Language skill development in children with cochlear implants and the impact of age at switch-on

2021 ◽  
pp. 1-20
Author(s):  
Lauren Sophie Hand ◽  
Charlotte Ka Yun Liu ◽  
Gemma Hardman ◽  
Merle Mahon
Keyword(s):  
Cochlear Implants ◽  
Skill Development ◽  
Language Skill ◽  
The Impact

The Impact of Live Cases on Student Skill Development in Marketing Courses

2021 ◽  
pp. 027347532110345
Author(s):  
Shannon Cummins ◽  
Jeff S. Johnson
Keyword(s):  
Time Management ◽  
Learning Experience ◽  
Skill Development ◽  
Handling Time ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Samples ◽  
Conflict Handling ◽  
Student Skill ◽  
The Impact

Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.

scholarly journals Cochlear Implants and Children with Vestibular Impairments

2018 ◽  
Vol 39 (03) ◽  
pp. 305-320 ◽  
Author(s):  
Blake Papsin ◽  
Sharon Cushing
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Sensory Deficit ◽  
Screening Methods ◽  
Language Outcomes ◽  
Speech And Language ◽  
Vestibular Loss ◽  
Acquired Hearing Loss ◽  
Speech And Language Development ◽  
The Impact

AbstractSensorineural hearing loss (SNHL) in children occurs in 1 to 3% of live births and acquired hearing loss can additionally occur. This sensory deficit has far reaching consequences that have been shown to extend beyond speech and language development. Thankfully there are many therapeutic options that exist for these children with the aim of decreasing the morbidity of their hearing impairment. Of late, focus has shifted beyond speech and language outcomes to the overall performance of children with SNHL in real-world environments. To account for their residual deficits in such environments, clinicians must understand the extent of their sensory impairments. SNHL commonly coexists with other sensory deficits such as vestibular loss. Vestibular impairment is exceedingly common in children with SNHL with nearly half of children exhibiting vestibular end-organ dysfunction. These deficits naturally lead to impairments in balance and delay in motor milestones. However, this additional sensory deficit likely leads to further impairment in the performance of these children. This article focuses on the following:1. Defining the coexistence of vestibular impairment in children with SNHL and cochlear implants.2. Describing screening methods aimed at identifying vestibular dysfunction in children with SNHL.3. Understanding the functional implications of this dual-sensory impairment.4. Exploring possible rehabilitative strategies to minimize the impact of vestibular impairment in children with SNHL

Positive Parenting Behaviors: Impact on the Early Vocabulary of Infants/Toddlers With Cochlear Implants

2021 ◽  
Vol 64 (4) ◽  
pp. 1210-1221
Author(s):  
Edith L. Bavin ◽  
Julia Sarant ◽  
Luke Prendergast ◽  
Peter Busby ◽  
Greg Leigh ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Repeated Measures ◽  
Maternal Education ◽  
Negative Binomial ◽  
Vocabulary Development ◽  
Parenting Behaviors ◽  
Information Criterion ◽  
Positive Parenting ◽  
The Impact ◽  
Parent Child

Purpose To extend our knowledge about factors influencing early vocabulary development for infants with cochlear implants (CIs), we investigated the impact of positive parenting behaviors (PPBs) from the Indicator of Parent Child Interaction, used in parent–child interactions during everyday activities. Method Implantation age for the sample recruited from CI clinics in Australia ranged from 6 to 10 months for 22 children and from 11 to 21 months for 11 children. Three observation sessions at three monthly intervals were coded for use of PPBs. Children's productive vocabulary, based on the MacArthur–Bates Communicative Development Inventories parent checklist, was collected approximately 6 and 9 months later. A repeated-measures negative binomial generalized linear mixed-effects model was used to investigate associations between the total PPBs per session, covariates (maternal education, gender, and time since implant), and the number of words produced. In follow-up analyses with the PPBs entered separately, variable selection was used to retain only those deemed informative, based on the Akaike information criterion. Results As early as Session 1, associations between the PPBs and vocabulary were identified. Time since implant had a positive effect. For different sessions, specific PPBs (descriptive language, follows child's lead, and acceptance and warmth) were identified as important contributors. Conclusions Complementing previous findings, valuable information was identified about parenting behaviors that are likely to impact positively the early vocabulary of infants with CIs. Of importance is providing parents with information and training in skills that have the potential to help create optimal contexts for promoting their child's early vocabulary development.

