motor Abilities ◽  
Hearing Organ ◽  
Children With Hearing Loss

AbstractIntroduction: Physical fitness is expressed by the function of the motor apparatus, the capacity of organs and systems of the body, as well as motor abilities and life activity. Motor and physical development of children with hearing loss due to a damage of the hearing organ can differ from their hearing peers. The hearing organ dysfunctions can have adverse effect on motricity due to its connections with the nervous system and semicircular canals.Material and methods: The present study comprised 60 school-age children; the experimental group consisted of 30 girls and boys with hearing loss, while the control group included 30 hearing girls and boys. The children’s age varied between 9 and 11 years; the mean age was 9.75 years. In both groups of children their body mass index was calculated and their overall physical fitness was assessed using the Eurofit - European Physical Fitness Test.Results: It was found that hearing impairment was mainly connected with the worse sense of balance, lower velocity of upper limb movements and decreased level of agility, i.e. indirectly with worse motor coordination. In addition, it was proved that generally girls manifested a better sense of balance and flexibility, whereas boys showed a higher static and dynamic strength and better agility and endurance.Conclusions: The study confirmed the hypothesis that children with hearing loss have lower overall physical fitness than their hearing peers. Therefore there is a need to develop motor abilities in children with hearing loss by involving them in deliberate and systematic physical activity.

Listening Effort and Fatigue in School-Age Children With and Without Hearing Loss

2002 ◽  
Vol 45 (3) ◽  
pp. 573-584 ◽  
Author(s):  
Candace Bourland Hicks ◽  
Anne Marie Tharpe
Keyword(s):  
Hearing Loss ◽  
Normal Hearing ◽  
School Age Children ◽  
Future Research ◽  
School Age ◽  
Listening Effort ◽  
Hearing Results ◽  
Dual Task Paradigm ◽  
Children With Hearing Loss ◽  
Acoustic Conditions

Parents, audiologists, and educators have long speculated that children with hearing loss must expend more effort and, therefore, fatigue more easily than their peers with normal hearing when listening in adverse acoustic conditions. Until now, however, very few studies have been conducted to substantiate these speculations. Two experiments were conducted with school-age children with mild-to-moderate hearing loss and with normal hearing. In the first experiment, salivary cortisol levels and a self-rating measure were used to measure fatigue. Neither cortisol measurements nor self-rated measures of fatigue revealed significant differences between children with hearing loss and their normalhearing peers. In the second experiment, however, a dual-task paradigm used to study listening effort indicated that children with hearing loss expend more effort in listening than children with normal hearing. Results are discussed in terms of clinical application and future research needs.

scholarly journals An Evidence-Based Systematic Review of Frequency Lowering in Hearing Aids for School-Age Children With Hearing Loss

2012 ◽  
Vol 21 (2) ◽  
pp. 313-328 ◽  
Author(s):  
Ryan W. McCreery ◽  
Rebecca A. Venediktov ◽  
Jaumeiko J. Coleman ◽  
Hillary M. Leech
Keyword(s):  
Systematic Review ◽  
Hearing Loss ◽  
Hearing Aids ◽  
School Age Children ◽  
Evidence Based ◽  
School Age ◽  
Children With Hearing Loss

Effect of Hearing Loss on Peer Victimization in School-Age Children

2018 ◽  
Vol 84 (3) ◽  
pp. 280-297 ◽  
Author(s):  
Andrea D. Warner-Czyz ◽  
Betty Loy ◽  
Hannah Pourchot ◽  
Trissan White ◽  
Elika Cokely
Keyword(s):  
Hearing Loss ◽  
General Population ◽  
Peer Victimization ◽  
Hearing Aids ◽  
School Age Children ◽  
Future Research ◽  
School Age ◽  
Crime Victimization ◽  
Increased Risk ◽  
Children With Hearing Loss

Nearly one third of school-age children report being bullied, primarily enduring teasing or rumors. Children with hearing loss (HL) are at increased risk of victimization due to being “different” from the general population. This project assesses effects of auditory status on bullying by comparing incidence and type of bullying in 87 youth and adolescents with HL (7–18 years) to published national data from peers in the general population. All participants wore auditory technology (i.e., hearing aids or cochlear implants), communicated orally, and participated in mainstream education. Each participant completed the 2009 National Crime Victimization Survey’s School Crime Supplement. Adolescents with HL endured significantly higher incidence of bullying versus the general population (50.0% vs. 28.0%), particularly for exclusion (26.3% vs. 4.7%) and coercion (17.5% vs. 3.6%). Children younger than 12 years with HL report lower rates of bullying (38.7%) than adolescents with HL, but rates did not differ significantly. Future research should explore risk and protective factors for peer victimization in youth and adolescents with HL to reduce long-term consequences on quality of life.

Prologue to the Forum: Literacy and Language Issues In Children With Hearing Loss

2020 ◽  
Vol 5 (6) ◽  
pp. 1363-1365
Author(s):  
Sneha V. Bharadwaj
Keyword(s):  
Hearing Loss ◽  
Reading Skills ◽  
Intervention Programs ◽  
Cognitive Factors ◽  
School Age Children ◽  
School Age ◽  
Communication Mode ◽  
Reading Outcomes ◽  
Children With Hearing Loss

Purpose The purpose of this forum is to provide an update on reading outcomes in preschool- and school-age children with hearing loss and to provide guidance on intervention strategies to improve reading skills. Conclusions Preschool- and school-age children with hearing loss may show deficits in various reading and reading-related skills depending on their age, duration of deafness, severity of hearing loss, age at which they were fitted with hearing technologies, speech recognition skills, communication mode, and quality of intervention. Several linguistic and cognitive factors also are associated with reading outcomes. Thus, intervention programs must be multicomponent in nature and designed to fit the unique needs of each child.

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