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.

Communication Between Spanish-Speaking Mothers and Their Children With Hearing Loss Who Use ASL

2018 ◽  
Vol 40 (2) ◽  
pp. 88-98
Author(s):  
Alliete R. Alfano
Keyword(s):  
Hearing Loss ◽  
American Sign Language ◽  
Language Skills ◽  
Primary Language ◽  
American Sign ◽  
Spanish Speaking ◽  
Ethnographic Interviews ◽  
Hispanic Mothers ◽  
Language Data ◽  
Children With Hearing Loss

Only 15% of children with hearing loss who could receive a cochlear implant receive one leaving American Sign Language (ASL) as their access to communication. Spanish-speaking families face even greater challenges including learning different languages/cultures and lack of trained Hispanic professionals. This study identifies how Hispanic mothers communicate with their children with hearing loss who use ASL as their primary language. Data for this qualitative study were collected using in-depth, open-ended ethnographic interviews and limited participant observations and analyzed using grounded theory. Results indicated that many mothers did not learn ASL or learned it some years after the diagnosis of hearing loss in their child; therefore, many children had no or limited language early on and were excluded from conversations and activities. Often mothers learned ASL in Spanish resulting in communication that varied in grammar. Language confusion can result in children’s lower overall language skills and poor academic achievement.

Satisfaction with telemedicine for teaching listening and spoken language to children with hearing loss

2012 ◽  
Vol 18 (5) ◽  
pp. 267-272 ◽  
Author(s):  
Gabriella Constantinescu
Keyword(s):  
Hearing Loss ◽  
Average Distance ◽  
Video Quality ◽  
Spoken Language ◽  
Telemedicine Service ◽  
Face To Face ◽  
High Satisfaction ◽  
Rural And Remote Areas ◽  
Children With Hearing Loss ◽  
Auditory Verbal Therapy

Auditory-Verbal Therapy (AVT) is an effective early intervention for children with hearing loss. The Hear and Say Centre in Brisbane offers AVT sessions to families soon after diagnosis, and about 20% of the families in Queensland participate via PC-based videoconferencing (Skype). Parent and therapist satisfaction with the telemedicine sessions was examined by questionnaire. All families had been enrolled in the telemedicine AVT programme for at least six months. Their average distance from the Hear and Say Centre was 600 km. Questionnaires were completed by 13 of the 17 parents and all five therapists. Parents and therapists generally expressed high satisfaction in the majority of the sections of the questionnaire, e.g. most rated the audio and video quality as good or excellent. All parents felt comfortable or as comfortable as face-to-face when discussing matters with the therapist online, and were satisfied or as satisfied as face-to-face with their level and their child's level of interaction/rapport with the therapist. All therapists were satisfied or very satisfied with the telemedicine AVT programme. The results demonstrate the potential of telemedicine service delivery for teaching listening and spoken language to children with hearing loss in rural and remote areas of Australia.

scholarly journals Parent’s satisfaction on tele-listening training for children with Hearing impairment during COVID-19

2021 ◽  
Author(s):  
Jyothi Shivaswamy ◽  
Divya Mary Jose ◽  
Neelamegarajan Devi ◽  
Chandni Jain
Keyword(s):  
Hearing Loss ◽  
Hearing Impairment ◽  
Service Providers ◽  
Parent Satisfaction ◽  
Rehabilitation Services ◽  
Evidence Based ◽  
Digital Revolution ◽  
Face To Face ◽  
Children With Hearing Loss ◽  
Auditory Verbal Therapy

Background and Aim: Rehabilitation services to individuals with hearing impairment were on hold with widespread COVID-19. So, rehabili­tation services were mandated mainly through telepractice for children with hearing loss. Eva­luating the effectiveness of tele-practise compa­red to face-to-face therapy is of utmost impor­tance for evidence-based approaches. Therefore, the present study aimed to evaluate the parent’s satisfaction with tele-listening training for child­ren with hearing impairment during COVID-19. Methods: Fifty-four parents of children with hearing loss participated in the study. The pare­nts satisfaction on tele-listening training was evaluated through the Parent Satisfaction Ques­tionnaire in terms of 1) the audio and video qua­lity during teletherapy; 2) equipment use 3) gen­eral parent-therapist interaction and communi­cation during teletherapy; 4) service delivery and convenience; and 5) overall satisfaction with the teletherapy. Results: The results showed a higher parent satisfaction rating to avail rehabilitation services through tele-modality during the pandemic. Tele-listening training sessions had helped par­ents continue training their children at home with the therapist's guidance online. However, parents were not satisfied with their child's interaction with the therapist as they found it difficult to maintain attention throughout the online session. Conclusion: Although most participants agreed that tele session could not replace face-to-face auditory-verbal therapy (AVT) programs, most of them were satisfied with the outreach AVT program. These favorable responses from pare­nts highlight that the digital revolution and other technological advancements support the service providers in Audiology, especially during the COVID-19 pandemic. Keywords: Tele-listening training; questionnaire; satisfaction; rehabilitation

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

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

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.

Follow-Up Care for Pediatric Hearing Aid Users at an Audiology Clinic in Malawi

2020 ◽  
Vol 5 (6) ◽  
pp. 1809-1812
Author(s):  
Helen Brough ◽  
Tiwaope Kachaje
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Low Income ◽  
Negative Impact ◽  
Hearing Aid ◽  
Face To Face ◽  
Low Income Country ◽  
Follow Up Care ◽  
Children With Hearing Loss

Purpose Hearing loss can have a negative impact on a child's development. Hearing aids, if fitted appropriately, maintained well, and used regularly, can offer benefit to children with hearing loss. Regular reviews of hearing aid users can help to monitor a child's progress and provide timely intervention when problems arise or needs change. This study investigates the follow-up care received by children fitted with hearing aids at a clinic in Malawi. Method A clinical audit was done of the frequency of face-to-face follow-up appointments, following which all pediatric hearing aid users who had not recently received follow-up care were called to invite them for a review, and then a re-audit was conducted. Results Of the 47 children in the audit, 46 had not had a recent face-to-face follow-up appointment. Strenuous efforts were made to call those 46 children to the clinic for review: 20 caregivers agreed to bring their child for review, 10 of whom attended. It was not possible to contact 24 caregivers. Conclusions Reasons for low attendance for review at this service are not known, but may be related to the financial circumstances of the patients' families as well as difficulty in maintaining contact with families. It has not yet been possible to establish a system for routine follow-up care for pediatric hearing aid users at this well-established clinic in a low-income country.

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

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