Learning through Immersive Virtual Environments

2014 ◽  
pp. 185-199
Author(s):  
Erastus Ndinguri ◽  
Krisanna Machtmes ◽  
John Paul Hatala ◽  
Mary Leah Coco
Keyword(s):  
Skill Development ◽  
Learning Technologies ◽  
Future Research ◽  
Organizational Setting ◽  
Organization Learning ◽  
Research And Practice ◽  
Immersive Virtual Environments ◽  
Workplace Setting ◽  
Learning Institutions ◽  
The Impact

Changes on how the workforce is learning/training today are evident in many organizations. Discussions about how Immersive Virtual Learning (IVL) is a part of the skill development process and outcomes in the workplace have increased (Salmon, 2009). There is an abundance of literature on the application of virtual and other learning technologies within learning institutions (Hew & Cheung, 2010); however, there is a paucity of literature on IVL organization learning. This chapter discusses the existing research and understanding of IVL and the application within an organizational setting. Further, this chapter explores the connection between knowledge transfer and the impact IVL has on the workforce. This exploration attempts to create a link between global connectivity, changing cultures, and changing technologies. In addition, this chapter examines the benefits of IVL in a workplace setting and offers suggestions for future research and practice.

Implementing a peer support program for improving university student wellbeing: The experience of program facilitators

2020 ◽  
Vol 64 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Dimity A Crisp ◽  
Debra Rickwood ◽  
Bridgette Martin ◽  
Nicola Byrom
Keyword(s):  
Peer Support ◽  
Skill Development ◽  
Support Program ◽  
Support Programs ◽  
Mentoring Programs ◽  
Group Facilitation ◽  
Low Mood ◽  
The Impact ◽  
Individual Professional ◽  
Peer Support Program

Peer support programs offer a promising approach to addressing the high levels of stress and psychological distress reported by university students. However, few studies have considered the impact of implemented programs on the wellbeing and skill development of student facilitators. This study examines the experiences of student facilitators of a guided peer support program for reducing and preventing stress and low mood in student participants. Benefits to student facilitators, anticipated and actual, include the development of skills and experience in group facilitation, and a greater sense of community and belonging. While challenges exist in establishing initiatives, peer support and mentoring programs can offer valuable benefits by increasing wellbeing and fostering skill development for both participants and student facilitators. It is important that university-based peer support programs consider the student facilitator experience in both program development and evaluation and ensure training addresses facilitator concerns, prepares students adequately for the role, and considers the benefits for individual professional development.

scholarly journals Can a Digital Awareness Campaign Change Knowledge and Beliefs Regarding Cochlear Implants? A Study in Older Adults in 5 European Countries

2020 ◽  
Vol 57 ◽  
pp. 004695802091056
Author(s):  
Patrick S. C. D’Haese ◽  
Vincent Van Rompaey ◽  
Marc De Bodt ◽  
Paul Van de Heyning
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Cochlear Implants ◽  
Medical Information ◽  
The Internet ◽  
Awareness Campaign ◽  
Health Crisis ◽  
Knowledge And Beliefs ◽  
The United Kingdom ◽  
The Impact

There are 466 million people living with a disabling hearing loss and the challenges of managing this public health crisis cannot be underestimated. Yet, adult utilization of cochlear implants is poor with less than 10% of suitable candidates receiving one. The aim of this study was to investigate the awareness levels regarding cochlear implants in older adults after a digital campaign to raise awareness of cochlear implantation in this population. To address the lack of awareness of the cochlear implants in the general population, adverts were placed in online medical magazines and mainstream newspapers. Data were collected in 400 subjects via an online market research questionnaire, in Germany, Austria, Sweden, and the United Kingdom, and compared with baseline data collected in a previous study. Median click rates were in line with expectations for the medical industry and approximately 22 000 individuals clicked through to the cochlear implant Web site. However, there were few significant differences between the 2 sets of data. The Internet was consulted as much as the doctor for medical information in Germany, Austria, and Sweden. The study reinforces the importance of the Internet in accessing information about health, including hearing loss. The click through rates shows that there is interest in learning about cochlear implants. Further work is needed to assess the impact of this type of campaign on individuals who have already been identified as hearing impaired.

‘They help us realise what we’re actually gaining’: The impact on undergraduates and teaching staff of displaying transferable skills badges

2020 ◽  
pp. 146978741989802
Author(s):  
Michelle A Hill ◽  
Tina Overton ◽  
Russell RA Kitson ◽  
Christopher D Thompson ◽  
Rowan H Brookes ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Skill Development ◽  
Teaching Approach ◽  
Mixed Methods Study ◽  
Teaching Staff ◽  
Application Process ◽  
Transferable Skills ◽  
Learning Tasks ◽  
Job Application ◽  
The Impact

Attaining transferable skills is increasingly important for undergraduates and, while such skill development may be embedded within the curriculum, it is often not well recognised by students. This mixed methods study explores the use of skills badges as icons displayed on curriculum materials in several disciplines at two universities. The badges are designed to draw students’ attention to skill development opportunities; an approach that is easily scalable in any discipline. Results indicated that more than half of students found the badges helpful and their recognition of the development of some skills increased. Other benefits included understanding the wider purpose of learning tasks, increased motivation and satisfaction and identification of examples for use in the job application process. The badges prompted some staff to communicate with students about skills and to re-evaluate their teaching approach to maximise skill development opportunities. Communication between staff and students is key to ensuring students understand the purpose of the badges and how to use them.

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